Rock Cycle Web Lesson
Rock Cycle Web Lesson
Rock Cycle Web Lesson
● Reading
○ Standard - CC.3.6.6-8.B - Use precise language and
domain-specific vocabulary to inform about or explain the
topic.
ISTE Standards (if applicable) ● 5c - Students break problems into component parts, extract key
information, and develop descriptive models to understand
complex systems or facilitate problem-solving.
Technology Materials/ Resources ● PowerPoint
(1d: Demonstrating Knowledge of Resources) ○ Helps guide the lesson
● Laptop
What texts, digital resources, & materials will be used in this ○ Internet is used
lesson? How do the materials align with the learning ● Interactive Rock cycle Website
objective(s)? If appropriate, what educational technology will ○ http://www.classzone.com/books/earth_science/terc/conte
be used to support the learning outcomes of this lesson? nt/investigations/es0602/es0602page02.cfm?chapter_no=
How do the resources support the learning objectives? investigation
○ http://www.learner.org/interactives/rockcycle/index.html
Cite publications and any web resources. ○ Content is on these websites
● Citation
○ “Interactive Rock cycle Animation.” Interactive Rock
cycle Animation,
www.classzone.com/books/earth_science/terc/content/inv
estigations/es0602/es0602page02.cfm?chapter_no=inves
tigation.
○ “Introduction.” Annenberg Learner,
www.learner.org/interactives/rockcycle/index.html.
Anticipatory Set I will start the class by passing out post-it notes to everyone in the
(1a: Demonstrating Knowledge of Content and classroom.
Pedagogy)
5-10 minutes Good morning/afternoon everyone, please read and begin doing
How will you set the purpose and help students learn why the “Do Now” that is on the board.
today’s lesson is important to them as learners?
How will you pique the interest or curiosity regarding the On the board it will state to write your name on the sticky note, write
lesson topic? down a word that you think has to do with rocks or the rock cycle, and
How will you build on students’ prior knowledge? a number between 1-4 then put it on the whiteboard. Once everyone is
How will you introduce and explain the strategy/concept or done and has put a sticky note on the whiteboard I will take a few off
skill? the board at random and ask the student to explain why they wrote
what they wrote. This will engage the students by getting them active
Provide very detailed steps. while also building on some prior knowledge from before. I will then
post on the board our learning objective for class today.
So, just so you all are aware. After today's lesson if there is time
we will begin an assignment where you will be making a short
story about the rock cycle. You will be creating a character who
is a rock and describe his experiences through the rock cycle.
You will have all day tomorrow as well so do not feel rushed to
get this done. First, we must learn about the rock cycle.
I will then split the classroom into two groups, one side with Mr. Atkins
the other with me. They will be split by the number they chose. Odds
will go with me, and evens will go with Mr. Atkins.
Independent practice: How will students review and solidify I will then pass out the worksheet that goes along with this website.
these concepts to be able to use this new knowledge? How
will you monitor and provide feedback? Here is the worksheet you will be working on with this website.
Now, I will show you how to navigate the website and answer the
Provide very detailed steps and include teacher talk where first question. Let’s look at question 1 and question 2.
appropriate. “Crystallization of Magma will form ______ rock.” So, I am
looking for a rock that is formed by crystallization of magma. If I
Bold/highlight academic language that will be used/taught look at the interactive website I start the animation by clicking the
throughout the lesson. play bottom on the bottom of the page. The animation stops at
important parts. A text box appears on the bottom left of the
animation. It states “Crystallization of magma to form igneous
rock. So, our answer to the first question is igneous. For the
next set of questions, the directions say to “Click on the image
for lava flow” so we will click on the blinking lava flow. A pop-up
appears on the screen with another animation. Now, this
animation goes quick, so we should pause it, so we are able to
read the text. The text reads “Quick cooling results in many
small crystals. Gases bubbling out of lava form holes in the
rock.” The next set of questions state “Quick cooling of magma
results in many _______ crystals.” From what we just read we
can say the answer to question 2 is small. Question 3 reads
“Gases bubbling out form ____________ in the rock. Again,
from the text box we just read we can form the answer is holes.
Then the directions say to click continue. The directions then
say click continue. The text box at the bottom gives you the
answer to question 4 “Erosion of solid rock produces
___________”, sediment.
Guided:
Now, turn to a partner/group of students and work on the
remaining questions together. Stop when you get to “Link 2”
I will begin to walk around and assist students when they need help
finding answers. They should have their partners to bounce ideas off
each other.
Students will finish working on the worksheet on their own. If they have
any questions on how to answer a question I will guide them to keep
looking. If the question involves technology, then I will assist.
Closure When time is running out we will reconvene to our regular seats. I will
(1e: Designing Coherent Instruction) explain that this worksheet is for homework and ask co-teacher if he
5-8 minutes has anything that needs to be done.
How will students share or show what they have learned in
this lesson? If you are not done, that is okay. You may finish this for
How will you restate the teaching point or ask students to do homework tonight. Mr. Atkins is there any homework for your
so and clarify key concepts? students tonight? Let’s talk about tomorrow’s class. Turn to a
How will you provide opportunities to extend ideas and partner and brainstorm with them an idea for a short story that is
check for understanding? about the rock cycle.
How will this lesson lead to the next lesson?
I will walk around the room and listen to what they are saying. After a
minute or two I will continue to explain.
idea. Think about the characters, setting, plot, all the things that
are in a short story. Tomorrow you will be working on creating
your own short story on the rock cycle.
Then, I will call on someone to recite what the learning objectives were.
I will ask students to use a thumbs up, thumbs down to indicate their
understanding of the learning objective.
The most effective teaching moment on my lesson today was when the
Wi-Fi wasn’t working with some of the computers. I had to think on my
feet like a real teacher must do and think of a solution. Thankfully I
thought of an idea for students to share computers and it seemed to
work. Teachers discover problems in their lesson plans all the time and
they must think on their feet. It was a great to be able to say I came out
of that experience a better teacher.
I can relate this experience with the reading we have had in class,
When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material
based on the accommodations or modifications listed within the IEP or 504 plans. There should be a direct connection within the
Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.
The most effective teaching moment on my lesson today was when the Wi-Fi wasn’t working with some of the computers. I had to think on my feet like a real teacher must
do and think of a solution. Thankfully I thought of an idea for students to share computers and it seemed to work. Teachers discover problems in their lesson plans all the
time and they must think on their feet. It was a great to be able to say I came out of that experience a better teacher.
What signaled to me that my students were learning was how indulged they were in the activity. They followed my directions and successfully navigated the website. They
were able to experience the data and copy it down on to their paper.
I can relate this experience with the reading we have had in class, specifically “The Power of Our Words”. I have noticed myself joking around with my students and I think
I am only able to do that because of the relationship I have built with my students. My words carry a lot with them and I am noticing that fully.
In the future I will use this information to my advantage. I am now unafraid to do an online activity. I am now confident in my ability to show the students how to achieve an
objective through online activities.