Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Fundamental Skills/Important Concept(s)/Essential Question(s): 1. What are sedimentary rocks? 2. How are sedimentary rocks formed? 3. How can sedimentary rocks be distinguished from other rock types (igneous or metamorphic) in the field? 4. What implications about the formation of sedimentary rocks can we also associate with weathering in the geologic cycle?/In what ways are weathering and sedimentology related? What came first the sediment or the stone? The hard life of a sedimentary rock star. The focus of this lesson is to get thinking about what makes rocks unique, depositional environments, and different types of weathering. 1. STANDARD 1Analysis, Inquiry, and Design Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts) Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Lesson Title Lesson Focus

2. STANDARD 6Interconnectedness: Common Themes

1. Students will compare and contrast different rock types; furthermore, be able to distinguish sedimentary rocks and their features from other rock forms not created as a result of weathering. The Student Will/The Learner Will 1. Engage in classroom discussion and recount experiences observing weathering and/or the sedimentary process. 2. The student will bring find, and bring in at least one example of a sedimentary rock for analysis during lab. 3. Make hypothesize and make inferences about the origin of rocks and
"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

---------------------Acceptable Evidence (process

Required Lesson Plan Format: Snowden, P. L. and/or product) sedimentary rock features.

Fall 2011

----------------------------------------------------------------------------------Evidence that students have achieved objective(s): At the end of the lesson students will be given a series of rock specimens. Students will then judge which rocks would be classified as sedimentary; and the students will draw a representation of their conclusion (drawing the structures in the rocks that identify the rock as being sedimentary in origin) and explain with one two short sentences the reasoning behind their selections/ interpretations. Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

__________________________________ Prior knowledge will be cued with a Q & A session about their observations of real-life weathering phenomenon. Students will be asked, Who here likes to still play outside in the rain? Has anyone ever stood outside in the rain watched water running down the sidewalk or in the street like a river?- Who here then, later observed there were many little stones gathered in puddles or lines that were not there before?- Has anyone ever noticed that the stones were also arranged (graded) in size?- Has anyone ever wondered why? __________________________________________ The teacher will. . . 1. Relate and demonstrate real world/ everyday examples of weathering through modeling-in lab work and through in- class discussion. 2. Check for understanding by having students give examples of weathering. 3. Show a video on weathering and the rock cycle. 4. Take students outdoors to apply knowledge learned in classroom of weathering to find evidence of weathering and have the students apply their in-class knowledge to outdoor-life. 5. Allow students time for reflection and to analyze and synthesis new material with guided homework and in lab.

_______________ B. Teacher input, explanation, & development

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Required Lesson Plan Format: Snowden, P. L. Specific students actions

Fall 2011

The students will 1. Engage in classroom discussion and recount experiences observing weathering and/or the sedimentary process. 2. The student will bring find, and bring in at least one example of a sedimentary rock for analysis during lab. 3. Make hypothesize and make inferences about the origin of rocks and sedimentary rock features.

Assessment (Type and purpose)

Evaluation, if used

1. Teacher will conduct continuous formative assessments in the form of discussions, homework, and in the field ask students to apply what they have learned in class outdoors to produce materials for lab. 2. A summative assessment will be given at the end of the lecture in the form of a final lab practical when the students will interpret rock features and decide which specimens were formed by the sedimentary process.
---------------------------------------------------------------------

Closure

Closure on the unit will be in the form of revealing, with group discussion, which specimens in lab were of what origin; and the discussion will progress into the introduction of structural stratigraphy.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

1. Students will ELNs will be given accommodations in accordance with their IEPs during the summative assessment. 2. During all other class time, different learning styles will be addressedthrough differentiated instruction and formative assessment. 3. More advanced students will be encouraged to be leaders in discussion and group activity; all students in the classroom will be encouraged to try their best and maintain a positive, open, environment.

Materials

1. Course text book. Earth Science, eleventh edition. by Tarbuck and Lutgens. 2006. 2. NYS Regents Earth Science reference tables. 3. Earth Science Lab 4. Handouts
"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Required Lesson Plan Format: Snowden, P. L. Duration (time) Curricular and/or Unit Connections 3- 4 Days

Fall 2011

This lesson follows lessons about ingenious and metamorphic rock and precedes structures and stratigraphy.

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills