North Park Lesson Plan 3

North Park University

School of Education Lesson Plan Template

Name: Tyler Rose

School/Class/Grade: Evergreen Academy Middle School/ Science Standards/ 7th

Content Area: Earth Science

Date:4/13/2023

A.  Central Focus:  

Students continue to investigate how rocks form. Students begin this lesson by considering how the large time scale related to the formation of rocks poses difficulties in studying how rocks form. They make use of a model, determining it is a good way to study these processes. They model the formation of sedimentary rock using hard candy, the crushed pieces of which can be compacted much like sediment. Students are introduced to the process of cooling magma to form igneous rock. They watch a short video of red-hot magma cooling and hardening to form a solid chunk of basalt. Students then return to their hand samples and use the Rock Characteristics chart to help them see the differences between igneous and sedimentary rock. For homework, students have the opportunity to read about how the rocks on a beach were formed. The purpose of this lesson is for students to understand that igneous and sedimentary rocks are formed in different ways.

B.  Learning Objectives

Students use a physical model to investigate the processes that form igneous and sedimentary rock, gaining an understanding that these processes can only be observed with models because they occur over very large timescales on Earth (scale, proportion, and quantity). Students will be able to work cooperatively in a group, listen actively to others' ideas, and communicate their own ideas clearly and respectfully.

1.  The student will investigate processes that form igneous rocks by looking at models so they can understand how energy flows through a system.

2. Students will reflect on how a model is a representation of a large long timescale and while there are limitations upon models there are also 

3. Students will be able to work cooperatively in a group, listen actively to others' ideas, and communicate their own ideas clearly and respectfully.

C.  Standards

ESS2.A: Earth’s Materials and Systems:

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)

ESS2.A: Earth’s Materials and Systems:

The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

1. CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.

2. 2A.4a SEL C.Develop strategies to provide support to others who are experiencing problems

D.  Assessments

INFORMAL: Students will be answering questions in groups. Each student will be given a number 1-4 and each number has a question corresponding to it that they are to ask other students. Students will answer the questions and then have a discussion based upon these answers. Students will then record their answers and let one another know what else they think of during this. Students will be observed by the instructor during this process. Diverse student learners will be able to use technology to enhance their communication skills, ESL students will use translators and be able to communicate in their native language. Students will be marked on their ability to answer questions and get more clarification if they are confused. Students will also be marked based on their extra thoughts or overall thoughts of the concepts they are discussing with one another.

E.  Instruction and Learning – Opening

Students will discuss in groups of 4 how they have used models in the past and how they think a model can represent a larger scale.

F.  Instruction and Learning - Learning Experiences (During)

Students will complete the steps below during the lesson.

1. Collect 2 tablespoons of broken candy

2. Observe the candy with a magnifying glass

3. Write about the similarities and differences between the candy and sedimentary rocks

4. Talk about the differences between them with your partner

5. Placed the cups of candy into a tray

6. Place books over

7. Talk with your partner about how this compares to the creation of sedimentary rocks

G.  Instruction and Learning – Closure

Students will discuss with one another how they can use this new knowledge to have a deeper understanding of sedimentary rocks and their formation. Students will apply this knowledge to how energy works in a system. Students should leave this lesson thinking about how their previous knowledge regarding 

H.  Support for Diverse Learners

Physical materials to reference during discussion. Rock formations can be huge and can take millions of years to form. For this reason, it can be difficult for students to visualize this content. This lesson includes a hands-on activity where students model the formation of sedimentary rock. They will also watch a video that shows magma cooling. Students will be able to reference these experiences throughout the unit when they discuss how rocks form.

Vocabulary support. In this lesson, students will be introduced to four new vocabulary words: cementation, compaction, igneous rock, and sedimentary rock. English learners may struggle to acquire multiple unfamiliar words. Using the Sim to help students see the words in context is one strategy. Building in time for students to draw or make sentences with the new words to reinforce their meanings and usage.

Accessing cognates for Spanish-speaking students. Establishing connections between English and English learners’ primary languages helps English learners transfer their language skills, which can aid them in reaching proficiency. This lesson includes several English–Spanish cognates for science words. Reviewing the following cognates with students: sedimentary/sedimentario, igneous/igneo. Have students practice forming sentences, using these words in English and in Spanish. Encourage English learners to identify additional cognates as a strategy for understanding science texts. Students can consider more cognates from the unit by accessing the Rock Transformations glossary as well.

Graphic organizer. Many of the vocabulary words in this unit refer to materials or processes having to do with sedimentary or igneous rocks. Providing students with a graphic organizer so they can keep track of which word applies to which type of rock. Later in the unit, students will begin to see the interconnectedness of all of the materials and processes, so you might want to give them time later to revisit their graphic organizer and discuss how all of the words are related.

I.  Instructional Resources and Materials

Needed by the teacher:    

vocabulary cards: cementation, compaction, igneous rock, sedimentary rock

key concept: Rocks can form in different ways. This causes them to be different types.

key concept: When sediment is compacted and cemented together, it forms sedimentary rock.

key concept: When magma cools, it hardens to form igneous rock.

Needed by the student:    

1. 3 bags, plastic with a zip

2. 40 pieces of hard candy

3. 1 measuring spoon (approximately tablespoon in size)*

4. 1 hammer*

5. several heavy books*

6. masking tape*

For Each Student

1. 1 rock set 

2. 1 tray

3. 2 plastic cups

4. hand lens

5. permanent marker