Goals/Objectives: Students will use their senses of touch and sight to observe properties of two rocks.

Students will communicate their findings with a partner. Students will learn descriptive words through observation. Standards: PA State Standards: 3.2.4.B. Describe objects in the world using the five senses. 3.2.4.B.1. Recognize observational descriptors from each of the five senses (e.g., seeblue, feel-rough). 3.2.4.B.2. Use observations to develop a descriptive vocabulary. Framework: Practices: Students will obtain information through observation, evaluate and communicate information through partner discussion. In addition, the information will be represented and communicated through images and words. Cross-cutting concepts: Though the objective of this lesson is not classification the students might classify some of the rocks based on similar attributes. If a pattern is noted this may lead to a discussion of the different patterns that they see. Core ideas: In this earth science unit, I will tell the students that the some parts of the Earth is made of rocks. The earth is a complex place where it is made up of many materials such as rocks (molten and cool). [ I agree. I thought it would be a nice bit of extra information to put up my teacher sleeve. ] Materials: 12 rocks 6 copies of Scientific Journal worksheets 12 colored photos of each rock 6 pencils 6 clipboards 3 glue sticks Classroom Arrangement and Management Issues: Before we conduct the small group lesson we will ask them during class, I have a school project where I want to learn how Kindergarten students think in science . Will you help me with my school project? Your signal to help me will be when I tap your shoulder. [ My small group science lesson was the last of my three Term 3 lessons that I conducted. I have used this strategy for the first 2 lessons that the students are aware of this pattern. ] Once I tap your shoulder thats your cue to line up at the door and wait for me. When I collect all of the students we will quietly walk to the pod area where the students will be working. Once they sit down, we will all (including me) sit in a circle with the rocks in the middle of the circle. Then, I will give instructions to begin the lesson. Plan: [30 min.] 1. The Hook: How can you use your senses to tell the difference between two things like milk and water? (Student response: taste, see, etc.) Today we are going to use our senses to look at these rocks in the middle of the circle. Do these rocks look the same? (Yes and

no.) Thats right, some of them are similar and some of them are different. Were going to observe these rocks. [5 min.] 2. Distribute two rocks to each (6) student. What senses can we use to observe the rocks in front of you? (See, touch.) What are some words that you think of when you look at them? (Hard, pink color, shiny, smooth, small, etc.) Those are great descriptions. I want you to take a minute to look and feel your rocks. Pause. Now were going to go around in a circle and say one thing about our rock. [5 min.] 3. Now that we said one descriptive word about our rock I would like for you to talk to your partner about your rocks. You can touch each others rocks so you can see and feel the differences with yours. One person will talk while the other listens and then you will switch. [5-7 min.] 4. Place 12 photos in the middle of the circle. Now youre going to choose one of your rocks that you like. Then, youre going to look for the picture of it in the middle and take it. When I give you the clipboard, you are going to it in the middle of the Science Journal. [ I did not find it necessary that I be in control of the glue. I trusted the students to be able to handle the glue responsibly with their partner.] This is a special Science Journal that you are going to use today. Underneath the picture there are some words that you talked about and others you have not <big, small, dull, shiny, dark, light, rough, smooth, flat, thick> I want you to circle which words match the rock you chose. I will point to each word, sound out the first sound and anticipate student answers. If students have trouble reading the words let them use the first letter of the word to help them read it. [5 min.] 5. Who would like to share some of their properties? You can use your Scientific Journal to help you. Pick on two students to share their responses. Great. Today we learned words that we can use to describe your rocks such as smooth, flat, rough, smooth using our senses. Everyone did a great job during this science lesson. Now just put your clipboards in the middle of the circle and walk quietly back into class. [5-7 min.] Assessment: I will assess the students informally by listening to their discussions with their partners. I will also assess them formally by using their Scientific Journal worksheets to see if their choices matched their rocks properties. Anticipating Students Responses and Your Possible Responses: Since I will be selecting a few ELL students, they might not be fully engaged in the activity if they are not familiar with one of the vocabulary words. I will closely listen to the discussions amongst all students to assess if each student is using the vocabulary word correctly. I will also welcome other responses other than those listed on the Scientific Journal worksheet but will ask the students to circle the ones listed. Accommodations: If a student has difficulty reading the words on the Scientific Journal I will sound out the first letter of the word and provide hints saying its opposite word. I do not plan on pre-arranging the partners. I hope that each pair will be able to engage in active discussions throughout the lesson. If there are pairs that are not engaged, I will enter their conversation by asking them what questions they have asked already and what questions they have in mind.