Science Lesson Planning Template s2

Science Lesson Planning Template

5 E Learning Cycle Model

Context Issues of the Lesson

Unit or Lesson Title: / Earth Science Unit
Grade Level / 6
Topic/Theme/Nature of the Investigation: / Rock Cycle Model
NGSS Performance Expectation(s)
Next Generation Science Standards / GLCE’s Standard - E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model.
NGSS- MS-ESS2-1 Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.
NGSS Dimension 1 component
(Scientific and Engineering Practices)
Dimension 1 / 2. Developing and using models.
NGSS Dimension 2 component
(Crosscutting Concepts)
Dimension 2 / It is not necessary to include a Crosscutting Concept, however here is a Dimension 2 link if you want to look at it.
NGSS Dimension 3 component
(Disciplinary Core Ideas)
Dimension 3 / Your lesson will fall into one of the 4 Disciplinary Areas.
Duration: / 3-4 Days (1 hour per session)

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE:
· to convey the context of the lesson(s)/unit by conveying an important Key Question
· to engage students in investigations that reveal their thinking to themselves and the teacher
· to record the initial ideas of students
· to engage their interest
What is the teacher doing? What are the students doing?
The teacher: Teacher will have students manipulate rocks and categorize the rocks any way the student wants. Teacher will ask guiding questions to help students explore the rocks in different ways such as using streak plates, scratching glass, magnetism, grain and mineral sizes. Once students have categorized to their liking, teacher will ask students specific questions to find who has specific rocks (igneous, sedimentary, and metamorphic). Students will categorize rocks any way they like and explore different methods of differentiating rocks. Once students have categorized rocks, they will be asked to look for specific features of igneous, sedimentary, and metamorphic rocks and as a class, categorize each of the rocks as the three major rock types.
We just finished describing how igneous, sedimentary, and metamorphic rocks are formed.
Explore
PURPOSE:
· to test ideas and develop knowledge using explorations, investigations, experiments
· to modify and record ideas as they change due to activities
· to develop new questions and testable hypotheses
Activities (list) / Driving Question
Students will categorize rocks as the three major rock types as a whole class activity.
Students will work in pairs, draw the rock cycle model without labels and arrows and discuss how they think rocks can be transformed from one rock type to another by natural earth processes and from how they know rocks are formed. / How can rocks be transformed from one type of rock to another type of rock?
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing “Models” of student products to help student identify characteristics of quality)
Students will work in pairs using sticky notes to try and explain how rocks can be transformed from one type of rock to another type using a drawing of the rock cycle model. Students will first be asked to come up with natural earth processes (to show prior knowledge) and how natural earth processes could possibly turn one type of rock to another. Students will create a poster and present their ideas to the class.
Explain
PURPOSE:
· to answer the Key Question through student explanations
· to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology)
Students will learn relevant vocabulary and formal definitions through teacher lead PowerPoints, videos, examples of rocks, and a hands on rock laboratory.
Student Communication Product: (assessment, unit test, written report, oral presentation, poster, etc.)
Students will be assessed daily for understanding using a yes/no formative assessments strategy I use often. Students will complete a quiz and create a final poster to describe their understanding of the rock cycle. Students will describe how their initial thoughts of the rock cycle model evolved over time.
Elaborate
PURPOSE:
· to extend students' conceptual understanding through application or practice in new settings
Activities: Students will create a poster with igneous, sedimentary, and metamorphic rock cartoons using quote bubbles to describe how the rocks were formed.
Students will participate in a rock lab and describe how each of the examples shown could be turned into another type of rock through natural earth processes.
Content Media: (written material, video, teacher lecture, technology)
Cartoon drawings, quote bubbles, Videos, PowerPoint, and rock identification lab.
Extending/Application Questions for Whole/Small Group Discourse:
How could a sedimentary rock be turned into an igneous rock?
How could an igneous rock be turned in a metamorphic rock?
How could a metamorphic rock be turned into a sedimentary rock?
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Students will create a final poster replacing their sticky notes with the new information learned. Students will describe how their initial thoughts of the rock cycle model evolved over time.
Students will complete a quiz.
Evaluate
PURPOSE: Students will be able to describe the rock cycle model.
Skill/Reasoning Learning Objectives / Assessment Instrument
Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model. / Finished rock cycle model. Students will replace their original sticky notes with their final understanding of the rock cycle model.
Students will present their posters.
Knowledge Learning Objectives / Assessment Instrument

Lesson Planning Template - - The 5 E’s