Gazzia Aleman

Melissa Faz
5E Lesson Plan
Teacher: Ms. Faz and Ms. Aleman

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Date: 10/23/15
Subject / grade level: Science 3rd grade
Materials:
Puzzle pieces for whole class
Puzzle pieces (modified puzzle)
Answer sheet (1 for teacher)
Modified answer sheet (1 for teacher)
Chart to lay pieces on (Formation of Sedimentary Rocks)
Ingredients to make smores plus oats (enough for each student)
Hershey chocolate in small pieces
baby marshmallows
honey gram crackers
oats
TEKS
Science 3.7.B. Earth and space. The student knows that Earth consists of natural resources and its surface is
constantly changing. The student is expected to: investigate rapid changes in Earth's surface such as
volcanic eruptions, earthquakes, and landslides.
Lesson objective(s):
The students will be able to name the stages in the formation of sedimentary rocks and at least 3 types of
sedimentary rocks.

Differentiation strategies to meet diverse learner needs (special needs): Intellectual Disability. Student
will be working with a partner to improve his/her social skills and is expected to be able to complete
the puzzle along side with their partner.
Chart to lay pieces on for more structure
Puzzle with one question/answer per piece
ENGAGE
Describe how the teacher will capture students interest.
What kind of questions should the students ask themselves after the engagement?

The teacher will have different types of sedimentary rocks to show the students. They will be able to touch
them and hypothesize how they were formed, with special focus on the layers.
These are examples of sedimentary rocks. Today we will be looking at how they are formed.
What are some characteristics you notice about these rocks?
Do these rocks remind you of any rocks you have seen outside?
What other things could you tell me that have layers in them?
EXPLORE
Describe what hands-on/minds-on activities students will be doing.
List big idea conceptual questions the teacher will use to encourage and/or focus students exploration
The students will create a sedimentary rock using different food ingredients. They will observe how the
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Gazzia Aleman
Melissa Faz
5E Lesson Plan
layers are formed and should be able to discern what each ingredient represents depending on their size.
Now we are going to create our own edible sedimentary rocks! You can use all of the ingredients on your
table to create a rock similar to the examples you were shown. Make sure that you are keeping in mind the
characteristics we previously mentioned - layers, sand, rocks, sediments, etc.
EXPLAIN
Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to
justify their explanations.
The teacher will then hold a whole class discussion where the students will discuss what they observed and
how they formed their sedimentary rocks. This will be followed by a series of questions to assess their
comprehension.
Questions to guide focus/ comprehension:
In this instance you moved the ingredients to form the rocks, in nature what moves around the
ingredients (sediments)?
What forces of nature transport rocks and sand?
Think about the characteristics we mentioned earlier that sedimentary rocks have in connection to the
ingredients we used, what do you think these ingredients represent?
Where do you think sedimentary rocks would be formed? Under what conditions?
ELABORATE
Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students observations?
How is this knowledge applied in our daily lives?
The teacher will create a picture diagram with the help of the students.
We are going to create a picture diagram to review the formation of a type of sedimentary rock, this rock is
called sandstone!
Picture Diagram:

Gazzia Aleman
Melissa Faz
5E Lesson Plan

Vocabulary used:
Weathering- breaking down of rocks, soil and minerals as well as artificial materials through contact with
the Earth's atmosphere and waters.
Erosion- A type of weathering in which surface soil and rocks are worn away through the action of
glaciers, water, and wind.
Compaction- pressing down of layers
Deposition- process in which sediments, soil and rocks are added to a landform or land mass.
Cementation- hardening and welding of clastic sediments
The vocabulary will connect to students observations because these vocabulary words are words that they
are seeing in the diagram as well as words that they will be seeing in the puzzle.
This is applied to our daily lives because everyday we are exposed to many different types of rocks,
mountains, mesas and many other types of rock formation. Now that we have learned how sedimentary
rocks are formed we are now able to go into the outside world and connect our learned knowledge to the
rocks we encounter in our daily lives.
EVALUATE
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Now we are going to review what we learned through observations and the appropriate vocabulary words
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Gazzia Aleman
Melissa Faz
5E Lesson Plan
for the formation process of the sedimentary rock. You can work with a partner to solve the puzzle. Once
you are done, you can come check with the teacher who has the answer sheet.
Horizontal Alignment within the Grade chosen for the 5E lesson
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
The other TEKS that can be aligned to this lesson can are 7a in each grade level. In kindergarten the students
start by sorting rocks by their shapes and sizes. This is an introduction to different types or rocks, then as they
progress through grades they start classifying and learning about their formation process. This lesson will build
upon their background knowledge on different types of rocks and will enhance their learning on the formation
process of sedimentary rocks adding to their specific vocabulary.
Vertical Alignment within the Grade Chosen for the 5E lesson
Prior Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would you integrate this foundational knowledge for developed 5E lesson?
The prior TEKS that can be aligned to this lesson is 7a for fourth grade. In fourth grade the students are
expected to examine the properties of soils, including their texture and color. This lesson builds upon the next
grade by introducing different types of soils to the students. Here they are able to learn that soil retains water
and has many different types of shapes and colors just like rocks do. As a future teacher I would integrate this
foundational knowledge for developed 5E lesson in the engagement. Here I would ask the students if they
remember last year how they studied soil and the different textures and colors it has. Then I would explain that
rocks are also part of our Earth environment and just like soil they have many different textures, classifications,
and colors.
Next Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would this aid their knowledge in future grades?
For the next grade, the TEKS that can be aligned to this lesson is 10b. In this lesson the students are expected to
classify rocks as either metamorphic, igneous, or sedimentary. In the previous year the students had learned the
process of sedimentary rocks and the formation of them and therefore will know how to determine whether a
rock is sedimentary or not. This lesson will aid their knowledge in the future grades by helping the students
understand the different types of classification of rocks and the process of their formations.
Statement:
Both of us worked on the lesson objective as well as choosing a TEKS. We both worked on the engagement,
materials, and choosing a disability that would properly connect to our game.
Gazzia did the puzzle for the whole class to use. Worked on the exploration, explanation, evaluation, and
horizontal alignment.
Melissa created the puzzle for the student with the intellectual disability. Did the printing and lamination for the
game, worked on the elaboration, and on the vertical alignment.