Teacher Work Sample - USU · 2019-01-24 · Teacher Work Sample Table of Contents Learning Context...

Updated 8/12/16 Page 1

Teacher Work Sample Table of Contents

Learning Context Lesson plans

Lesson plan 1 Lesson plan 2 Lesson plan 3 Lesson plan 4 Lesson plan 5 Lesson plan 6

Focus students Reflection

1. Learning Context:

-School district: Logan School District

-Name of school: Edith Bowen Laboratory School

-Title 1 school? Yes

-Demographics of school:

Admittance into Edith Bowen Laboratory School is done through a lottery system, as it is a charter school. This lottery system results in the demographic make-up of the school. Ethnically, there is not a lot of diversity within this school. This factor is mainly due to the makeup of Cache Valley as a whole. However, in regard to student abilities, talents, and poverty levels, there is quite a bit of diversity. Edith Bowen is a Title I Charter School, and therefore has at least 35% of students on reduced lunch. Furthermore, they have quite a large group of students receiving special education services at 16%. Additionally, the school is split almost equally in regard to gender.

As of the 2015-2016 school year, the demographic information is recorded as follows:

Enrollment by Ethnicity*- Enrollment by Gender*-

Asian: 8 Female: 153

Black: 3 Male: 151

Caucasian: 253

Hispanic: 27

American Indian: 2

Multi Race: 11


*Resource: Data Gateway, Utah State Board of Education

-Description of school climate:

The school climate of Edith Bowen Laboratory School is very different from many schools around Utah, because it is a charter school located on the campus of Utah State University. Therefore, the school has different freedoms and methodologies for teaching than many other public schools. The parents and community members are quite involved in the school, volunteering in classrooms and aiding in various ways. Furthermore, the school allows education students from the university to enter the classroom to observe and teach on a regular basis. This creates a unique climate for the students in the school and the regular faculty members.

Additionally, the teachers at the school have more freedom in how they teach the prescribed content standards and expectations. Within this school, teachers are guided by a constructivist philosophy, which involves inquiry learning and hands-on exploration. This is demonstrated through the EBLS Journey Plan, which allows teachers to come together in Professional Learning Communities to reflect upon their instructional practices and student assessment data. The EBLS


Journey Plan also allows teachers to collaborate in grouping students into RTI (Response to Intervention) groups, making instruction student focused and differentiated.

Using this approach to academics not only results in a climate where learning can be more individualized and innovative, but also results in state testing scores that are significantly above the state averages. The amount of growth from their struggling population is also impressive, as shown within the graphs and tables below. Overall, the academic approach that Edith Bowen Laboratory School takes conveys results.

The school wide behavior program being used at Edith Bowen Elementary is “The Leader in Me” program. This program emphasizes the 7 Habits of Highly Effective People, gives every student a personal leadership job, and is referenced in the classrooms to encourage positive behavior and choices. Leadership Tickets are also used in the school wide program. Students receive tickets when they exhibit one of the 7 leadership traits. These tickets are drawn at the end of the week in each class, and the students’ whose names are drawn receive a small prize. Each teacher, however, develops their own classroom management system for their unique group of students. The climate of this school proves to be quite unique, allowing for the education given within the school to be specialized and innovative.


Mission Statement of Edith Bowen: (Website)

The mission of the Edith Bowen Laboratory School at Utah State University is to ensure high levels of learning for all elementary students, by providing a positive and engaging learning environment using effective evidence-based practice; to mentor pre-service teachers through instruction and classroom-based experiences; and to review, conduct, implement, and disseminate educational research.

-Grade level: 2nd

-Learning environment:

Within this second grade classroom, the learning environment can at times be stressful, chaotic, negative, and inconsistent. However, as a student teacher within this learning environment, I attempt to be the positive influence within these students’ lives. On a regular basis, all students show up for school every day. There are a few days on which one or two students may be absent, but the majority of the time the students are present for a full school day. Students are assigned a seating chart, at their tables, the rug, and when lining up. However, the table seating chart is altered rather frequently depending on the behavior of the whole class. Additionally, the


times students are required to follow the lineup order and rug order are seldom and sporadic. Therefore, when they are expected to follow those expectations, students can struggle.

This classroom has a management system that involves filling up a jar with “bubbles,” or pebbles, whenever a student is demonstrating positive behavior. In relation, bubbles can be removed when students are not following expectations. If the jar becomes full, students receive a full class reward, such as a class party. On an individual basis, students can earn leadership tickets (such as are used in the schoolwide program) when they exhibit positive behavior. At the end of the week, tickets are drawn out of a bucket and prizes are given to those students who have their tickets drawn. Both of these systems are not consistently enforced and there is no guidelines regarding what “positive” and “negative” behavior. There are class rules posted in the classroom, but those rules are hardly referenced specifically or explained to the students. As I teach my lessons, I remind the students of my own expectations before every lesson. Furthermore, when I run our regular class morning meetings, I remind the class of the expectations I hold for them.

At the start of the day, the majority of students are usually engaged in the learning process. This is especially true if the morning meeting includes going over expectations and takes on a positive tone. Near the end of the day, however, students become less engaged as they become tired. Regarding the level of safety within the classroom, this depends upon the mood of the head teacher and the behavior of some of the students with 504 plans. When the head teacher is positive towards the students and the 504 plan students are also behaving, the classroom has the potential to be a very safe place. However, if the head teacher uses more negative management techniques, or the students with 504 plans act out, the learning environment can feel unsafe. I try to balance this type of environment by encouraging students, using positive reinforcement, and always acting professionally and friendly towards students.

-Subject matter of lessons: Science/Writing/Dance and Movement; Rocks/Poetry

-Total number of students: 27

-Students with special needs

With IEPs: 4

Student A needs support in regard to reading, mathematics, and writing. Additionally, this student needs support in language building skills. These needs are met by guidance during Tier II Response to Intervention groups, and Tier III work with the Special Education faculty. During Tier I instruction, differentiated reading, writing, and mathematic work is provided. For example, writing prompts include detailed templates and reading material is assigned according to the student’s reading level.

Student B needs support in their reading, writing, and cognitive processing skills. Furthermore, language, speech, and behavior are also necessarily addressed. Accommodations that student B receives include Tier II Response to Intervention groups, and Tier III work with the Special Education faculty. During classroom instruction, the student receives differentiated reading and writing materials, such as templates, teacher guidance, and leveled reading material. To address the student’s need for support in cognitive processing, instructions are repeated explicitly to that individual student and teachers remain patience as the student slowly expresses their needs or thoughts.

Student C needs support in mathematics and requires explicit directions in order to carry out directions. The scaffolding the student currently receives in math includes Tier II


Response to Intervention groups and regular differentiated classroom instruction. For example, during classroom centers, the student is placed in a group with peers on the same level and is guided by a teacher giving explicit instructions twice- once to the whole group and a second time to Student C.

Student D needs support in all main subject areas, including reading, mathematics, writing, social studies, and science. This is mainly due to the behaviors student D exhibits throughout the day, which result in student D leaving the classroom or not being fully engaged in the learning environment. To address these learning needs, the student is given guidance during Tier II Response to Intervention groups, and given Tier III work with the Special Education faculty. While the student is not in the classroom, the student receives worksheets, activities, and other projects that the student can work on individually.

English Language learners: None

Gifted and Talented: 4

Students A, B, C, and D receive horizontally challenging work that extends the subject matter that is being taught in the classroom during the day. This may include giving them challenges that cause them to think about topics in a deeper way, or giving them different versions of regular class assignments that are more challenging for them. These four students will also be receiving further testing later in the school year to identify their exact capabilities and strengths.

Other (please specify):

Speech Only: 2

Speech and Language: 2

Language Only: 1

The students that are involved in speech and/or language instruction either struggle with pronunciation or understanding of the English language. All Speech and Language students are taken out of the regular classroom a couple times a week to get specialized scaffolding and individualized instruction to accommodate their learning needs.

504 Behavior Plans: 4

Student A has a behavior plan due to the student’s inability to follow directions in a timely manner, lack of coping mechanisms, and restless movement. For example, the student lacks self-control and will occasionally lash out violently when frustrated. Additionally, the student has difficulty standing or sitting still for small periods of time. These needs are being met through classroom interventions, such as a small bag filled with beans set on the student’s lap, and giving the student explicit directions.

Student B has a behavior plan due to the student’s difficulty keeping hands to self and follow directions. Specifically, the student often acts out violently towards other and can often be insubordinate. These needs are being met through a sticker incentive system including two goals and a reward. Additionally, the student is sometimes taken out of the room to help the councilor or special education head and be monitored.

Student C has a difficult time making choices and following directions when they are given to the class as a whole. The student receives specific, explicit instructions to help cope with these challenges. Additionally, the student can exhibit insubordinate behavior


when confronted with an activity that proves to be difficult or boring. Therefore, the student is helped through classroom intervention, explicit instructions, and teacher discussions.

-Students’ prior knowledge for these lessons:

Student in this class have not been formally exposed to an abundance of science throughout this school year, especially in regards to rocks. Therefore, the students’ background knowledge includes information they have gathered through their personal experiences with rocks and other educational opportunities. The information the students have already acquired was gathered through an assessment involving true and false questions. Each of the questions gauged how much knowledge the students already had regarding the general objectives of each lesson. Below are the full class results for each answered question:

Lesson/Question % of correct answers*

Lesson One: There are different types of rocks.

100%

Lesson Two: Rocks cannot change size. 33%

Lesson Three: Igneous Rocks are formed by cooling lava or magma

97%

Lesson Four: Metamorphic rocks are formed through the settling of very small rock pieces.

21%

Lesson Five: Sedimentary rocks are formed through pressure and heat.

17%

Lesson Six: Do you like poetry? N/A

*It is important to note that three students have yet to be assessed due to absence on assessment day

Additionally, eight students were pulled out of class to participate in an in-depth assessment of their background knowledge. These in-depth assessments showed that many students had vastly different amounts of background knowledge based on what they had learned at home and in their personal experiences. The specific recordings, data, and interpretations of those results can be found in the pre-assessment section of this document. Therefore, through pre-assessing the students, there proves to be a vast diversity of knowledge regarding rocks. The lessons I teach should teach to that diversity of knowledge, providing both scaffolding and extensions.

-Students’ background and interest for these lessons:

Specific questions asked during the whole group and assessment and the in-depth sample group assessment were the main pathways used to gauge student interest in regards to this subject matter and future lessons. During the whole group assessment, students were asked three separate questions relating to their interest in the subject matter. The resulting data collected from these questions is shown below:


*It is important to note that three students have yet to be assessed due to absence on assessment day.

Based upon this feedback, it is apparent that a majority of the students enjoy science. However, there remains a group of students in the class that don’t particularly like rock investigation or poetry. Due to those two groups of students, I will attempt to make the lesson approach more engaging and interesting to those students that are not inclined to enjoy science, rocks, or poetry.

During the in-depth sample group assessment, students were asked the question:

Do you like science? Why or why not?

Based on the discussions, this feedback was assessed:

All of the 8 assessed students dictated that they enjoyed science. The reasoning for this liking was slightly different for each student:

-Student 1: “Because you can learn different things.”

-Student 2: “Because it is fun and you can create things.”

-Student 3: “Because I have a science lab at home and it is really cool. (Do you like to play with that science lab?) Yes.”

-Student 4: “Because you get to learn new things.”

-Student 5: “Because it is fun and you can do stuff that you don’t really know it and you can figure it out.”

-Student 6: “Because it is with nature.”

-Student 7: “I don’t really know. (Is there anything in science that you like to do?) I like to experiment.”

-Student 8: “Because I think it’s cool and I like experimenting.”

Overall, the students in the assessed sample enjoy science because it allows for them to learn new things, it can be fun, involves nature, and includes experimenting.

-How did your knowledge of these students inform your lesson planning?

Based upon the analyzed background knowledge, academic ability, and interests of this group of students, I have made modifications regarding how I present the lesson material, which topics I take more time on, and the different mediums through which they explore the subject matter. To increase engagement, the lessons are hands-on and have students interact with a variety of

Question Yes* No*

Do you like science? 92% .8%

Do you enjoy looking at rocks?

71% 33%

Do you like poetry/poems?

67% 37%


different rock samples. To further stimulate visual and hands-on learners, students will be able to interact with a physical model of the rock origin locations. Additionally, movement in used during lesson one. This will not only aid restless students, but also help students understand the material through a kinesthetic medium. Having different methods through which material is presented allows the unit to reach different types of learners.

Furthermore, students that are not particularly interested in rocks or poetry may find other interests throughout the unit in dance, visuals, and other activities. However, the majority of the students already have an interest in the sciences, so presenting several of the lessons through an inquiry based method with spark their interest. The students that already have an interest in rocks will personally be interested in the many different rock samples I provide for the students.

Based on the academic abilities of the students, differentiations have to be made. This is especially true regarding the lesson integrating poetry. Students that struggle with language and writing will be given a template to work with that will aid their writing process. Additionally, the teacher will need to repeat explicit instructions to several students during each lesson to help those that struggle with cognitive processing. The different groups students work in during each lesson will be heterogeneous, with varying academic ability within each. However, it is important to note that high students and low students will not be mixed to avoid contention and excess stress. Students with regular behavior issues will also be grouped with peers that will allow them to succeed. These differentiations and alterations within the lessons will help this class succeed and master the required information.

2. Lesson Plans Kristina Widerburg

Unit Pre-Assessment Whole Class:


Standing on a line in the middle of the room, students move from one side of the room to the other. One side of the room represents true/yes, and the other represents false/no. Students move back and forth according to their answer. Once students arrive at the appropriate side, the students freeze in place. The teacher records the number of students on each side of the room.

1) Do you like science? Yes/No 2) Do enjoy looking at rocks? Yes/No 3) There are different types of rocks. True/False 4) Rocks cannot change size. True/False 5) Igneous rocks are formed by cooled lava or magma. True/False 6) Metamorphic rocks are formed through the settling of very small rock pieces.

True/False 7) Sedimentary rocks are formed through pressure and heat. True/False 8) Do you like poetry/poems? Yes/No

Sample Pre-Assessment Interview: Give a random sample of 8 students an in-depth pre-assessment by asking students the following open-ended questions and tape record their responses. While asking these questions, use the rock location model (see lesson one) to help guide their answers. Three of these students will be chosen as the focus students for this teacher work sample.

1) Do you like science? Why? 2) How many different categories of rocks are there? What are their names? 3) Can rocks change size? If so, how? 4) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Igneous-Scoria) 5) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Metamorphic-Gneiss) 6) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Sedimentary-Conglomerate) 7) This is an igneous rock label, which is a category of rock. Where would you place this

label on the model? 8) This is a metamorphic rock label, which is a category of rock. Where would you

place this label on the model? 9) This is a sedimentary rock label, which is a category of rock. Where would you place

this label on the model?

Lesson One Lesson Title Where do Different Rocks Come From? Subject and grade Level Science and Dance/Movement; 2nd Grade


Approximate time 45 minutes Rationale for methods To teach students effectively, the material presented to students not only needs to be well thought out, but it also need be highly engaging. To introduce rock characteristics to second grade students, I have decided to integrate dance into the lesson. Art integration has not only been shown to be more engaging for students, but it has also been shown to increase student achievement (Course ELED 5250, Utah State University with Presenter Holly Conger- USU ArtsBridge Program Coordinator). Therefore, I have decided that using dance will aid my students in their learning and discovering. In particular, dance can be very beneficial for students who are kinesthetic learners. Howard Gardner, a developmental psychologist who presented the Multiple Intelligences, was one of the first to propose that students learned through bodily-kinesthetic methods (Gardner, 1983). By addressing the kinesthetic needs of several students through dance, I am allowing for those students to reach a deeper understanding of rocks and their characteristics. “Children who view the world primarily through movement rely on kinesthetic thinking, in which the images and feelings that emerge are best understood when a symbolic language, such as a dance, is used for translating what they have experienced (Root-Bernstein and Root-Bernstein 2000)” (Cone, 2012). Having dance as a learning outlet can truly aid students in their understanding of certain concepts. This particular set of students also craves pathways that let them move and explore, so dance is an excellent tool for them. Furthermore, dance can serve as an excellent assessment tool when students present an idea through a personally created dance. Therefore, I will be using dance within my lesson to continually help the students grow. Content standards 1. Science:

Standard 2 - Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

Objective 1 - Describe the characteristics of different rocks.

2. Dance/Movement:

Standard 2.D.CR.3- Express an idea, feeling, or image while improvising a dance that has a beginning, middle, and end.

Academic language/vocabulary

1. Students will need to create, demonstrate, and perform during this lesson. 2. Students will need to understand the following discipline-specific vocabulary during the

lesson and by the end of the lesson:


Rock: A solid object made up of minerals, found on and in the earth. Model: A small copy of something Volcano: An opening in the earth’s crust, through which melted rock/minerals, gases, and ash are forced out. Lava: Hot melted rock/minerals that erupts from a volcano. Magma: Hot liquid minerals below the earth’s surface. Pressure: A steady force on a surface Heat: A form of energy Settling/Layering of Small Rocks: The rocks stop moving and come together Cooling: Losing heat Igneous Rock: Rock formed by the cooling of lava or magma, usually found near volcanos. Metamorphic Rock: Rock formed by enormous heat and pressure, usually found underground. Sedimentary Rock: Rock formed by the settling of rock pieces, usually found along mountains, rivers, and by water outlets. Dance/Movement: To move in a rhythmic way Beginning: The first part of something. Middle: Half way between two things. End: The last part of something.

Required materials, resources, and technology List, attach, and justify all materials and resources needed to teach this lesson. One lesson must use a technology tool. Describe it here and justify its use. Book- Geology: Earth Science by: Tim Clifford (pages 18-20) Model:

Igneous, Metamorphic, and Sedimentary Labels placed on Model Assessment Recording Sheet Pre-determined group list


PowerPoint: https://d.docs.live.net/e0ae53812051ba01/Documents/Student%20Teaching/Teacher%20Work%20Sample/The%20Three%20Rock%20Types.pptx Using this short PowerPoint during the lesson and having it projected on the screen will aid students as they move like the rock being formed. Additionally, seeing the rock origin locations through a different medium will reinforce the concepts one more time, and allow students who are visual learners to see the rocks origins through a method that aids their learning. Lesson objectives Science Objective: After reading a book and viewing a model representing the different origins of metamorphic, sedimentary, and igneous rocks, in groups, students will be able to create and perform a dance representing the origin location of each rock in three specific, observable parts. Dance Objective: After watching the teacher model a three part dance inspired by the origin of the three different types of rocks and moving like the different rock types, students will be able to create and perform their own dances involving three specific, observable parts, while expressing the origin of the three types of rocks. Instructional Procedures -Preparation: -Have rock model ready to use -Have an area cleared where students can create and perform their own dances -Have Rock Book ready -Have the PowerPoint on the TV -Introduction: (5 minutes) 1. Have students meet on the rug. 2. Explain to the students that they are going to be learning about the three different types of rocks over the next week: Sedimentary, Igneous, and Metamorphic. Today, they are going to be specifically discovering where the different rocks come from and how they are made. 3. Read the book regarding rock types to the class. Discuss these questions as you read the book and after the book is read: First Page: What are rocks? What is the difference between a rock and a mineral? Second Page (Igneous): What substance(s) are igneous rocks created from? How are they created? Third Page (Sedimentary Rocks) What substances are sedimentary rocks created from? What force causes the rock to form? Fourth Page (Metamorphic) What substances are metamorphic rocks created from? What forces caused the rock to form? After:

https://d.docs.live.net/e0ae53812051ba01/Documents/Student%20Teaching/Teacher%20Work%20Sample/The%20Three%20Rock%20Types.pptx

https://d.docs.live.net/e0ae53812051ba01/Documents/Student%20Teaching/Teacher%20Work%20Sample/The%20Three%20Rock%20Types.pptx


What substances were all the different kinds of rocks created from? (OTHER ROCKS!) How many different types of rocks are there? -Application: (5 minutes) 1. Bring out the Model of the different rock type location origins (picture of model in materials section). 2. By raise of hand, ask the students for predictions regarding what they believe each part of the model represents. After taking predictions, go through each section (Volcano, Mountain/River/Outlet, and underground) one at a time. 3. Clarify which type of rock origin creates which type of rock and how that rock is created by its surroundings: Volcano: Igneous Rock; Created through the cooling of hot lava above the surface and magma below the surface of the earth. Mountain/River/Outlet: Sedimentary; Created through the settling together of different, older rock pieces that have been moved by wind, rain, and other nature sources. Underground: Metamorphic; Created through heat from within the earth and the pressure of other rocks above them. 4. Students may come up to look at the model closely after the lesson is finished. However, they must come up in groups, one at a time. -Creation: (20 minutes) 1. Explain to the students that they are going to be creating short movements, or dances, to represent the different types of rocks that they have just learned about. 2. Their dance must have a beginning, a middle, and an end. The order in which they represent the rocks doesn’t matter, as long as they have each type of rock as part of their dance. For example, the dance could begin by presenting the metamorphic rock (beginning), then move into a movement representing igneous rocks (middle), and finish with a movement representing sedimentary rocks (end). 3. Begin the PowerPoint. As the teacher moves through each slide, the students should stand up in their space “bubbles” and dance in a way that represents each type of rock origin. For example, igneous should move as lava would move, metamorphic should move in a heavy manner to represent pressure, and sedimentary could move in different levels to represents layers. 4. With the students sitting on the floor, model a short dance that you have prepared representing the three different types of rocks in three distinct parts. Here is a sample dance that can be modeled for the class: Beginning- (Igneous rock) Come very close to the ground and then slowly move upward as the arms move outward to mimic a volcanic explosion Middle- (Sedimentary rock) Move arms in a twirling motion as they move to the floor, representing rocks moving down a mountain/hill. Then stack hand on top of each other to represent the layering of the rocks. End- (Metamorphic rock) lay flat on the ground to represent the pressure and heat being used to create metamorphic rocks. This dance could also be performed with other teachers and colleagues so that the group aspect is modeled. 4. Ask students to identify the beginning, middle, and end of your model dance. Ask them which rock creation was represented by each part. Remind students of dance creation and behavioral expectations (write on the board):


-Must have a beginning, middle, and, end -Must represent each type of rock -Sound effects are aloud, as long as they are not past a level 2 volume -Having a narrator is also an option -Be creative! Come up with your own original ideas together as a group. -Work together 5. After asking if there are any more questions, tell the students the groups they have been assigned to work in. The groups they work in will be groups of 5-6 students (pre-assigned groups on separate document- name confidentiality) 6. Walk around and monitor dance creation. Make sure students are staying on task, encourage students, and answer any questions the students have. -Closure/Assessment: (10 minutes) 1. Call groups up one at a time to come to the rug and perform their dance. All other students will sit in their assigned desk seat and watch the students perform. 2. Make notes on the components of each groups dance. Did it have a beginning/middle/end? Did they represent each type of rock? (See check-list in assessment portion of lesson one) 3. After each group performs, all students will clap. 4. These teacher questions should be asked after each group performs: a. Which rock did the beginning/middle/end of their dance represent? (Check with group to confirm after suggestions given). b. What was your favorite part of the dance that was just performed? 5. Bring the students back to the rug to review the three different types by telling the student that they learned about the origins of igneous, sedimentary, and metamorphic rocks. Next time, they will be exploring rock samples. Ask the students what their favorite part of the lesson was and the challenges they encountered during the lesson. Thank students for participating and getting out of their comfort zones. Adaptations/accommodations -504 Plan students A, B, and C will be placed in creation groups that allow them to get along with others. -504 Plan students A and B will be consistently monitored/observed by another teacher. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. They will also be working with others in their groups to help them comprehend the instructions. -504 Plan student A will keep a weighted, soft bag on their lap during the book reading and model instruction. The student will be allowed to sit at his desk during reading and discussion time. -IEP students A and D will not receive other academic accommodations, because the book is being read and discussed aloud with the class. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. -Focus Students: Student 1 will be placed in a group that has an academically heterogeneous group of people within it to support her understanding. The student will also be given the book to look at ahead of time.


Student 2 will also be placed within a group that the student can succeed in, with student that are academically heterogeneous. Student 3 will be placed in a group that not only allows him to behave, but also allows him to take charge and share his understanding in a group that will be receptive to it. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document. Formative Assessment: Check-list notes on the performance of each groups dance, which should include notes on the group as a whole and individuals: Did the students’ dance include a beginning? Did the students’ dance include a middle? Did the students’ dance include an end? Did the students’ form a movement for igneous rock? Did the students’ form a movement for metamorphic rock? Did the students’ form a movement for sedimentary rock? Whole group performance quality: 1 / 2 / 3 / 4 / 5


Checklist Evaluation:

Group/Question Beginning? Middle? End? Igneous? Metamorphic? Sedimentary? Overall Quality

(1-5)

Individual Student Notes

Group 1

Group 2

Group 3

Group 4

Group 5


This formative assessment will demonstrate if each student has met the objectives (see objectives) for Lesson One, as it not only monitors the understanding of requirements, but also shows that students understood that there are three different rock types, that the three rocks are formed differently, and that dances have a beginning, middle, and end. The summative assessment is given at the end of the unit, and it located at the end of this document.


Lesson Two Lesson Title Weathering and Erosion: Rock Sizes Subject and grade Level Science and Social Studies; 2nd Grade Approximate time 50 minutes Rationale for methods Having students work together through inquiry-based learning, also known as discovery learning, has been shown to increase student understanding and promote team work within the classroom. “In formal disciplines such as science and mathematics, a pedagogical approach known as inquiry learning qualifies as an organic way to make students active agents in their own learning process. Inquiry-based methods, in short, enable students to learn about a topic through self-directed investigations,” (Ard W. Lazonder and Ruth Harmsen, 2016, p. 681). As long as inquiry learning is supported by a facilitating teacher and is developmentally appropriate for the students, students are often able to reach a deeper level of understanding. The inquiry method of teaching is based off of constructivism, an idea that several prominent theorists have supported and built upon. Constructivism supports the idea that information is received in an active manner based off of their immediate and past experiences, rather than received passively. (Koch, 2013). Considering that students learn in an active manner, it would be suggested that learning in a hands-on manner would support their understanding. Furthermore, during my level III ELED 4000 teaching science course, the inquiry method of teaching was shown to be effective multiple times, as I was given the opportunity to implement the methods into real classrooms. Based on this methodology and experience, I have created this lesson to support the learning in this classroom. Content standards 1. Science: Standard 2- Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1- Describe the characteristics of different rocks. 2. Social Studies: Standard 3 (Geography)- Students will use geographic tools and skills to locate and describe places on earth. Objective 1- Identify common symbols and physical features of a community, and explain how they affect people's activities in that area.



1. Student will be able to analyze, evaluate, hypothesize, investigate, discuss, and explore.

2. Students will need to understand the following discipline-specific vocabulary during the lesson and by the end of the lesson: Sand: tiny, loose grains of rock, found on beaches and in deserts. Gravel: small stones or rock fragments, in between the size of sand and pebbles. Pebbles: a small rock, smoothed by water. Mesh Screen: a screen composed of material made of fiber woven to form open spaces, as in a net. Can be used to sort objects by size. Sample: a small part of something that shows what the whole thing is like.

Required materials, resources, and technology Pebbles, Sand, and Silt Published by Delta Education (Foss Science Stories) Different Rock Sizes in 5 different rock mixtures (pebbles, gravel, and sand) Plastic cups (5 per group) Paper Plates Mesh Screens (different sizes) Rock Size Labels White Board Pre-determined group list (differentiated by academic ability) List, attach, and justify all materials and resources needed to teach this lesson. One lesson must use a technology tool. Describe it here and justify its use. Lesson objectives Science Objective: Given different sized rock pieces, mesh screens, and hand lenses, students will be able to analyze river rock sample to identify the difference in size between pebbles, gravel, and sand with 100 percent accuracy. Social Studies Objective: After exploring a river rock sample, identifying the different sizes of rocks within the rock sample, and reading a book regarding the uses of rocks within a community based on rock size, students will be able to discuss how river rock usage effects activities and living within different communities. Instructional Procedures -Preparation: -Place supplies (rock samples, plastic cups, paper plates, mesh screens) at different tables around the room.


-Have Pebbles, Silt, and Sand book ready -Enough copies of the guiding questions -Blank space on the white board for a rock size list -Introduction: (5 minutes) 1. Tell students that there are some rock sample for them to explore within their groups from the rock lesson yesterday. 2. Tell the students that as they explore, they will need to discover all that they can about these rocks using the guiding question (read aloud) worksheets the teacher will provide and their own scientific investigation skills. 3. The teacher should already have their rock samples, paper plates, cups, and question sheets set at their table stations or prepared to pass out. 4. Model how to pore rocks into cup from paper plate and vice versa. 4. Give the students the following explicit instructions/expectations: -They must work together in their groups -Each person gets their own paper plate to put some of the rock sample on -They must take turns using the supplies given to them -They must answer every question on their worksheet -They have 7 minutes to explore their rock sample before coming back to the rug. -They must be tidy and careful 5. Send students to the appropriate groups and tables. -Inquiry Investigation Part One: (7 minutes) 1. Allow the students to explore their rocks using the tools given to them. 2. Monitor the students and give them time warnings as they explore their rocks. 3. Ask the students questions as they work and encourage them to think deeper and make predictions. -Explain/Discussion Part One: (10 minutes) 1. Bring students back to the rug 2. As the students for some of the discoveries they made while investigating the rocks. 3. Reference the guiding questions during the discussion: Did all the rocks look the same? What are the differences you noticed? Where do you think these rocks came from? Have you ever seen rocks like these before? 4. Once it has been established that these rock samples are different sizes, read part of the book Pebbles, Sand, and Silt (pages 10-15). Ask the following questions as the book is read: How did these weather forces change the size of the rocks? What kind of weather force caused the rocks and earth to appear in this way? How long do you think the process of changing a rock’s size can take? 5. Tell the students that because they now know that rocks are different sizes throughout their journeys, they are going to classify the rocks into different groups based on their sizes. The teacher will give each group labels, and it will be the groups’ job to sort their rocks into that many categories. (Low groups will receive three labels: large pebbles, small gravel, and sand, medium will receive four: large pebbles small pebbles, large gravel, and sand, and high will receive five labels: large pebbles, small pebbles, large gravel, small gravel, and sand) They are allowed to use all of the materials they used during the first investigation and special mesh screens that will especially help them sort their rocks. After you have sorted them,


decide which label goes where. They should place the labels where they believe they should go after they have sorted the labels. 6. Remind students of the following expectations: -They must work together in their groups -They must take turns using the supplies given to them -Each person gets their own paper plate to put some of the rock sample on -They have 15 minutes to explore their rock sample before coming back to the rug. -They must be tidy and careful -They must use all of the labels. Inquiry Investigation Part Two: (15 minutes)

1. Allow the students to separate and label their rocks with the tools given to them. 2. Give the differentiated groups their labels accordingly. 3. Monitor the students’ behavior as they work, answer questions, and make sure they

are on the right path as they sort the rocks and label them. 4. Give students time warnings as they work with their groups. 5. Take pictures of the students’ final results after they have check with you that their

sorting is correct. 6. Choose a group’s separated rocks to use during the explain section.

-Explain/Discussion Part Two: (10 minutes) 1. Bring the students back to the rug. 2. Show the students the rock sample you chose with the correct labels. This should be placed where the students can see it. 3. Have the class help determine the rock sizes in descending order and write them on the board. As the rock sizes are listed, use pictures of pebbles, gravel, and sand to further enforce their size. 4. Ask the students the following questions: At what size would the rocks most likely begin their journey? Could sand become a larger rock again? What type of rock do you think the rock journey would apply to? 5. Explain to the students that different rock sizes can be very useful to people with their own community and around the world. They can affect the activities people participate in and how their environment looks. 6. Read the part of the book Pebbles, sand, and silt (pgs. 16-18). 7. After reading, have the students turn towards a neighbor and share a way they have used or encountered different rock sizes in their community or in the world. 8. Have some students share by raise of hand the ideas they discussed with their neighbor and further discuss how people all over the world interact with rocks. -Conclusion: (3 minutes) 1. Explain to the student that they have learned that there are different sizes of rocks, the different rock sizes have different names, and that the different sizes of rocks can be useful in different communities around the world. 2. Thank the students for participating and continue to the next activity of the day.


Adaptations/accommodations -504 Plan students A, B, and C will be placed in investigation groups with people that allow them to flourish and will be monitored closely by the teacher. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. They will also be working with others in their groups to help them comprehend the worksheet and other instructions. -504 Plan student A will keep a weighted, soft bag on their lap during the book reading and discussions. This student will also be allowed to sit at their desk during rug time. -504 Plan student B will be monitored by a second teacher throughout the lesson. -IEP students A, B, and D will be given the book to look at before the lesson and be read the questions on the worksheet before the lesson to allow further understanding. Their understandings will be analyzed mainly upon their verbal participation within the lesson. -IEP student A, B, C, and D will be grouped in groups that are academically homogeneous to allow for differentiation during the lesson. The groups they are placed in will have a number of rock labels equivalent to their current academic abilities. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. Additionally, students will be give two more labels than the other groups, challenging them to sort their rock samples more specifically. -Focus Students: Student 1 will be placed in a group that has an academically homogeneous group of people within it to support her understanding and allow for labeling differentiation. The student will also be given the book and worksheet to look at ahead of time. The worksheet will be read to the student ahead of time. The student will be allowed to draw pictures to support their written responses. Student 2 will also be placed within a group that the student can succeed in, with student that are academically homogenous. Student 3 will be placed in a group that not only allows him to behave, but also allows him to take charge and share his understanding in a group that will be receptive to it. The members of this group will be homogenous in understanding, allowing for more challenging material to be provided and discussed. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document. Formative Assessments: Pictures will be taken of the students’ separated rocks and labels. Informal: During the discussion and the inquiry portion of the lesson, the teacher will monitor student understanding and watch students as they engage in the investigation. Investigation Question Worksheets will be collected (see end of lesson to view worksheet). These formative assessments will gage whether the students understand that rocks are different sizes, how they can be categorized, and how the rocks are used in different communities. The summative assessment is given at the end of the unit, and it located at the end of this document.


Rock Investigation Questions

Name: ____________

1. Do all the rocks look the same?

2. How do the rocks look different?

3. Where do you think these rocks came from?

4. Have you ever seen rocks like these before? Where?


Lesson Three Lesson Title Sedimentary Rock Identification Subject and grade Level Science- Rocks; 2nd Grade Approximate time 30 – 40 minutes Rationale for methods Having students work together through inquiry-based learning, also known as discovery learning, has been shown to increase student understanding and promote team work within the classroom. “In formal disciplines such as science and mathematics, a pedagogical approach known as inquiry learning qualifies as an organic way to make students active agents in their own learning process. Inquiry-based methods, in short, enable students to learn about a topic through self-directed investigations,” (Ard W. Lazonder and Ruth Harmsen, 2016, pg. 618). As long as inquiry learning is supported by a facilitating teacher and is developmentally appropriate for the students, students are often able to reach a deeper level of understanding. The inquiry method of teaching is based off of constructivism, an idea that several prominent theorists have supported and built upon. Constructivism supports the idea that information is received in an active manner based off of their immediate and past experiences, rather than received passively. (Koch, 2013). Considering that students learn in an active manner, it would be suggested that learning in a hands-on manner would support their understanding. Furthermore, during my level III ELED 4000 teaching science course, the inquiry method of teaching was shown to be effective multiple times as I was given the opportunity to implement the methods into real classrooms. Based on this methodology and experience, I have created this lesson to support the learning in this classroom. Content standards 1. Science:

Standard 2- Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1- Describe the characteristics of different rocks.

Academic language/vocabulary 1. Students will need to evaluate, categorize, and identify. 2. Students will need to understand the following discipline-specific vocabulary during the lesson and by the end of the lesson:


Settling/Layering of Rocks: Rocks stop moving and come together, one on top of the other. Sedimentary Rock: Rock formed by the settling of rock pieces one on top of the other, usually found along mountains, rivers, and by water outlets. Minerals: a non-living substance (crystalline) made in the earth Sandstone: A sedimentary rock with visible grains/pebbles, and very small grain size. Conglomerate: A sedimentary rock with visible grains/pebbles and very large grain size. Shale: A sedimentary rock with no visible grains, is not clear, and dark in color. Limestone: A sedimentary rock with no visible grains, is not clear, and light in color. Selenite: A sedimentary rock that is clear, with not visible grains.

Required materials, resources, and technology 5 different types of sedimentary rocks: limestone, selenite, shale, conglomerate, and sandstone. A box for each of the 5 sedimentary rocks A mineral sample Sedimentary Classification chart; five copies so each group has one (see end of lesson) A rock naming worksheet for each student Pre-determined group list White board, marker (listing characteristics) Model (see first lesson) Lesson objectives Science Objective: Given a classification chart and five different types of sedimentary rocks, students will be able to identify each rock as a sedimentary rock, categorize each rock by name, and list specific characteristics attributed to all sedimentary rocks after they have evaluated each of the five rocks. Instructional Procedures Preparation:

1. Have all rocks in their designated box placed at different tables or centers around the room.

2. A rock naming worksheet for each student 3. Prep classification charts- one for each group 4. Have mineral sample prepared 5. Have the model at the front of the room.

Introduction: (7 minutes)


1. Gather students on the rug. 2. Explain to the class that today the students will be looking at and classifying

different types of sedimentary rocks in order to further understand sedimentary rocks.

3. Review sedimentary rocks by asking the students the following questions: a) What are sedimentary rocks made of? b) How are sedimentary rocks created? c) Where would you typically find sedimentary rocks? (Reference model which

is at the front of the room, remind them that all sedimentary rocks would be on that part of the model)

4. Show students a mineral sample. Tell the students that minerals are substances found on earth and formed in the earth that are not alive. Minerals are like rock ingredients, such as discussed in the Geology book read during the first lesson. Have the students turn to a partner and tell that partner what the difference between a mineral and a rock is.

5. Explain to the students that the reason there are different types of sedimentary rocks is because they are made up of different kinds of minerals.

6. Students should be told that as the students explore the different rocks today, they will notice that each rock has different characteristics. As they look at the rocks, they should consider how the different minerals might affect the rocks.

7. Model how the sedimentary classification chart works using a sample rock (conglomerate). Go step by step, showing student how to narrow down each category by looking at the rock and its characteristics.

8. Show the students their rock naming worksheet, telling them they should put the rock name by the number of rock they are looking at once they have determined the rock. If the students can’t read the chart, they can ask a friend or a teacher to help.

9. Give the students the following expectations: -Students must use the flow chart to help their exploration -Students must share the classification chart, as there is only one per station. -Students will need to write down the rock number on their rock naming worksheets once they have classified the rock and have left the station. -Students will handle the rocks gently. If a student is seen treating the rock in a disrespectful manner, the student will no longer be allowed to work with the rocks. -Students need to work together with their fellow group members to determine the rock type. -Each group will have about 4 minutes to look at each rock and classify it. An extra three minutes will be given to go back to any table they need at the end.

10. Divide the students into groups and begin the activity Inquiry Activity: (23 minutes)


1. Students will work within their groups to determine the different rock types that they are working with.

2. Each student should write down the type of rock they think their rock is. 3. The teacher should walk around supervising and giving student time reminders to

keep the students focused. 4. After every group has circulated, give the students three extra minutes to look at

any rock that they feel they need to analyze a second time. Explain/Discussion: (10 minutes)

1. Gather students on the rug again. Students should bring their name charts with them.

2. Ask students what the overall characteristics were of sedimentary rocks and brainstorm with them (both similarities and differences) using this chart on the board:

Sedimentary Rocks

Differences Similarities

3. Once characteristics have been determined, bring each rock sample to the front of

the room. For each sample, take a class vote regarding which rock each group determined it was. Regardless of whether some students mislabeled the rock, discuss why the rock is the particular rock indicated and what exactly makes the rock sedimentary using the classification chart.

Conclusion: (1 minute) 4. Have students turn to their neighbor and share which rock was their favorite rock. 5. Thank the student for participating in the lesson.

Adaptations/accommodations -504 Plan students A, B, and C will be placed in investigation groups with people that allow them to flourish and will be monitored closely by the teacher. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. They will also be working with others in their groups to help them comprehend the worksheet and other instructions. -504 Plan student A will keep a weighted, soft bag on their lap during the introduction, explain, and conclusion. This student will also be allowed to sit at their desk during rug time. -504 Plan student B will be monitored by a cooperating teacher throughout the lesson. -IEP students A, B, and D will be able to study the classification chart before the lesson to allow further understanding. Their understandings will be analyzed mainly upon their verbal participation within the lesson and collaboration with other students. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. -Focus Students:


Student 1 will be placed in a group that has an academically heterogeneous group of people within it to support her understanding. The student will also be given the classification chart to look at ahead of time. Student 2 will also be placed within a group that the student can succeed in, with student that are academically heterogeneous. Student 3 will be placed in a group that not only allows him to behave, but also allows him to take charge and share his understanding in a group that will be receptive to it. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document. Formal Assessments: Collect the students’ rock naming worksheet Informal assessment during the inquiry activity and explain portion of the lesson. These formal assessments will allow me to determine whether or not the students can identify the characteristics of sedimentary rocks, identify different sedimentary rocks as sedimentary, and categorize different sedimentary rock by name. The summative assessment is given at the end of the unit, and it located at the end of this document.


Sedimentary Rock Classification

Visible Grains/Pebbl

No Visible Grains

Sandstone

Not Clear

Clear

Conglomerate

Very Small Grain Size

Very Large Grain Size

Selenite

Light colored

Dark colored

Shale

Limestone


What is This Rock Called? Name: ____________

Igneous: Rock One:

Rock Two:

Rock Three:

Rock Four:

Rock Five:

Metamorphic: Rock One:

Rock Two:

Rock Three:

Rock Four:

Rock Five:

Sedimentary: Rock One:

Rock Two:

Rock Three:

Rock Four:

Rock Five:


Lesson Four Lesson Title Igneous Rock Identification Subject and grade Level Science- Rocks; 2nd Grade Approximate time 30 – 40 minutes Rationale for methods Having students work together through inquiry-based learning, also known as discovery learning, has been shown to increase student understanding and promote team work within the classroom. “In formal disciplines such as science and mathematics, a pedagogical approach known as inquiry learning qualifies as an organic way to make students active agents in their own learning process. Inquiry-based methods, in short, enable students to learn about a topic through self-directed investigations,” (Ard W. Lazonder and Ruth Harmsen, 2016, p. 618). As long as inquiry learning is supported by a facilitating teacher and is developmentally appropriate for the students, students are often able to reach a deeper level of understanding. The inquiry method of teaching is based off of constructivism, an idea that several prominent theorists have supported and built upon. Constructivism supports the idea that information is received in an active manner based off of their immediate and past experiences, rather than received passively. (Koch, 2013). Considering that students learn in an active manner, it would be suggested that learning in a hands-on manner would support their understanding. Furthermore, during my level III ELED 4000 teaching science course, the inquiry method of teaching was shown to be effective multiple times as I was given the opportunity to implement the methods into real classrooms. Based on this methodology and experience, I have created this lesson to support the learning in this classroom. Content standards 1. Science:



1. Students will need to evaluate, categorize, and identify. 2. Students will need to understand the following discipline-specific vocabulary during the lesson and by the end of the lesson: Cooling of Magma/Lava: Lave or magma release heat and become hardened. Lava: hot, melted rock that erupts from a volcano. Magma: hot, liquid substance below the earth’s surface


Igneous Rock: Rock created through the cooling of hot lava above the surface and magma below the surface of the earth. Minerals: a non-living substance (crystalline) made in the earth Obsidian: A shiny igneous rock. Pumice: A light weighted, non-shiny igneous rock. Scoria: A blackish, porous, heavy, non-shiny igneous rock. Basalt: A reddish, porous, heavy, non-shiny igneous rock. Granite: A solid, heavy, non-shiny igneous rock.

Required materials, resources, and technology 5 different types of igneous rocks:

Obsidian Pumice Scoria Basalt Granite

A box for each of the 5 igneous rocks Igneous Classification chart; five copies so each group has one (see end of lesson) A rock naming worksheet for each student (they should have their originals from the last lesson) Pre-determined group list White board, marker (listing characteristics) Model (see first lesson) Lesson objectives Science Objective: Given a classification chart and five different types of igneous rocks, students will be able to identify each rock as an igneous rock, categorize each rock by name, and list specific characteristics attributed to all igneous rocks after they have evaluated each of the five rocks. Instructional Procedures Preparation:

1. Have all rocks in their designated box placed at different tables or centers around the room. 2. A rock naming worksheet for each student 3. Prep classification charts- one for each group 4. Have model at the front of the room

Introduction: (7 minutes) 1. Gather students on the rug. 2. Explain to the class that today the students will be looking at and classifying

different types of igneous rocks in order to further understand igneous rocks. 3. Review igneous rocks by asking the students the following questions:

d) What are igneous rocks made of?


e) How are igneous rocks created? f) Where would you typically find igneous rocks? (Reference model which is at

the front of the room, remind them that all igneous rocks would be on that part of the model)

4. Have the students turn to a partner and tell that partner what the difference between a mineral and a rock is.

5. Explain to the students that the reason there are different types of igneous rocks is because they are made up of different kinds of minerals.


7. Model how the igneous classification chart works using a sample rock (basalt). Go step by step, showing student how to narrow down each category by looking at the rock and its characteristics. This may be less in-depth as the modeling for lesson 3, as students have already used the similar classification chart.


9. Give the students the following expectations: -Students must use the flow chart to help their exploration -Students must share the classification chart, as there is one per station. -Students will need to write down the rock number on their rock naming worksheets once they have classified the rock and have left the station. -Students will handle the rocks gently. If a student is seen treating the rock in a disrespectful manner, the student will no longer be allowed to work with the rocks. -Students need to work together with their fellow group members to determine the rock type. -Each group will have about 4 minutes to look at each rock and classify it. An extra three minutes will be given to go back to any table they need at the end.








7. Brainstorm with students regarding what the overall characteristics were of igneous rocks (both similarities and differences) using this chart on the board:

Igneous Rocks



the room. For each sample, take a class vote regarding which rock each group determined it was. Regardless of whether some students mislabeled the rock, discuss why the rock is the particular rock indicated and what exactly makes the rock igneous using the classification chart.

Conclusion: (1 minute) 9. Have students turn to their neighbor and share which rock was their favorite rock. 10. Thank the student for participating in the lesson.

Adaptations/accommodations -504 Plan students A, B, and C will be placed in investigation groups with people that allow them to flourish and will be monitored closely by the teacher. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. They will also be working with others in their groups to help them comprehend the worksheet and other instructions. -504 Plan student A will keep a weighted, soft bag on their lap during the introduction, explain, and conclusion. This student will also be allowed to sit at their desk during rug time. -504 Plan student B will be monitored by a cooperating teacher throughout the lesson. -IEP students A, B, and D will be able to study the classification chart before the lesson to allow further understanding. Their understandings will be analyzed mainly upon their verbal participation within the lesson and collaboration with other students. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. -Focus Students: Student 1 will be placed in a group that has an academically heterogeneous group of people within it to support her understanding. The student will also be given the classification chart to look at ahead of time. Student 2 will also be placed within a group that the student can succeed in, with student that are academically heterogeneous. Student 3 will be placed in a group that not only allows him to behave, but also allows him to take charge and share his understanding in a group that will be receptive to it. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document.


Formal Assessments: Collect the students’ rock naming worksheet Informal assessment during the inquiry activity and explain portion of the lesson. These formal assessments will allow me to determine whether or not the students can identify the characteristics of igneous rocks, identify different igneous rocks as igneous, and categorize different igneous rock by name. The summative assessment is given at the end of the unit, and it located at the end of this document.


Igneous Rock Classification

Shiny

Not Shiny

Obsidian

Light

Heavy

Pumice

Holes

No Holes

Reddish Color

Blackish Color

Scoria

Basalt

Granite


Lesson Five Lesson Title Metamorphic Rock Identification Subject and grade Level Science- Rocks; 2nd Grade Approximate time 30 – 40 minutes Rationale for methods Having students work together through inquiry-based learning, also known as discovery learning, has been shown to increase student understanding and promote team work within the classroom. “In formal disciplines such as science and mathematics, a pedagogical approach known as inquiry learning qualifies as an organic way to make students active agents in their own learning process. Inquiry-based methods, in short, enable students to learn about a topic through self-directed investigations,” (Ard W. Lazonder and Ruth Harmsen, 2016, p. 618). As long as inquiry learning is supported by a facilitating teacher and is developmentally appropriate for the students, students are often able to reach a deeper level of understanding. The inquiry method of teaching is based off of constructivism, an idea that several prominent theorists have supported and built upon. Constructivism supports the idea that information is received in an active manner based off of their immediate and past experiences, rather than received passively. (Koch, 2013). Considering that students learn in an active manner, it would be suggested that learning in a hands-on manner would support their understanding. Furthermore, during my level III ELED 4000 teaching science course, the inquiry method of teaching was shown to be effective multiple times as I was given the opportunity to implement the methods into real classrooms. Based on this methodology and experience, I have created this lesson to support the learning in this classroom. Content standards 1. Science:


Academic language/vocabulary 1. Students will need to evaluate, categorize, and identify. 2. Students will need to understand the following discipline-specific vocabulary during the lesson and by the end of the lesson: Pressure: A steady force on a surface Heat: A form of energy

Metamorphic Rock: Rock formed by enormous heat and pressure, usually found underground.

Minerals: a non-living substance (crystalline) made in the earth


Slate: A metamorphic rock that is layered and contains very small crystals. Gneiss: A metamorphic rock that is layered with big/medium crystal size and minerals separated into bands. Schist: A metamorphic rock that is layered with big/medium crystal size and minerals spread throughout the rock. Marble: A metamorphic rock that is not layered and is shiny. Quartzite: A metamorphic rock that is not layered and is not shiny. Crystals: Minerals distributed within the rock

Required materials, resources, and technology 5 different types of metamorphic rocks: Slate Gneiss Schist Marble Quartzite A box for each of the 5 metamorphic rocks Metamorphic Classification chart; five copies so each group has one (see end of lesson) A rock naming worksheet for each student (they should have their originals from the last lesson) Pre-determined group list White board, marker (listing characteristics) Model (see first lesson) Lesson objectives Science Objective: Given a classification chart and five different types of metamorphic rocks, students will be able to identify each rock as a metamorphic rock, categorize each rock by name, and list specific characteristics attributed to all metamorphic rocks after they have evaluated each of the five rocks. Instructional Procedures Preparation:

1. Have all rocks in their designated box placed at different tables or centers around the room. 2. A rock naming worksheet for each student 3. Prep classification charts- one for each group 4. Have model at the front of the room

Introduction: (7 minutes) 1. Gather students on the rug. 2. Explain to the class that today the students will be looking at and classifying

different types of metamorphic rocks in order to further understand metamorphic rocks.

3. Review metamorphic rocks by asking the students the following questions:


g) What are metamorphic rocks made of? h) How are metamorphic rocks created? i) Where would you typically find metamorphic rocks? (Reference model

which is at the front of the room, remind them that all igneous rocks would be on that part of the model)

4. Have the students turn to a partner and tell that partner what the difference between a mineral and a rock is.

5. Explain to the students that the reason there are different types of metamorphic rocks is because they are made up of different kinds of minerals.


7. Model how the metamorphic classification chart works using a sample rock (gneiss). Go step by step, showing student how to narrow down each category by looking at the rock and its characteristics. This may be less in-depth as the modeling for lesson 3, as students have already used the similar classification chart.


9. Give the students the following expectations: -Students must use the flow chart to help their exploration -Students must share the classification chart, as there is one per station. -Students will need to write down the rock number on their rock naming worksheets once they have classified the rock and have left the station. -Students will handle the rocks gently. If a student is seen treating the rock in a disrespectful manner, the student will no longer be allowed to work with the rocks. -Students need to work together with their fellow group members to determine the rock type. -Each group will have about 4 minutes to look at each rock and classify it. An extra three minutes will be given to go back to any table they need at the end.








2. Brainstorm with students regarding what the overall characteristics were of metamorphic rocks (both similarities and differences) using this chart on the board:

Metamorphic Rocks



the room. For each sample, take a class vote regarding which rock each group determined it was. Regardless of whether some students mislabeled the rock, discuss why the rock is the particular rock indicated and what exactly makes the rock igneous using the classification chart.

Conclusion: (1 minute) 1. Have students turn to their neighbor and share which rock was their favorite rock. 2. Thank the student for participating in the lesson. Adaptations/accommodations -504 Plan students A, B, and C will be placed in investigation groups with people that allow them to flourish and will be monitored closely by the teacher. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. They will also be working with others in their groups to help them comprehend the worksheet and other instructions. -504 Plan student A will keep a weighted, soft bag on their lap during the introduction, explain, and conclusion. This student will also be allowed to sit at their desk during rug time. -504 Plan student B will be monitored by a cooperating teacher throughout the lesson. -IEP students A, B, and D will be able to study the classification chart before the lesson to allow further understanding. Their understandings will be analyzed mainly upon their verbal participation within the lesson and collaboration with other students. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. -Focus Students: Student 1 will be placed in a group that has an academically heterogeneous group of people within it to support her understanding. The student will also be given the classification chart to look at ahead of time. Student 2 will also be placed within a group that the student can succeed in, with students that are academically heterogeneous. Student 3 will be placed in a group that not only allows him to behave, but also allows him to take charge and share his understanding in a group that will be receptive to it. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document.


Formal Assessments: Collect the students’ rock naming worksheet Informal assessment during the inquiry activity and explain portion of the lesson. These formal assessments will allow me to determine whether or not the students can identify the characteristics of metamorphic rocks, identify different metamorphic rocks as metamorphic, and categorize different metamorphic rock by name. The summative assessment is given at the end of the unit, and it located at the end of this document.


Metamorphic Rock Classification

Layered

Not Layered

Slate

Shiny

Not Shiny

Gneiss

Very Small Crystal Size

Big/Medium Crystal Size

Quartzite

Minerals Separated in Bands

Minerals Spread

Throughout Rock

Schist

Marble


Lesson Six Lesson Title Rocking Poetry: Cinquain Poem Subject and grade Level 2nd Grade; Science and Writing Approximate time 45 minutes (Students may need extra time to reach the publishing stage of writing) Rationale for methods I am a firm believer that writing can be an excellent tool for students to experience learning and enhance other subject areas in the classroom. Regie Routman states that, “Children develop meaning as they write… Writing makes us think harder” (Routman, p.126). This is why I have integrated writing and science into the last lesson in this unit. In order to teach expository poem creation and help students describe the characteristics of their rock effectively, I have based my lesson upon the methodology of Regie Routman. Regie Routman’s ideology was taught within my level III teaching writing course. During the course, we were provided multiple opportunities to implement Routman’s teaching strategies into the classroom, proving it to be very effective. Some of the ideas that Regie Routman advocates are that teachers should give students choice in their writing, that students need an effective writing model to learn from, and that students need opportunities to share their writing. Not only is this teaching method based upon research, but it also allows students to bring their own creative personalities to the table. As shown within the lesson plan, I have given opportunities for students to engage in all of these practices. Another important aspect of writing that is incredibly crucial for students to accomplish is the ability to apply the things they are learning into their own writing. “Just as we don’t want students who can recite phonics rules but aren’t able to apply them, we don’t want students who can rattle off features but can’t use them, can’t see their value or unity” (Duke, p. 70). When Regie Routman’s writing method is used, students come away from lessons with a love for writing, better writing skills, and a variety of writing tools that they can actually use. For these reasons, I have integrated writing into the final lesson in this rock unit. Content standards Science: Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1 Describe the characteristics of different rocks Writing:


Standard 2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS. ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Academic language/vocabulary

1. Students will be able to write, create, edit, and produce. 2. Students will need to understand the following discipline-specific vocabulary during the

lesson and by the end of the lesson: Poem: A type of writing that is written in lines, using the nature of speech and sound to express an idea. Edit: Correcting or changing something to make it better or different. Publish: Having a piece of work ready for the public or world to see. Cinquain Poem: A descriptive type of poem with five lines that do not rhyme. Adjective: A word that describes a noun or pronoun, such as shy, green, shiny, etc. Noun: A word used to describe general people, places, or things, such as rock.

Required materials, resources, and technology Poem Model Writing Template Writing Notebooks (Brainstorm, writing) Model Rocks Pencils Chromebooks (Typing up poem): Students will be using Chromebook to type up their finished cinquain poems with the aid of an adult. Using the Chromebooks to type up their finished poems in this lesson allows the students to understand the importance of publishing and presenting writing to an audience so that it can be read and appreciated. Additionally, students tend to appreciate the work they have put into a project when it is published and showed as important by the teacher. Lesson objectives Writing: After the modeling of the brainstorming process and the modeling of creating a cinquain poem, students will be able to write their own expository cinquain poems based off of their chosen rock’s factual characteristics, completing all the lines in a cinquain poem.


After writing their own cinquain poem and discussing the editing process, student will be able edit and publish their poem using teacher help, dictionaries, and Chromebooks. Science: Given a rock samples to choose from, students will be able to describe the different characteristics of their chosen rock using a cinquain poem with creativity, facts, and accuracy. Instructional Procedures -Preparation -Having model of own cinquain poem (projected or on board) -Have Chromebooks available for student usage -Have rock samples available for students to choose from -Have enough cinquain writing templates for the whole class -Connection (1 minutes) 1. Ask students if they can remember the different rocks they have looked at through the week. Have the students close their eyes and try to and picture their favorite rock in their head. If they don’t have a favorite, they can pick any of the rocks. They should picture how the rock looked, try to remember how the rock felt, and other characteristics. 2. Have students open their eyes. At this point the teacher should be holding his/her/their favorite rock. -Teaching Point (1 minute) 1. Tell the students that today they will be writing a poem about one of their favorite rocks. The rock they choose can be the one they pictured in their head, or a different rock. The poem they will be writing is a very special type of poem called a cinquain, and the teacher will show them how to write this type of poem. -Mini-Lesson (15 minutes) 1. Model the brainstorming process you used to create your own cinquain poem. 2. Have a long column drawn on the board, with Brainstorming written on the top. 3. Ask the class what they believe brainstorming is. Explain that brainstorming is a process in which you come up with as many ideas as you can regarding one topic or subject. 4. Tell the students that this rock, conglomerate, is the rock that you have chosen to use for your own poem. I will be brainstorming the characteristics of this rock before I begin writing my own poem. 5. Brainstorming think-aloud: “First, I will look at this rock. I notice that there are lots of smaller rocks in it. So I am going to write “different rock sizes.” As I continue looking at the rock, I see a lot of faded colors. I will write “faded colors” on my list. Next, I will feel the texture of my rock. I notice that my rock feels bumpy and rough. I will write both of those things on my list. Next, I will try to remember how this rock was created. This rock was created through layers and settling, so I will write both of those words on the board. Some of the smaller rocks in this rock became smaller through moving down a mountain by water or wind, so I will write the word rolling on the board. I picked this word, because it is what I picture when I think of the rock moving down the mountain. I am also going to write the type of rock this is on the board, sedimentary. I have quite a few things on the board now! I should be ready to start my poem. If I need to brainstorm later on, I can always come back.” 6. Have the model cinquain poem posted on the board. The cinquain poem I have written that I will model looks like this:

Conglomerate


Bumpy, Faded Settling, Layering, Rolling It feels rough in my hand

Sedimentary

7. I will tell the students that now would be the time to write their own poems! To help them write their poems, I have a template ready for them to use. It will help them know what kind of words to write. I will also show them how I took my brainstorming list and made my own poem. 8. Show students the writing template located at the end of the lesson. As you write your poem, reference each line of the poem in the template. 9. Think- aloud: “The first line of the poem states that I need a one word title, or a noun, telling what my poem is about. Who can tell me what a noun is? Yes, a noun is a person, place, or thing. The thing I am writing about is a conglomerate rock, so I wrote ‘Conglomerate’ on my first line. The second line state that I need to adjectives to describe what my poem is about. What is an adjective? Yes! An adjective is a word that is used to describe an objective, such as soft, cold, or tough. I will look at my brainstorming list and see if I wrote down any words that are adjectives. It looks like I did! I wrote down bumpy, faded, and rough. I chose to use bumpy and faded in my poem. The next line says that I need three “ing” word to describe my object. I will look at my list, and there are three “ing” words! I used settling, layering, and rolling. If there weren’t any ing words, what could I do? (Go back to brainstorming, change one of the words to an ing word). The next line says that I need a phrase that tells my audience more about what I’m writing about. I could use anything off of my brainstorming list or something else. I chose to use the word rough off of my list, and wrote the sentence: It feels rough in my hand. The last line says I need to use a synonym of my title. What does synonym mean? (Discuss) My title was “conglomerate.” I need a word that could also mean conglomerate. I decided to use the word sedimentary, because conglomerate is a sedimentary rock! If you write about a rock, you could also use the type of rock it is in the last line. My poem is complete.” 10. Give students the following expectations: -Student will need to share the rock samples with their classmates. They are welcome to take the samples to their desks, but if anyone misuses the rocks, they will not be allowed to use them. -They will need to use the template to write their poem. -Once they have written their poem on the template, they will need to copy it over to their reading response journals with correct spelling and their best hand writing. That is called editing their poem. -They will have 20 minutes to write their poems today. -They may move around the room and use a whisper volume.


11. Tell student that they will have the opportunity during center time to type up their poems on the Chromebook so they can be published and look nice for their audiences. 11. Ask the students if anyone has any questions about how they need to write their poem.

-Independent Writing (20 minutes) 1. Students will have the opportunity to write their own cinquain poems. 2. Teacher should monitor and aid the students as they write their poems. 3. The students that get to the publishing stage of writing may use Chromebooks to start typing up their poems. -Conferencing: 1. This occurs during independent writing time. 2. Several students should be asked which rock they are writing about, asked about their brainstorming list, and how their poem is coming along. The teacher should prompt these students to use creativity and produce their very best work. -Share/Conclusion: (5 minutes) 1. Gather students to the rug. 2. Two students will have the opportunity to share their poems with the class. 3. Students should be asked what aspects of the sharing students’ poems they liked or though were really impressive. 4. The sharing students should be asked what their next step will be to make their poem even better. 5. The teacher should also give positive feedback to the sharing students. 6. Restate that the students have learned how to write cinquain poems and they have learned how to describe their rocks in detail. Thank them for participating and remind them that they will have extra time later to finish their poems. Adaptations/accommodations -504 Plan students B will be required to work at his desk during the writing portion of the lesson. -504 Plan students A and B will only be allowed to use the Chromebooks if they are acting respectfully and nonviolently. -504 Plan students A and C/IEP students B and C will be given explicit instructions individually a second time. -504 Plan students A and B/IEP students B and D will be given extra time and teacher guidance on their poem at a different time during the day. -504 Plan student A will keep a weighted, soft bag on their lap during the modeling and sharing portion of the lesson. This student will also be allowed to sit at their desk during rug time. -504 Plan student B will be monitored by a cooperating teacher throughout the lesson. -IEP students A, B, and D will be read the line instructions to help them comprehend what they need to write. -IEP student C/504 Plan student C will be given encouragement and external motivation to help her make writing decisions. -Gifted students’ extension: Students will have access to higher level reading materials on the different rock types during reading center time. If the students desire to, they may write another cinquain poem or create a different kind of poem (acrostic) for their rock once they have completed the first assignment. -Focus Students:


Student 1 will be able to access the poem template ahead of time and begin considering what type of words she wants to include in her poem. Student 2 will receive the same template as the rest of the class has, and I will make sure this student has access to a rock sample to visually interact with. Student 3 will be challenged to write a different type of poem (acrostic poem) after the completion of the cinquain poem. This will be presented in a way that encourages the student to want to take on this challenge. Assessment For evaluation of students’ beginning level of understanding in regards to this lesson, see the pre-assessment results section of this document. Formal Assessment: Collection of poem rough drafts compared to the final published copies. Conferencing with students during independent writing time. The copies of the students rough drafts and final submissions will not only show their ability to write an expository cinquain poem, but will also demonstrate their editing and publishing skills. The summative assessment is given at the end of the unit, and it located at the end of this document.


Cinquain Rock Poem By: ______________________

_____________________________________________________________________

A one word title, a noun that tells what your poem is about

_______________________________, _____________________________________ Two Adjectives that describe what you’re writing about

____________________, _________________________, ______________________ Three “ing” words that describe what your poem is about

_____________________________________________________________________

Write a sentence about your poem

_____________________________________________________________________ A synonym for your title, another noun that tells what your poem is about


Unit Post-Assessment Whole Class: Sitting at their desks, will answer the following questions on a sheet of paper. The questions will be read aloud to the students one at a time to allow students with limited reading proficiency to understand the questions. The sheets of paper will be recorded and the answers analyzed accordingly.

1) Do you like science? Yes/No 2) Do enjoy looking at rocks? Yes/No 3) There are different types of rocks. True/False 4) Rocks cannot change size. True/False 5) Igneous rocks are formed by cooled lava or magma. True/False 6) Metamorphic rocks are formed through the settling of very small rock pieces.

True/False 7) Sedimentary rocks are formed through pressure and heat. True/False 8) Do you like poetry/poems? Yes/No

Sample Pre-Assessment: Give the same random sample of 8 students from the pre-assessment an in-depth post-assessment by asking students the following open-ended questions and tape record their responses. While asking these questions, use the rock location model (see lesson one) to help guide their answers. Three of these students have been chosen as the focus students for this teacher work sample.

10) Do you like science? Why? 11) How many different categories of rocks are there? What are their names? 12) Can rocks change size? If so, how? 13) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Igneous-Scoria) 14) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Metamorphic-Gneiss) 15) This is a rock. How was this rock formed? Show me where you would find this rock

on the model. (Sedimentary-Conglomerate) 16) This is an igneous rock label, which is a category of rock. Where would you place this

label on the model? 17) This is a metamorphic rock label, which is a category of rock. Where would you

place this label on the model? 18) This is a sedimentary rock label, which is a category of rock. Where would you place

this label on the model?


3. Focus Students:

Description of student 1 Prior learning: Based on the in-depth pre-assessment interview with this student, there has been some past learning in relation to rocks. The student was aware that lava can produce rocks, and that water is a force that can break different rocks apart. However, the student was not aware that there are three different types of rocks or understood how they were all formed. Additionally, the student did not understand how the different appearance of rocks can give clues to the type of rock being presented. Science is not a frequently taught subject in this class, and therefore, this student can only rely on their personal experiences for prior learning knowledge. While the student’s experience with rocks may help them be more comfortable dealing with rocks, the student will need explicit instruction regarding the different rock types. Academic ability: Based on interactions with the student, working in small groups with the student, and various test scores, this student had a difficult time with both reading skills and keeping up mathematically. Regarding reading, the student struggles with fluency and deciphering large words. Additionally, spelling is difficult for this student. Mathematically, this student has a difficult time keeping up. Although the student will reach a strong understanding eventually, it takes longer than it does for many other second grade students. The time it takes the student to understand mathematical concepts often exposes itself in other subject areas as well. These abilities will result in required support in the areas of reading, math, spelling, and comprehension. Personal background: Through classroom observations, it have become evident that this student loves learning, creating things, and telling stories. Based on the in-depth pre-assessment interview with this student, this student really enjoys science and scientific exploration. For example, when asked this question: “Do you like science? Why?” the student replied, “Yes, because you can learn different things.” Furthermore, this student has engaged in some exploring and interaction with rocks, if only minimal. As the student works through this unit, it is anticipated that the student will draw on those experiences to support understanding. Other relevant characteristics: This student loves to help pass out paper and other jobs within the classroom. Additionally, this student does not always respond when first called on, due to


classroom distractions. The student needs multiple promptings to produce classroom participation. Influence of these characteristics on your teaching: Due to this students’ learning abilities and background knowledge, I will make several accommodations during every lesson for this student. The student will be placed in groups that are academically heterogeneous to promote better comprehension and support. When writing is required, student will be allowed to look at prompts and consider their responses ahead of time. In fact, many of the books and materials used in the lesson will be given to this student ahead of time to consider. Having this type of introduction before whole class instruction will help the student comprehend the material at a higher level. Additionally, the student may draw pictures instead of write to express ideas. The poem writing template will be given to this student specifically to aid in the writing process. Spelling mistakes, as long as they have a basis in “sounding out” will be accepted from this student and then corrected patiently with a teacher during editing/publishing. As the student enjoys aiding the teacher, opportunities in different lesson to help will be offered to this particular student. During every lesson, the teacher will work patiently with the student to allow them time to participate.

Description of student 2

Prior learning: From the results of the in-depth pre-assessment, this student has not only had experience with rocks before, but has been taught a little about how the rocks are formed. Although the student did not know how many rocks there were, they knew that rocks can change size from fusing older pieces together. The student also know how scoria was formed and where it would have formed. Additionally, the student was able to hypothesize how the conglomerate rock was formed. This student, however, has no familiarity with the names of the three different types of rocks. Explicit teaching of the rock types names linked to their formation and samples is required. Academic ability: Based upon classroom interactions, working with the student one-on-one, having the student in RtI groups, and various assessment results, this student performs on grade level for the majority of second grade subjects. The student’s fluency is on grade level, the student’s spelling is slightly above on grade level, the student’s math skills are close to grade level, and regular participation in the classroom has proved that the student’s reasoning skills are proficient. The student has also proved to be a visual learner in several aspects. Academically, this student needs only a little more support than the regular tier I instruction provides. Personal background: Based on interactions with the student and the pre-assessment, it seems that the student will really enjoy this unit. The student enjoys science, investigating,


exploring and creating. For example, the student replied, “Yes, because it is fun, and you can create things,” when asked if they liked science. Due to the student interest in creating and investigating, this student will particularly like creating the dance, examining rocks, and writing the poem. Overall, this unit should be successful for this student. Other Relevant Characteristics: This student has shown several behaviors that indicate that they are a visual learning. Influence of these characteristics on your teaching: Based upon these characteristics, student 2 will succeed in these unit lessons with basic tier 1 support. However, to help this student particularly succeed and grow their own understanding. I will place this student in a group in which he can succeed that is academically heterogeneous. Additionally, the visual aids within my lesson will help increase the student’s understanding. For example, having the student look at a rock sample while writing the poem will aid the student’s understanding and creativity. These accommodations will help the student continue to learn and grow within the classroom.

Description of student 3 Prior learning: This student has been able to engage in multiple learning experiences regarding rocks at home. Due to this enhanced experience and the student’s academic ability, the background knowledge of student three is astounding. This student understands that there are different types of rocks, how the different rocks can form, how samples of igneous and sedimentary rocks form, where sedimentary and igneous are commonly found, and how living organisms can create rocks (limestone). The student needs some guidance in regards to metamorphic rocks and their creation, but otherwise this student has extensive rock knowledge for a second grader. Academic ability: Overall, the academic ability of this student is incredibly high. In fact, this student may qualify as a gifted student. This student exceeds in math, science, reading, and social studies. The student receives challenging work in RtI groups, is often placed with other high-achieving students, and can often generate answers quickly. However, this student can struggle explaining the logic behind their reasoning, and wants their provided answer to be correct simply because it is correct. One of the focuses for this student, specifically in mathematics, has been for the student to show their work and explain how they came to a solution. Additionally, the student can be careless when spelling and will make several mistakes, even when knowing the correct spelling. Personal background:


This student absolutely loves rocks and has rock and crystal kits at home. Additionally, the student appears to receive supplemental education at home from parents. The student enjoys experimenting, building, and creating. Therefore, this student has the potential to be engaged in this unit through exploring rocks and creating poems and dances. Other relevant characteristics This student can struggle with insubordinate behavior and tends to gravitate towards the easiest task, opposed to a task that is challenging or on level for the student. Influence of these characteristics on your teaching: Considering that this student is highly gifted and has an extensive background in rocks and general science, I will accommodate my lessons to challenge the student. The student will be placed in groups that allow him to share his knowledge with other students and that allow him to grow. Furthermore, the student will have access to literature and nonfiction regarding rocks that is at a higher level in terms of reading and information. The student will also be challenged to create another poem that will stretch his creative skills. As I work with this student, I will encourage the student to challenge himself and participate. At the end of the unit, I have arranged for the student to bring in the rocks and crystals he has at home to share with the class. Giving the student the extra push and opportunities to share his knowledge will help him to continue to grow and love learning.


4. Reflection and evaluation of lessons, including analysis of assessment data.

Assessment Data Analysis:

Whole Class Pre-Assessment Data Results:

Lesson/Question % of correct answers


100%



97%


21%


17%


100%

33%

97%

21% 17%

Lesson One Lesson Two Lesson Three Lesson Four Lesson Five

Objective Based Whole Class Pre-Assessment Results

Question Yes No

Do you like science? 92% 8%


Random Sample Students’ Pre-Assessment Data Results:

Student Overall Understanding:

Superior, Excellent, Sufficient, Building, Needs Improvement

One Needs Improvement

Two Needs Improvement

Three Building

Four Needs Improvement

Five Needs Improvement

Six Building

Seven Building

92%

71% 67%

8%

33% 37%

DO YOU LIKE SCIENCE? DO YOU ENJOY LOOKING AT ROCKS?

DO YOU LIKE POETRY/POEMS?

Enjoyment Based Whole Class Pre-Assessment Results

Yes No


71% 33%


67% 37%


Eight (Av) Building

Focus Student Pre-Assessment Interview Summaries: Student 1: This students enjoys science due to the fact that it allows her to learn different things. She did not initially know how many different rock types there were, but luckily guessed the number three when prompted. Additionally, she believes that rocks cannot change size. The student correctly believes that the scoria rock sample was made from molten lava and placed the rock correctly near the volcano. The student believed that the metamorphic rock (gneiss) sample was made by water cutting pieces of rock off of a mountain and placed the rock near the mountain and river. The student believes that the sedimentary rock sample (conglomerate) was made from the “underground,” and placed it near the earth layers. The student placed the igneous rock label right below the volcano. The student placed the sedimentary label near the river and mountain. The student placed the metamorphic label near the earth layers.

Student 2: This student likes science because it is fun and gives the student the opportunity to create things. The student did not initially know how many different types of rocks there were, but when prompted guessed the number three. The student also believes rocks can change size by growing new material, or old pieces fusing together. The student correctly believes that the igneous (scoria) rock sample was made from lava that cools, and placed the rock below the volcano. The student believes that the metamorphic rock (gneiss) was formed by the accumulation of crystal, and placed the rock on the mountain. The student correctly believes that the sedimentary rock sample (conglomerate) was made by tiny rocks that have come together. The student placed the rock near the earth layers. The student placed the igneous rock


label on the mountain, the sedimentary label near the earth layers, and the metamorphic label near the volcano.

Student 3: This student likes science because they “have a science lab at home and it is really cool.” The student also has a crystal growing kit at home. The student know that there are three different categories of rocks in the world. Additionally, the student believes that rocks can change size, because when using the crystal growing kit at home, the student watched crystals growing around a rock. The student believes that the igneous rock sample (scoria) was made from dirt and clay, but vaguely remembers seeing the rock before and being told how it was made. After holding and looking at the rock some more, the student remembered that the rock occurs around volcanos based on his parent’s experiences. The student placed the scoria sample on the volcano, moving the rock down from the volcano opening to the base of the volcano. The student believed that the metamorphic sample (gneiss) was formed at the bottom of the sea, where gneiss can be found. The student believes that shells and other sea creatures came together to create this rock. The student placed this rock sample in the lake outlet on the model. The student correctly believes that the sedimentary rock sample (conglomerate) was formed by many rocks coming together (the student indicated that there were tons of them at the student’s home). The student placed the conglomerate sample so that it appeared to be moving down the mountain. The student placed the igneous label correctly at the base of the volcano. The student also placed the sedimentary label on the mountain. The metamorphic label was placed on the lake outlet.


Whole Class Post-Assessment Data Results:

Lesson/Question % of correct answers


100%



92%


64%


60%


100%88% 92%

64% 60%

LESSON ONE LESSON TWO LESSON THREE LESSON FOUR LESSON FIVE

Objective Based Whole Class Post-Assessment Results


Random Sample Students’ Post-Assessment Results

(Same Students as Pre-Assessment)

Student

Overall Understanding: Superior, Excellent, Sufficient, Building, Needs Improvement

One Excellent

Two Superior

Three *This particular student

missed lessons 1-4

Sufficient

96%

60%

92%

60%

4%40%

8%40%

DO YOU LIKE SCIENCE? DO YOU LIKE DANCE/MOVEMENT?

DO YOU ENJOY LOOKING AT ROCKS?

DO YOU LIKE POETRY/POEMS?

Enjoyment Based Whole Class Post-Assessment Results

Yes No

Question Yes No

Do you like science? 96% 4%

Do you like dance/movement?

60% 40%


92% 8%


60% 40%


Four Sufficient

Five Building

Six Excellent

Seven Superior

Eight Excellent

Focus Student Post-Assessment Interview Summaries: Student 1: This student still enjoys science. The student not only knew there were three types of rocks, but was also able to list igneous, metamorphic, and sedimentary off the top of her head. The student also knew that rock can change size by piling up on each other to get larger, and by being broken apart by forces like water to get smaller. The student was also able to identify each rock sample as either sedimentary, igneous, or metamorphic. The student placed each rock at the correct place on the model, and also understood how different rock types are formed. However, the student switched the formation method of sedimentary rocks with metamorphic rocks, and vice versa.

Student 2: The student still enjoys science. The student know there are three types of rocks, and that they can change size. To change size, the student said the rocks would have to roll to get bigger, and break to get smaller. The student was able to identify how the igneous rock was formed and placed it in the correct place on the model. The student was also able to identify how the sedimentary rock sample was formed and placed it correctly on the mountain part of the model. The last rock sample, metamorphic, was correctly placed underground near the rock


layers. Instead of indicated that the rock was formed with heat and pressure, the student explained that the rock was made “by crystals and other rocks,” which is not incorrect, but does not explain how the crystals are formed together. The igneous label was correctly placed on the model, however, the sedimentary and metamorphic labels were switched incorrectly.

Student 3: This student still enjoys science. The student knew that there were three different types of rocks and that they can change sizes. The student explained that rocks can change size by stacking onto each other, by crystals forming and growing, and by breaking into pieces, such as sand. The student was able to identify each rock sample and explain how it was formed. Additionally, the student placed the rock labels and samples correctly on the model.


Pre and Post Assessment Comparisons

Written Analysis: In comparing the pre-assessment results with the post-assessment results, there has been an overall growth in objective knowledge. Additionally, in regards to scientific enjoyment, there has been an increase for the overall class. The knowledge base for lesson one demonstrates that the class did not lose any knowledge with the span of the unit, and analysis of the in-depth interview has shown that many of the students know quite a bit regarding the different rock types. The understanding of lesson two concepts increased significantly, as shown in the whole class assessment and the in-depth interviews. Based on the pre-assessment, it is shown that many of the students understood that a type of rock and be formed from lava and magma. While understanding of lesson three and this concept appears to have gone down,

100%

33%

97%

21% 17%

100%88% 92%

64% 60%

LESSON ONE LESSON TWO LESSON THREE LESSON FOUR LESSON FIVE

Objective Based Pre-Assessment and Post-Assessment Comparison

Pre-Assessment Post-Assessment

92%

71% 67%

96% 92%

60%

STUDENTS THAT LIKE SCIENCE STUDENTS THAT ENJOY LOOKING AT ROCKS

STUDENTS THAT LIKE POETRY/POEMS

Enjoyment Based Pre- Asssessment and Post-Assessment Comparison

Pre-Assessment Post-Assessment


having two other rocks that form through different methods introduced to students caused a greater possibility for confusion. Furthermore, the 92% of the class is still a vast majority of the student that have understood that concept. The understanding in regards to lessons four and five also increased by roughly 40%. After reviewing these particular questions, it seems that while the questions tested the correct concepts, the true and false format of the questions made it difficult for the students to remove themselves from the information presented in the questions. (For more details regarding this observation, see lesson four and five analysis in “analyze teacher effectiveness.”) Having lessons that were hands on and interactive helped the percentage of students who enjoyed scientific learning rise, as well as the interest in rocks. Poetry interest, however, went down. This may have been due to the way the lesson was presented or difficulties the students had within the lesson (For more details regarding this observation, see lesson six in “analyze teacher effectiveness.”) Based on the beginning level of knowledge of each interviewed student and the final level of knowledge, each student was able to develop a higher understanding of rock characteristics, formations, and locations due to the unit instruction and activities. This data analysis demonstrates the strong points within the unit and also areas that could be improved upon.

Analyze student learning:

Focus Student One Learning Analysis Lesson One Summary- Student one’s Group Score:

Group/Question B? M? E? I? M? S? Overall Quality (1-5*)

Individual Student Notes

Group 1 X X X X X X 5 Student One helped create and perform

the dance. *Scale of 1-5, with 5 being the highest and 1 being the lowest. This student was able to contribute to her groups created dance and also perform with the group. The dance had a beginning, middle, and end, and furthermore demonstrated the three different rock types, meeting the objective. The group this student was placed in helped the student to succeed, as it was both academically heterogeneous, and behaviorally collaborative. Although there was some struggle initially regarding who would play what role within the dance, the students were able to come to a compromise and provide an excellent representation of their group understanding.


Lesson Two Summary-

Written responses read- Q1: No!!, Q2: Cups, Q3: Maltin (Lava), and Q4: My House During Lesson two, student one was able to come to a very concrete, hands-on understanding that rocks are different sizes and can change size due to different forces of nature. Initially, the student realized that rocks did look different, but could not completely dictate how. By the end of the lesson, the student was able to use the mesh filters to sort the rocks (unfortunately, pictures of the sorting did not occur due to time constraints), and participate in the lesson two discussions appropriately and effectively. The student’s unit assessment, located at the end of the student one analysis, show that the student understood that rocks can indeed change size. The in-depth interview also showed that the student knew how rocks could get larger and smaller. Having the label accommodations and the explanation of the worksheet helped this student overcome obstacles that would have impeded learning. Overall, the student performed very successfully within this lesson.


Lesson Three and Four Summary-

*Absent for metamorphic rock lesson five Throughout lesson three and four, this student was able to successfully determine the rock types/names using the flow chart and describe the different and similar characteristics of the different rocks. Furthermore, being in a group that was academically heterogeneous helped the student bridge the understandings that the student was lacking. Discussion with the student during the inquiry activities demonstrated that the student was very observant and able to justify their reasoning. Therefore, by the end of the lesson, the student was able to understand how the different rocks were formed, which rock types correlated with the appropriate overall categories (sedimentary, conglomerate, and metamorphic), and where they are usually found (model). However, the student did confuse the method that forms sedimentary rocks with the method that forms metamorphic rocks (see student one post-assessment interview summary). This may be due to the student’s absence during lesson five, or a lack of emphasis during the instruction that linked the vocabulary terms with their formation processes. Lesson Five Summary- Student was not present for this lesson, and therefore missed the material.


Lesson Six Summary- Final Draft:

*Written Poem:

Marble Shiny, Sparkling

Pressing, Forming, Pushing I have the rock I’m writing about at my house

Metamorphic


First Draft:

Although the student was not present during the whole class presentation of lesson six, I was able to have one-on-one time with the student and help the student understand the assignment and write the poem. The one-on-one time the student received was even more beneficial for the student than simply looking at the template beforehand would have been. I was able to help the student brainstorm, help the student with spelling, give the student a deeper understanding of the what the template was asking, and expose the student to a metamorphic rock sample. Exposing the student to the metamorphic rock sample and having the student consider the way it was made was especially effective considering that the student had missed lesson five of the unit. As shown in the work samples above, the student was able to exhibit creativity, observation skills, formation knowledge, and include personal background knowledge. Lesson six was an incredibly successful experience for this student.


Overall Unit Summary-

Overall, the students understanding of rocks and their characteristics is excellent, especially for a struggling second grader. By having the student generally participate in the lessons and providing the student with the necessary accommodations, the student was able to demonstrate success. The student’s final unit assessment, with a 100% passing score, and the in-depth interview (see assessment result analysis) demonstrate that the student mastered the required objectives. The student could have further improved her understanding within this unit by being present for lesson five; however, that is circumstantial and could be easily remedied in future circumstances. To better help the student remember that sedimentary rocks are formed through layering and metamorphic rocks are formed through heat and pressure, I could have emphasized the vocabulary more and shown the class in greater detail the difference between the layers of the earth that are causing the pressure and heat in metamorphic rocks, and the layers of rock around the world that cause sedimentary rocks to settle and layer. Having this student as a focus student with accommodations has allowed the student to succeed in ways that the student may not have without the accommodations.

Focus Student Two Learning Analysis


Lesson One Summary- Student was absent for lesson one. Lesson Two Summary- Student was absent for lesson two. Lesson Three Summary- Student was absent for lesson three. Lesson Four Summary- Student was absent for lesson four. Lesson Five Summary-

During lesson five, student two was able to participate successfully, especially considering that the student had missed the previous four unit lessons. Using the flow charts and knowledge of other team members, the student was able to identify each rock correctly and suggest varying characteristics of the rocks during the group discussion portion of the lesson. Furthermore, it was wonderful to see how the rest of the class was able to respectfully address any lack of understanding the student had regarding rock formation processes or the three different rock types. As the teacher, I kept a close watch on this student throughout the lesson to determine if the student was grasping the information. Placing this student in a group with students that were academically heterogeneous was beneficial, because the higher students could help guide this student to an accurate understanding. Something that especially stood out regarding student two during this lesson is that each time he wrote down a rock’s name, he also wrote the rock category next to it. This student created accommodation helped the student make a stronger connection between rock category and specific rock type (i.e. quartzite, gneiss). Based upon the student’s in-depth interview assessment and the whole class assessment, the student did confuse the sedimentary and metamorphic formation modes and origins at times, which may be due to the fact that the student missed the sedimentary lesson and lack of clarification during received instruction. However, this student was able to place the actual rock samples correctly on the model, indicating that the student successfully interacted with the rock samples when given the opportunity during this lesson. Considering that this student missed several lesson, this student gained understanding of metamorphic rocks during this lesson.



Written poem:

Quartzite Green, Hard

Pressing, Heating, Hardening Quartzite is a rough rock

Metamorphic This student did incredible work during this final lesson and as predicted, especially enjoyed writing the rock cinquain poem. As the student wrote about their chosen rock, the student was able to list off several characteristics, knew the name of the rock, knew the rock type (metamorphic), and carefully copied and edited the poem. Additionally, the student enjoyed drawing a picture to accompany the poem. Although spelling can be improved, the student used their best handwriting and took care in the words they choose. I was able to work directly with this student during the writing process, and the student spent the time writing holding and


looking at the rock, while brainstorming characteristics and recalling how the rock was formed. Unfortunately, the student lost the poem template. However, the student was very excited to see the finished product compared to the original template draft and brainstorm list, even though the student claims to not like poetry. Having the student participate in this lesson resulted in gained appreciation for writing, better writing skills, more brainstorming techniques, and a further understanding of rock characteristics. Overall Unit Summary-


Overall, student two performed successfully considering that the student missed several of the given lessons. The student understands that rocks have different characteristics, can change size, that there are different types of rocks, and how a few of them are formed. Although the whole class assessment as seen above may demonstrate that the student has major confusion regarding sedimentary and metamorphic rocks, the in-depth interview assessment proves that the student does have a general understanding of how those rocks are formed. The gaps the student has potentially stream from missing a few lessons and lack of emphasis during instruction regarding the comparison. To close those gaps, the student would need to be present for the first four lessons and participate in multiple activities or discussions that emphasize the difference between sedimentary and metamorphic formation. The accommodations given to the student during lessons five and six helped the student learn from others in the group and reach a deeper understanding by using visual aids. Although this students understanding is not perfect, the scientific understanding of this student improved from the beginning of the unit. Having a little more instruction would remedy this student’s misconceptions and confusions.

Focus Student Three Learning Analysis Lesson One Summary- Due to difficulty cooperating and compromising with other team members, student three did not participate in the performing or creating aspect of lesson one. Teaching the student teamwork techniques and compromising strategies could benefit this student and allow learning to flow naturally. Although I specifically placed this student in that particular group to avoid conflict, conflict emerged regardless. However, the student was engaged during the reading, discussion, and class movement portion of the lesson. Furthermore, while monitoring and talking to the student before the student became contentious, it was apparent that the student understood different movements that would represent each of the different rock types. If the student had participated in the dance creation and performance, a more accurate analysis for lesson one could be presented.


Lesson Two Summary-

Written Responses Read- Q1: No; Q2: Size; Q3: Earth; Q4: Mountains The student was able to participate in this lesson and within the new group successfully, demonstrating an understanding of the objectives during the discussions, inquiry portions, and on the intro worksheet. This students group was academically homogeneous, which allowed student three’s group to receive additional challenges during the inquiry portion of the lesson, such as providing them more specific labels (5) to sort their rocks into. Student three was able to successfully participate with this group and sort all the rocks into the appropriate differentiated sizes. As shown in this student’s whole class assessment and the assessment interview, due to this lesson, the student was able to indicate that rocks can change size through stacking, crystal growth, and breaking. The student was even able to reference one of the specific rock sizes- sand. Giving this student an extra challenge, placing the student the appropriate group, and letting the student participate in the whole class discussion aided this student in the understanding of lesson two material.


Lesson Three, Four, and Five Summary-

*Student Three’s original worksheet went missing after the sedimentary lesson was completed, and was given this worksheet to use for the remaining lessons. Therefore, the sedimentary worksheet artifact is not included in this document. During lesson three, four, and five, the student was able to appropriately participate within the student’s inquiry groups, use the flow chart to determine rock types, consider where the student had seen the rock samples in the student’s personal life, and discuss the different and similar characteristics of the three rock types and their individual samples. During lesson four, the student became rather upset regarding the lost worksheet, but I was able to accommodate the student and create an alternative worksheet to use. Looking at the student’s turned in worksheet, it is evident that the student was able to identify each rock using the rock characteristics on the flow chart, even if some of the rock names are misspelled. This student also gained a clear understanding of how the individual rocks form and where the rocks are generally found, as evident in both of the student’s post-assessments. As I visited and monitored this student’s heterogeneous group during the inquiry portions of these lessons, the students proved to be very observant as they worked together. For the gifted students, including student three, I asked higher-ordering thinking questions to help stimulate these students and guide their advanced understanding. Despite losing the student’s worksheet, this student performed successfully during those three lessons.



Written Poem:

Selenite Shiny, Clear

Layering, Breaking, Forming It is so shiny Sedimentary


First Draft:

This student was able to demonstrate their understanding of the content knowledge through writing a cinquian poem and was able to build their understanding of poem formatting and style. As shown in the first draft, the student initially struggled to come up with descriptive “ing” words. Many students struggled coming up with these types of word specifically, so as the teacher, I should have been more explicit when demonstrating how “ing” words can be formed and given more examples for the students to reflect upon. In order to guide the student and help the student brainstorm these specific words, I worked with the student individually to alter the original word choice of the student. Through working with this student, I noticed that the student also struggled with spelling certain words, and helped the student to discover the correct spellings through sounding out the words together. Furthermore, by working with the student individually it was evident that the student could come up with many different words that could have been used to describe the rock the student chose. If I were to work with this student to further improve the poem, I would suggest using a different word to replace the redundancy of “shiny.” Having this student participate in lesson six showed that while this student has impeccable content knowledge, the student can struggle with and dislike writing. Providing the student with further opportunities to write about subjects the student enjoys through mediums the student agrees with may improve the student’s writing satisfaction and abilities. Lesson six was a great lesson for student three, allowing analysis of the student’s strengths and growing abilities.


Overall Unit Summary-

Based upon the formal assessments throughout the unit and the comparison of pre and post assessments, this student was able to refine and grow their understanding of rocks. The student successfully answered all the questions on the whole-class post-assessment correctly, and by participating in the in-depth interview assessment, it was clear that the students’ understanding of the unit objectives is concrete. Although the student has struggled getting along with other during the first lesson, the student was able to overcome those struggles throughout the unit and worked well with others by the end. If the student had participated in a team work exercise


before the unit, things may have gone more successfully in that respect. Despite the struggle with writing and working with others, this student was able to master all objectives and became very excited in regards to rocks. In fact, this student, as well as others, brought rocks from home to share with the class. This hands-on interactive experience was a great way to increase this student’s engagement and give the student opportunities to be challenged.

Analyze teaching effectiveness: Lesson One- What did you do differently than what you originally planned? Why?

• During this lesson, I gave student some extra time to create their dances than originally planned. Some students had a harder time compromising than other, and needed that extra time to sort out their grievances either on their own or with the guidance of a teacher.

• Instead of making all students perform the dance in front of the class, I gave students within the group some options during their dance creation. One student in their group could serve as the narrator and one could serve as the sound effects, as long as each student still participated in the dance creation. This gave students options and let students that were not comfortable performing a dance still participate in an appropriate manner that contributed to the dance creation.

What worked?

• Having the whole class practice rock movements before splitting into groups gave students inspiration for their dance.

• Allowing student choice within their dance, while setting parameters allowed for the dances to complete the objective and all look creative and different.

• Modeling my own dance for the students, which allowed them to visualize a beginning, middle, and end.

• Giving the students multiple opportunities to discuss how the different rock types were formed allowed students to encounter the information repetitively.

• Having the visual representation on the PowerPoint slides and the rock location model to help visual learners.

• Including movement in the lesson to help kinesthetic learners. • Having students work in groups to allow the flow of new ideas from student to student. • Giving the students the opportunity to show their dances to their classmates allowed

students to be proud of their work and held most groups accountable in the assignment.


How would you modify the unit in the future to improve the unit or remedy situations that were ineffective? Why?

• Use a bigger book with more rock pictures to help students who rely on visuals for learning.

• One group in particular became off task and could not compromise on a full dance, which resulted in a dance that was not uniform and did not show any collaboration. Furthermore, the group did not represent metamorphic or sedimentary rocks within their dance. I have learned that it can be difficult to always determine if a group is on task when there are several groups working around the classroom. To remedy this problem in the future, I would assign a group leader in each group, who would be responsible for keeping students focused and seeing the dance to completion.

• One student in particular (focus student three) got incredibly upset during lesson one and did not participate due to the fact the student could not get along with the students in the group. I have learned that team work is an essential aspect during these types of lessons. To remedy this in the future, a team work or team building lesson would be given to the whole class. This lesson would address the behaviors necessary to have during a group activity, and strategies to use when a compromise needs to be made.

• While the rock location model was very effective, it could have proved more effective if the bedrock layer had small rocks on top of the layers. This would show that metamorphic rocks don’t always form in perfect layers, further differentiating them from sedimentary rocks. Cutting a piece out of the model’s mountain and showing layers inside would further emphasize the distinction.

Lesson Two- What did you do differently than what you originally planned? Why?

• During this lesson, I was not able to take photos of the students’ different, labeled rock samples due to time constraint. Instead of taking pictures, I made sure as I went around to each of the groups that there was an accurate representation of the rock sizes, or that students could explain their logic behind the way they labeled their rocks.

• Instead of showing the students my own previously sorted rock sample with labels after they had created their own or using one of the student’s sorts to demonstrate, I had a student come up to the front of the class and share their group’s completed, correct sort. I did this for two reasons; the first reason was that there was not enough supplies available to create my own. The second reason was that it proved to be a valuable time for a student to showcase their work and give their personal rationales behind their sorting method and results. This was preferred to having the teacher be the only person explain why each rock was sorted in that way.


• Due to time constraints, I also had to pause the lesson after comparing rock sizes and continue the social studies integration portion of the lesson later in the day.

• I chose a designated person to pour the rock sample onto the paper plates to make the transition smoother and eliminate arguing in the groups.

What worked?

• Giving the students a chance to simply explore the rock sample before having them attempt their sort gave the students an open mind to explore and freedom to analyze the sample. If I had given them the sorting assignment right away, the students would not have had the same experience. Additionally, this hand-on introduction made the literature integration after inquiry part one more applicable to the students discoveries.

• The students enjoyed coming up with the different places they have seen different rock sizes used. This was not only a great ways to integrate social studies and have the students apply the knowledge they gained, but also made the experience very real world for them and relatable.

• Differentiating the labels given to the different groups caused each group to grasp the objective of the lesson, but at a level that was appropriate according to their ability and world understanding.

• Paper plates made cleaning up the rock sample and sharing the rock sample much easier.

• Without defining the words “erosion” or “weathering,” students were able to fully understand the concept of both. This was appropriate for second grade understanding, and made the lesson less about vocabulary and more about the concept of rocks changing size.

• Giving the student explicit instructions regarding expectations, but limited instruction regarding which mesh screen to use first allowed exploration and analysis to be done freely within the boundaries dictated.


• I would expand this lesson an extra day to have student experiment with the forces of water and wind in how they change rock size. For example, having students blow through a straw towards their rock sample, watching a video of powerful winds or water breaking down rocks and strong buildings, or viewing several pictures of the same rock formation that has been changed over time by wind/water/weather. This would give students a deeper understanding of weathering.

• Passing out supplies was a little chaotic, and could be made better by having the supplies previously set out at tables before the students interacted with them.


• While this lesson went better in regards to group collaborative skills, I would have done a team work strategies lesson before giving lesson two, as well.

Lesson Three, Four, and Five- What did you do differently than what you originally planned? Why?

• I gave students a little more time at each station than initially planned (about 6 minutes instead of 4 minutes), as some of the rocks were more difficult for student to identify and classify.

• After lesson three, a few of the student original worksheets became lost. I was able to make temporary worksheets for these students to be used as substitutes during the subsequent lessons.

• Instead of simply explaining to the class and discussing why each rock was classified the way it was, I also asked the students where in their lives they had seen the specific rock sample. Students loved connecting the rocks samples they interacted with to their own lives. For example, rocks like granite, marble, scoria, and conglomerate were popular rocks because the students recognized them.

• Students were also able to share other facts surrounding the rock samples that they knew from previous experience, which was a great way to keep students engaged.

What worked?

• Having this portion of the lesson be mainly hands on was a great way for students to come face to face with rocks and explore their characteristics.

• Comparing the similarities of each rock type and the differences not only emphasized how to describe rocks, but also reinforced what makes a metamorphic rock a metamorphic rock, and so on with igneous and sedimentary.

• Reviewing how the difference between a rock and a mineral before each inquiry helped students understand why each of the rocks was either metamorphic, sedimentary, or igneous, and could be limestone, gneiss, obsidian, or slate as well.

• Demonstrating how the flow chart worked and classifying one of the rocks together as a class helped the students understand how the flow chart worked and what characteristics they should be noting as they look at the rocks.

• Having explicit instructions regarding how to treat the rocks and the tasks they had to accomplish during the inquiry portion of the lesson made the activity run smoothly.

• Relating the rocks back to the students’ lives in any way possible during the lessons brought engagement up tenfold and really made the student appreciate the rocks.



• Being more explicit regarding the noise level during the inquiry portion of the lesson would have been helpful, as the classroom became incredibly noisy.

• As evident in the assessments, there was some confusion regarding sedimentary and metamorphic rock formation methods. During either lesson four, five, or both, being extremely explicit regarding the difference between sedimentary and metamorphic rocks would have been helpful. Furthermore, changing the rock model (see lesson one teaching analysis) would have also helped clarify the differences. Students could have also been shown gneiss for a discussion regarding why metamorphic rocks sometimes have layers like sedimentary rocks often do.

Lesson Six- What did you do differently than what you originally planned? Why?

• Due to time constraints and student typing ability, I did not have students type up their own poems. Instead, parent volunteers typed up the student poems so that they would still reach the final publishing stage of writing their poems.

• Initially, I thought fifty minutes would be plenty for most student to at least finish their poem templates. Instead, I had to extend the time available for students to work on them so that every student could reach a level of completion.

• I had not anticipated that students would want to use the flow charts as they used their poems, but per request I gave the students the flow charts to use. These flow charts helped students remember which rock was which, gave them ideas for descriptive words, and reminded them of the rock category their rock fit under.

• I helped students individually for a much longer time than anticipated, because students struggled to come up with “ing” words. This extra time with the students was very valuable for both the teacher and the student. It allowed the student needed guidance, and let the teacher have a better look into student strengths and struggles.

• I gave students the option to draw a picture of their rock or rock formation location to go along with their poem, making the activity more enjoyable and engaging for the artistic students in the class.

What worked?

• Modeling the brainstorming process was extremely effective. The brainstorming lists many of the students created on the back of their poem templates were impressive, and truly aided their writing processes.

• Having rock samples available for the students to look at and interact with as they wrote their poems helped give students ideas and strengthened their final poems.


• Having a teacher model of the poem for the students to view and reflect upon gave the students a great example of what they needed to work towards, without sequestering their creativity.

• Conferencing and working individually with students was a great way for students to get the support they needed and worked well as an informal assessment for the teacher.

• Having the students picture their favorite rock before deciding on a rock or explaining the assignment made rock selection easier and helped the students pre-brainstorm their rock’s characteristics.

• Having the students engage in the editing process gave the students a greater appreciation for their work and the quality of their poem.


• The time of day in which the students received instruction regarding the poem was not effective. It was at the end of the day on a Friday, and students were very restless. If I were to teach this lesson again, I would teach the lesson during a time of day when the students are more engaged and focused.

• More samples of the same rocks for the students to look at would have made writing the students poems much quicker. The student had to share and take turns looking at the rocks they were writing about, and since many students chose the same rock samples, it took a while for each student to engage with their rock.

• Many students struggled to come up with “ing” words in their cinquain poem. Giving students more examples of “ing” words they could use, being more explicit during the modeling portion of the lesson, and discussing the purpose of “ing” words would have helped many of the students have a clearer idea of how to use “ing” words in their poem and in everyday life. I have learned it is better to be more explicit than less.

Assessment- What did you do differently than what you originally planned? Why?

• Instead of giving the whole class the final assessment all at once, I gave the final assessment to the whole class in smaller groups. That way, I was able to read the questions to students that needed the questions read aloud several times, and help students that misunderstood some of the questions.

What worked?


• The in-depth assessments went exceptionally well, because they gave me a deeper look into a few students’ unit understanding and allowed students to express knowledge that I would have not initially known about.

• The assessment allowed me to simplify each lesson objective into one testable question. • The assessment allowed me to not only analyze the content knowledge of each student,

but also allowed me to analyze the engagement and enjoyment throughout several of the lessons

How would you modify the unit (assessment) in the future to improve the unit (assessment) or remedy situations that were ineffective? Why?

• Having the whole class assessment only test students through true and false questions became problematic for several of the second grade students. Once the students read the statement “sedimentary rocks are formed through pressure and heat,” it was hard for them to consider an alternative or consider that the statement may have been wrong. Therefore, many students struggled with the false statements. I have learned that instead of having every question be true/false, I should have had the rock formation questions in a multiple choice format to better gauge students’ initial understanding and remove confusion.

• The pre-assessment, while engaging and fun for the students, may have not been completely accurate. Students were able to see what other students thought as they moved from one side of the room to the other, and therefore were likely influenced by their peers. If I were to give the pre-assessment again, I would have given it in a private setting for each student or present it in a different format.


References

Cone, T. P., & Cone, S. (2012). Teaching children dance: Becoming a master teacher (3rd ed.).

Human Kinetics.

Course ELED 5250, Utah State University with Presenter Holly Conger- USU ArtsBridge Program

Coordinator

Duke, Caughlan, Juzwik, & Martin (2012). Reading and Writing Genre with Purpose in K-8

Classrooms. Portsmouth, NH: Heinemann. ISBN-13: 978-0325037349

Edithbowen.usu.edu/about-us/history

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Geology: Earth Science by: Tim Clifford (pages 18-20) - Used in Lesson

Koch, J. (2013). Science stories: Science methods for elementary and middle school teachers.

Belmont, CA: Wadsworth Cengage Learning.

Lazonder, A. W., & Harmsen, R. (2016, February 05). Meta-Analysis of Inquiry-Based Learning:

Effects of Guidance. Review of Educational Research, 86(3), 681.

doi:10.3102/0034654315627366

Pebbles, Sand, and Silt Published by Delta Education (Foss Science Stories) - Used in Lesson.

Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying

teaching. Portsmouth, NH: Heinemann.

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