Ete 328 Unit Plan - 2nd Grade Rocks

Mary Raczek and Kalee Alter
Unit: Rocks
2nd Grade General Education Class- Public School
Introduction to the Unit 4
Goals and Vision 5
Topic Box 7
Parent Connections: 9
Participatory/ Interactive Bulletin Board 11
Daily Schedule 12
Morning Messages 13
DEAR 13
Teacher Read Aloud 15
Lesson Plans Week One 16
Monday 17
Writing a Letter 17
Introducing Word Problems 19
Rocks as Tools Through the Eras Day 1 20
Tuesday 23
Types of Rocks Jigsaw Day 1 23
Practice with Word Problems Day 1 25
Rocks as Tools Through the Eras Day 2 27
Wednesday 29
Practice with Word Problems Day 2 30
Sculpting Tools of the Past Day 1 33
Thursday 35
Practice with Story Problems Day 3 37
Sculpting Tools of the Past Day 2 38
Friday 41
Types of Rocks Online Quiz 41
Skull Rock Research 44
Monday 45
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Expository Writing Map Chart 45
The Three Different Types of Rocks Song 47
Clay Rocks (Igneous) 49
Tuesday 53
Attention Grabbers and Graphic Organizers 53
Clay Rocks (Sedimentary) 54
Creating and Presenting Word Problems 56
Wednesday 59
Writers Workshop 59
Clay Rocks (Metamorphic) 59
Creating and Presenting Word Problems 62
Thursday 64
Writers Workshop 64
Rock Buffet 65
Setting up the Class 67
Learning Environment 68
Center Descriptions 70
Math and Science Center: 70
Library Center: 71
Art Center: 72
Technology Center: 73
Learning Centers Activities (Week One): 73
Technology Center : 74
Library/Listening Center: 75
Science Center: 76
Writing Center: 76
Art Center: 77
Learning Centers (Week Two) 79
Technology Center: 79
Library/Listening Center: 80
Writing Center: 81
Math Center: 82
Outdoor Environment 82
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Appendix A 83
Appendix B 84
Appendix C 85
Appendix D 86
Appendix E 87
Appendix G 89
Appendix H 90
Appendix I 91
Appendix J 92
Appendix K 93
Appendix L 94
Appendix M 95
Appendix N 96
Appendix O 97
Appendix P 98
Appendix Q 99
Appendix R 100
Appendix S 101
Appendix T 101 101
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Introduction to the Unit
For this project, we have created an integrated unit plan on rocks, that spans the
course of two weeks. This project has prepared Kalee Alter and Mary Raczek for the
teaching in the classroom as it has allowed us to truly experience what it is like to plan
for the classroom. This was a valuable project for us, in that it allowed us to have the
practice of planning as we will in our future classrooms. We can both say that we feel
far better prepared for the demands of planning in our future classrooms than we did
prior to completing this project.
In this project, you can expect to find everything that is needed to teach a two
week unit on geologists, different types of rocks, how rocks have been used in the past,
story problems based off of rocks and using rocks as manipulatives, etc. Additionally,
because each lesson has been crafted to meet the different developmental and
social/emotional needs of the child, you will find a plan that supports the whole child.
Included in this plan are daily morning messages, plans for the learning
environment, lesson plans, assessments, a topic box which includes a list of materials
beneficial during this unit, a plan for family connections, our reflections on creating this
project, as well as all of the references we used while creating this unit plan. In order for
the reader to benefit from reading this unit plan, it is important that they utilize our ideas
but use their knowledge of their own classroom to shape their instruction. The unit plan
we have devised may not work for each classroom and additional modifications or
changes may be necessary. For this reason, we advise that this unit plan be used as a
reference or guide, as opposed to an instructional booklet.
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Goals and Vision
The general purpose of this unit is to teach the students about the different types
of rocks they can find on Earth. In order to build citizens who are well informed on their
environment, and the objects that inhabit it, it is important that the children have a basic
understanding of geology. Additionally, because this is an integrated unit, the children
will also be working to enhance their knowledge in other academic and social/emotional
areas as well such as math, writing, reading, social studies, and social skills.
As mentioned before, we set out to create a unit that would benefit every aspect
of the whole child. Because we know that there are six facets of understanding
(explaining, interpreting, applying, understanding, empathizing and building self
knowledge), we wanted to create a unit that would allow the children to understand the
different types of rocks on all levels. For example, in our unit, the students will first have
to explain the differences between the types of rocks, interpret how rocks are formed
during lessons on creating rocks, apply their knowledge in creating new tools out of
different types of rocks, show empathy when learning about the people from the past
who did not have the same technologies we have today and how they had to use rocks
to make knives, wash clothes etc. and finally, the children will build-upon their self-
knowledge by reflecting on all of their work during the musuem exhibit they construct for
their parents.
We feel that we have constructed a unit that will teach the students a variety of
information regarding rocks as well as a unit that will benefit each aspect of the whole
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child. Because of this, we encourage you, the reader, to implement this unit into your
classroom.
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Topic Box
1. Rocks of different types and sizes which will be used as a manipulative in all
lessons and centers.
2. String, ropes, beads,Starburst,clay art materials for building tools which will be
used in the art center during center time.
3. Rock through the eras PowerPoint to teach students how rocks were used in
different eras.
4. Rocks Readers to make copies of each year
5. Expository writing graphic organizer to be used in the center and lesson.
6. Work sheets for each center during the unit
7. I can read informational texts graphic organizer
8. Computers that will be used in the technology center when developing basic
knowledge and testing their skills.
9. A can outside of the classroom door where students will classify the rock in order
to develop basic understand and apply their learning.
10. Books students can read in the library center:
a. Rocks: Hard, Soft, Smooth and Rough. Natalie Rosinsky
b. Cool rocks: creating fun and fantastic book collections. Tracy Kompelien
c. Everybody needs a rock. Byrd Baylor
d. A gift from the sea. Kate Banks
e. If you find a rock. Peggy Christian
f. Let’s go rock hunting. Roma Gans
g. Rocks. Sally M. Walker.
h. Rocks in his head. Carol Otis Hurst
i. A rock is lively. Dianna Hutts Aston
j. The rock Factory- Jacqui Bailey
k. My First Nature Book: A life size guide to discovering the world around
you- Angela Wilkes
Each of the materials in the topic box will aide the teaching of this unit in
subsequent years. There will be references and supplies that the teacher can make
copies of each year such as graphic organizers, readers, and center worksheets. It will
be beneficial to the teacher to have all of these printable materials in one location so
that more copies can be made each year.
Additionally, materials such as the rocks, string, ropes, beads, and art materials
will be useful each year. The teacher may need to replenish these supplies as they
begin to run low, however, it will still be beneficial to have them in the box to serve as a
reference.
Finally, we believe it will be beneficial to have a variety of texts regarding the
subject available in the topic box. These books will be pulled out each year during the
unit, and made available to the children during DEAR time or during their time in the
library center.
Each of the materials in this box will help the teacher be prepared for the unit the
following year helping the teacher stay prepared for the unit. As time progresses, and
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the teacher changes the unit, more supplies can easily be added. This topic box is
meant to be a starting point for items used in the lesson as opposed to a conclusive list.
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Parent Connections:
On the last day of the Thematic Unit, the students will invite their parents into the
classroom to present their hard work from the past two weeks. The students will have
their types of rocks, tools, and their expository papers on display in a museum like
fashion for their parents to browse through at each student desk. The children will be
able to explain these different artifacts to their parents, and give additional details they
have learned throughout the unit.
It is incredibly important to us and the students that the parents be invited into the
class to view all of their hard work. Knowing their parents will get to see their work will
be an excellent motivator for the children throughout the weeks. Additionally, putting all
of their work on display will create a strong sense of pride for all of the students who
have worked so hard throughout this unit. We want the students to take pride in their
efforts and display their work for everyone to see.
Family experiences, such as inviting parents in to view their students work,
create a strong bond between the home life and school life. Through this connection,
the parents will see how hard their child is working, as well as the progress they
continue to make throughout the school year. According to Lee and Bowen, parent
involvement is crucial for children because it results in an overlap in the adults in the
children’s microsystems, as well as helps parents convey similar expectations at home
as are conveyed at school (Lee, Bowen, 2006.) While all families participate differently,
and some are not able to participate as much, any parent involvement at all has been
shown to increase student performance (Lee, Bowen, 2006).
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Overall, it is important to us that the families of our students are involved in every
aspect of their students academic career. We know that having families come in for a
museum night will be a benefit to the students and their parents.
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Participatory/ Interactive Bulletin Board
Interactive Board Cue Card:
Explanation: As a warmup for each day, students will classify rocks the different types of
rocks found in the can outside the classroom door.
Standard:
● 2-PS1-1 Plan and conduct an investigation to describe and classify different

kinds of materials by their observable properties. Clarification Statement:
Observations could include color, texture, hardness, and flexibility. Patterns could
include the similar properties that different materials share.
Objective:
● Students will be able to classify rocks into their correct categories.

Procedure:
The students will:
1. Pick up a rock from the can and put it in the correct envelope with the rock type
on it.
2. Use the Cue Card to help them when classifying the rocks.
Modifications: No modifications are needed for this lesson.
Assessment: As a class at the end of the day, the teacher will go over the different
rocks that were sorted outside the classroom door.
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Daily Schedule
8:00-8:30 Morning routine: attendance, sharpening pencils, turning in any work,

respond to daily message written on the board
8:30-9:30 Reading/Literacy instruction
9:30-9:45 Bathroom Break
9:45- 10:45 Workstations/Center Time
10:45-11:15 Teacher Read Aloud
11:15-11:30 Group bathroom break
11:30-12:00 Lunch
12:00-12:30 Recess
12:30-1:00 DEAR
1:00-2:00 Mathematics Instruction and work time
2:00-2:45 Science/Social Science instruction and work time
2:45 prepare for dismissal Group Bathroom Break
3:00 Dismissal
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Morning Messages
Each day, as part of our morning routine, the children respond to a message written for
them on the board. The morning message is intended to get the students settled in for
the day, give them time to practice writing, as well as to think about the content of each
morning’s message.
Standard:
● CCR.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
The following is a list of all of the morning messages for the next two weeks.
1. What are three things you are going to do this week to make it a great week?
2. Write about the best day you can ever remember having.
3. Write three things you could do today to make someone else have a better day.
4. Where in the world have you travelled and where else would you like to go?
Why?
5. If you could talk to any kind of animal in the world, what animal would you choose
to talk to and why?
6. Tell me about the best part about your weekend! What made it so great?
7. What is your favorite rock you have learned about so far this week? Why?
8. What are three of your favorite things to do on a rainy day?
9. Tell me all about what you want to be when you grow up. Why is this your
choice?
10. Write three things you hope to learn about on our field trip!
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DEAR
DEAR (Drop Everything And Read): During this time slot, students will stop doing
their class work and read silently to themselves for 30 minutes. The students will
have the freedom to select any book they would like to read during this time. It could
be a book from home, the school library, or the classroom. This time is meant to
encourage a love for and a desire to read each day without having to answer any
questions or work related to their book. They are free to just simply enjoy the story.
Additionally, this time gives the children thirty minutes to calm their body and their
minds after returning from lunch and recess. This will help prepare them for the rest
of the day.
Standards:
● RL.2.10 By the end of the year, read and comprehend literature, including
stories and poetry, in the grades 2—3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Objectives:
● The children will read and comprehend a story of their choosing
● The children will spend time enjoying literature
Procedure:
1. The children will return from lunch and sit anywhere in the classroom
2. The children will pull a book out from their desk or the classroom library
3. The children will silently read their books for 30 minutes
Assessment: There will be no regular assessment during this time, however, the
teacher may conduct running records as necessary
Modifications: Modifications will be made on an as needed basis. Children will
be instructed to pick a book based on their reading level and will be able to
modify their book choice accordingly.
Materials:
● Children’s free reading books
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Teacher Read Aloud
Explanation: As a mental break and in order for the students to process the information
they are learning about rocks, they will quietly listen to the book Matilda for 30 minutes a
day.
Objectives:
1. Students will listen to Matilda for enjoyment!
Procedure:
The teacher will:
1. Ask the students to gather on the carpet.
2. Read Matilda for 30 minutes each day.
The students will:
1. Gather on the carpet.
2. Listen to Matilda for 30 minutes each day.
Assessment:
There will be no assessment necessary for the teacher read aloud.
Modification:
If there are students with a auditory issues, the teacher will use a microphone and have
an extra copy for them to follow along.
Materials:
● Matilda by Roald Dahl
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Lesson Plans Week One
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Monday
Writing a Letter
Monday
Explanation: In this week’s grammar mini-lesson, the students will learn how to write
letters. We will discuss how to start letters with greeting followed by a comma then
end the letter with a closing and a comma followed by your name. This lesson will
also serve to introduce the theme of rocks for the week
Standards:
● L.2.2.b Use commas in greetings and closings of letters
● L.2.2Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Objectives:
● The students will be able to explain why you might write a letter to
someone
● The students will be able to utilize the mechanics necessary to writing a
letter
Procedure:
Instructional Strategies:
1. Teacher will gather students on the carpet
2. Teacher will ask students if they have ever sent or received a letter
3. Teacher will display a handwritten letter and read it to her students
4. Teacher will then display a handwritten letter on a large piece of chart
paper
a. Teacher will point to the greeting, pointing out the comma
b. Teacher will point out the complimentary close followed by a
comma and your name
5. Teacher will explain that a geologist is a scientist who studies rocks and
because we will be learning about rocks, we are going to write a letter to a
geologist
6. Teacher will ask class how we will open our letter
a. Dear Geologist,
7. Teacher will ask students some things they would like to tell or ask the
geologist about rocks
8. Teacher will model how to use the complimentary close to sign the letter:
a. Sincerely, Class 2A or Thank you, Class 2A
9. Teacher will hang the letter the class wrote in the writing center for the
children to use during center time
Learning Tasks:
1. Children will gather on the carpet
2. Children will share their experiences with letters
3. Children will listen as the teacher reads and displays a letter
4. Children will participate in writing the letter to the geologist by offering how
to open the letter, what to ask or tell the geologist and how to close the
letter
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Assessment: At some point during the week, the children will have the
opportunity to visit the writing center. In this center, the children will take the time
to write their very own letter to a geologist. This letter writing experience will be
used as the assessment for this lesson. The writing piece will be assessed on
grammar and mechanics as well as content.
Modifications: Because this lesson is mainly instructional, their will be no
content modifications necessary. However, children who need help focusing,
seeing, or hearing will be sat towards the front of the classroom.
Resources/Materials:
● Hand written Letter,
● Chart paper with a handwritten letter
● Blank piece of chart paper
● Markers
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Introducing Word Problems
Monday
Explanation: The children will use rocks as manipulatives in solving story problems
within one hundred
Duration: One Hour
Standards:
● 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
● L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 2 reading and content, choosing flexibly from an
array of strategies.
● 2C.1b Demonstrate appropriate social and classroom behavior.
Objectives:
Children will be able to identify the operation necessary to solve a word problem using
key words.
Procedures:
1. Teacher will gather children in meeting area
2. Teacher will introduce real life example of a story problem on the Smart Board by
writing a short story problem on the board such as- Today I had 4 rocks on my
desk, then my friend brought me two more. How many do I have now?
3. Teacher will model how to find information necessary to complete word problem
(# and operation words)
4. Teacher will call students up individually to practice finding key information in the
story problems
5. Teacher will lead the class in creating a chart with what words in story problems
indicate addition or subraction (all together, take away, more, less, etc.)
6. Teacher will pass out clickers for clicker quiz
7. Teacher will show a word on the Smart Board and the children will have to
respond using the clicker as to whether the word means addition or subtraction
Learning Tasks:
1. Students will gather in meeting area
2. Students will follow along with example being modeled by the teacher
3. Students will participate in finding key information in the Smart Board activity
4. Students will make suggestions as to which words mean addition and which
mean subtraction for the chart
5. Students will take the clicker quiz about which words mean addition or
subtraction
Materials:
1. SmartBoard
2. List of story problems
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a. Abbey had 24 rocks but lost 8 when she dropped them. How many are
left?
b. Micai has 37 rocks and Jerssi has 12. How many do they have all
together?
c. Etc.
3. Butcher paper for class-made chart
4. Markers
5. Clicker Quiz (See Appendix A)
6. Clickers
Assessment:
I will use the results of the clicker quiz as a formative assessment as to how well the
children understand the meaning of several key words I want them to know such as
add, take a way, lost, etc. I will use the results of this informal quiz to determine whether
we need to spend another day on key words in story problems or if the children are
ready to move on to solving problems using the words.
Modifications:
During the clicker quiz, I will read the words out loud to the children so that if they are
unable to read the words on the board they will still be able to participate in the quiz.
I will also leave the chart we made as a class up for the quiz so that children may
reference it if needed.
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Rocks as Tools Through the Eras Day 1
Monday
Explanation: We think it is critical for students to apply what they see in the
classroom to the real world. Students will be learning how rocks were used as
tools in different time periods.
Duration: 45 Minutes for two days
Objectives:
● Students will be able to compare how people in past eras used rocks to
how we use them today.
● Students will be able to write complete sentences with correct grammar
and relevant information about how rocks were used in past eras.
● Students will be able to communicate with their peers during work time in
order to work out any problems that occured.
Standards:
● SS.H.2.2 Compare individuals and groups who have shaped a significant
historical change
● SL.2.6 Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
● C: Use communication and social skills to interact effectively with others.
○ 2C.1a: Identify ways to work and play well with others.
Instructional Strategies & Learning Tasks

Day 1:
The teacher will:
1. Pull out the rock collection and ask the students to name the 3 types of rocks
they have been studying and how they form.
2. Give the students their notebooks which they will use to take notes about rock
usage in the past.
3. Show the PowerPoint, which explains how rocks were used in previous eras.
Day 1:
The students will:
1. Name the 3 types of rocks using the classroom rock collection.
2. Open their notebook to the next blank page and split the paper into different
sections, which correspond to different time eras.
3. Take notes on how rocks were used in previous time periods
Day 2:
The teacher will:
1. Give the writing directions, and facilitate the writing prompt.
2. Write 2 paragraphs of 3-5 complete sentences for each time area about rock
usage.
The students will:

usage. Students will problem solve with their peers if problems arise.
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Assessment:
The teacher will collect the students’ notebooks and check the material against the
PowerPoint. Students will be given up to ten points if the information is placed in
the correct time period. The students will also be graded on their information along
with grammar, spelling and mechanics. Students orally communicate with their
peers during work time(anecdotal). Students were able to get along with their
peers and talk out any issues that came up such as loud noise or distractions.
Resources/References,
Resources/References:
Services, G. (1999). RocksForKids.com. Retrieved April 03, 2017, from
http://www.rocksforkids.com/4history.html
Materials:
○ Students’ science journals
○ Rock Time Era PowerPoint (See Appendix B)
○ Pencils
○ Rock collection for reference
Accommodations:
● For students who need extra support, we will leave the rock collection and
PowerPoint up during journal time for reference.
● For kinesthetic learners, the rock collection will be passed around to remind the
students of the types of rocks and their formation.
● Students with behavioral issues will be allowed to take breaks and access the
information on a one-to-one basis with the teacher.
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Tuesday
Types of Rocks Jigsaw Day 1
Tuesday
Explanation: The children will work in collaborative groups to learn more about the
different types of rocks we will be learning about during the Rock Unit. The
intent of this lesson is to introduce information on the types of rocks while
working on reading informational texts for key information.
Duration: One hour a day for 3 days
Standards:
● RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
● RI.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Objectives:
● Students will be able to give key details on the three different types of rocks
● Students will be able extract 3 main points from informational text
Procedures:
Day One:
Instructional Strategies
1. Teacher will split the class (25 students) into 8 groups of 3 students (one
group of 4) (groups will be pre-planned and written out) (these are focus
groups)
2. Teacher will give each child a colored cards (there will be 8 different
colors)
3. Teacher will instruct students to get into groups based on the color card
they were given (there will be 8 groups of 4) (these are jigsaw groups)
4. Teacher will assign each group a type of rock (each type of rock will be
used twice)
5. Teacher will pass out informational texts to each child regarding the rock
the group was assigned
6. Teacher will instruct children to read the text while underlining key
information.
Learning Tasks:
1. Children will form into focus groups
2. Children will form into jigsaw groups
3. Children will independently read informational text on rock types (See
Appendix C)
4. Children will underline and take notes regarding key information
Day Two:
1. Teacher will instruct children to form back into their colored groups
2. Teacher will pass out I Can Read Informational Texts (See Appendix D)
paper and instruct the students to fill it out as a group
Learning Tasks
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1. Children will meet in jigsaw groups
2. Children will re-read informational text as a group
3. Children will fill out I Can Read Informational Texts (Appendix D) as a
group using collaborative discussions
Day Three:
1. Teacher will instruct children to get back into the groups they were given
on Day One- providing assistance regrouping when necessary
2. Teacher will instruct the students to take turns sharing what they have
learned in their jigsaw group with their focus group
3. While one person is sharing, the other members will take notes in their
journal about important information they learn
Learning Strategies:
1. Children will form into their focus groups with assistance from the teacher
2. Children will take turns sharing information from their focus group
3. Children will take notes on key information shared by their peers
Materials/ Resources:
Dunaway. (2013). Three types of rocks and the rock cycle[Rock informational texts
].
I will use only the three reading passages about the different types of rocks (See
Appendix C)
K. (2014). I can read informational texts [Graphic Organizer]. (See Appendix D)
Assessment:
The I Can Read Informational Texts worksheet will be used to evaluate the
children’s close reading skills and their ability to pull key details out of the text. A
rubric will be used to assess the accuracy, completion and insight within the
worksheet.
Modifications:
If necessary, I can create my own nonfiction texts for the children to read based on
their reading level. For example, if the texts I have chosen are too difficult for some
readers, I will put them in a group and give them a simplified version of the text.
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Practice with Word Problems Day 1
Tuesday
Explanation: Students will learn to solve story problems using rocks while focus
on math skills. Students will solve problems on the board as a class.
Duration: One hour
Standards:
● 1. MP.1 Make sense of problems and persevere in solving them.
● 2. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
Objectives:
1.Students can decipher the story problems and solve them.
2. Students will be able to solve two-step word problems by using drawings.
3. Students can work with their cooperatively with group mates when working on
the worksheets.
Procedures:
The teacher will:
1. Review how to find the important information in a story problem.
2. Put 3 practice problem will be on the board.
3. Pick volunteers from the class to pick out important parts of the story.
4. Tell the students to circle the important words in the story problem on the board.
Some example words include adding, subtracting, mixing, total and dropping.
5. Collect the markers.
The students will:
1. Sit and volunteer the steps on how to solve a story problem.
2. Read the practice problem on the board and think about if it is a subtraction or
addition.
3. Volunteer to pick out the important parts of the story.
4. Circle the important parts of the story. The students can also look at the board
with clues on if i its a subtraction or addition problem and the steps to solving a
word problem.
5. Turn and talk to a partner about some important words to look for in the word
problem that give clues about the operation happening.
Materials:
1. Whiteboard
2. Whiteboard markers
3. Worksheet with 3 word problems attach worksheet (See Appendix E )
4. Steps to solve a word problem (See Appendix F)
5. Checklist (See Appendix )
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Resources:
Geiger, A. (2016, November 19). Fun problem solving activity for kids in 1st & 2nd
grade. Retrieved April 03, 2017, from http://www.themeasuredmom.com/fun-
problem-solving-activity-kids-1st-2nd-grade/
Assessment:
● Students were able to circle the important parts of the story (anecdotal notes)
● Students could decide if the word problem was using addition or
subtraction.(checklist)
● Students could set up the word problems using a picture to show their thinking.
(anecdotal records)
● Students were able to work with their group members to solve the 3 word
problems on the worksheet. (rubric)
● Students got the right answer to the problems and showed work. (checklist)
Modifications:
● For students who need more time deciding if its addition or subtraction, they can
look at the key vocabulary on the whiteboard.
● For students who need a reminder on the steps, they can look at the hint sheet
on the whiteboard.
● Students will be able to refer back to the steps during work time as a reminder.
● Board problems:
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Rocks as Tools Through the Eras Day 2
Tuesday
Explanation: We think it is critical for students to apply what they see in the
classroom to the real world. Students will be learning how rocks were used as
tools in different time periods.
Duration: 45 Minutes for two days
Objectives:
● Students will be able to compare how people in past eras used rocks to
how we use them today.
● Students will be able to write complete sentences with correct grammar
and relevant information about how rocks were used in past eras.
● Students will be able to communicate with their peers during work time in
order to work out any problems that occur.
Standards:
● SS.H.2.2 Compare individuals and groups who have shaped a significant
historical change
● SL.2.6 Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
Instructional Strategies & Learning Tasks

Day 1:
The teacher will:
4. Pull out the rock collection and ask the students to name the 3 types of rocks
they have been studying and how they form.
5. Give the students their notebooks which they will use to take notes about rock
usage in the past.
6. Show the PowerPoint (Appendix B), which explains how rocks were used in
previous eras.
Day 1:
The students will:
4. Name the 3 types of rocks using the classroom rock collection.
5. Open their notebook to the next blank page and split the paper into different
sections, which correspond to different time eras.
6. Take notes on how rocks were used in previous time periods
Day 2:
The teacher will:
3. Give the writing directions, and facilitate the writing prompt.
usage.
The students will:
27
usage. Students will problem solve with their peers if problems arise.
Assessment:
The teacher will collect the students’ notebooks and check the material against the
PowerPoint. Students will be given up to ten points if the information is placed in
the correct time period. The students will also be graded on their information along
with grammar, spelling and mechanics. Students orally communicate with their
peers during work time(anecdotal). Students were able to get along with their
peers and talk out any issues that came up such as loud noise or distractions.
Resources/References,
Resources/References:
Services, G. (1999). RocksForKids.com. Retrieved April 03, 2017, from
http://www.rocksforkids.com/4history.html
Materials:
○ Students’ science journals
○ Rock Time Era PowerPoint (See Appendix B)
○ Pencils
○ Rock collection for reference
Accommodations:
● For students who need extra support, we will leave the rock collection and
PowerPoint up during journal time for reference.
● For kinesthetic learners, the rock collection will be passed around to remind the
students of the types of rocks and their formation.
● Students with behavioral issues will be allowed to take breaks and access the
information on a one-to-one basis with the teacher.
28
Wednesday
Wednesday
Standards:
● 2C.1b Demonstrate appropriate social and classroom behavior.
Objectives:
Procedures:
Day One:
groups)
colors)
used twice)
11. Teacher will pass out informational texts (See Appendix C) to each child
regarding the rock the group was assigned
information.
Learning Tasks:
7. Children will independently read informational text on rock types
Day Two:
4. Teacher will pass out I Can Read Informational Texts (See Appendix D)
paper and instruct the students to fill it out as a group
Learning Tasks
29
6. Children will fill out I Can Read Informational Texts (See Appendix D) as a
Day Three:
Home Made Rocks Readers (See Appendix C)
Types of Rocks. (n.d.). Retrieved April 11, 2017, from

https://www.learner.org/interactives/rockcycle/types.html
K. (2014). I can read informational texts [Graphic Organizer]. (Appendix D)
Assessment:
worksheet.
Modifications:
their reading level. For example, if the texts I have chosen are too difficult for
some readers, I will put them in a group and give them a simplified version of
the text.
30
Practice with Word Problems Day 2
Wednesday
Explanation: Working with the knowledge from the previous lesson plan, students
will decipher word problems and then solve them using drawings. Students will
work with three group members to solve a worksheet.
Duration: One hour
Standards:
problem.
Objectives:
the worksheets.
Procedures:
The teacher will…
1. Split the class into groups of 4 where they will work on 3 practice problems.
Students would solve the word problem by drawing a picture about what’s
happening in the problem.
2. Bring the group back together and review the answers(call on someone to share
their work)
The students will:
1. Move in order to work with their group members to solve the 3 story
problems.Circle the important parts of the story. The students can also look at
the board with clues on if i its a subtraction or addition problem and the steps to
solving a word problem.
2. After solving the problems, students will write how they solved on the board by
drawing out their pictures and circling key words in the story.
Materials:
1. Whiteboard
3. Worksheet with 3 word problems (Appendix H)
4. Steps to solve a word problem (Appendix F)
5. Checklist (Appendix G)
Resources:
Assessment:
31
(anecdotal records)
Modifications:
on the whiteboard.
● Board problems:
32
Sculpting Tools of the Past Day 1
Wednesday
Explanation: In a previous lesson, the students learned about how different types
of rocks were used throughout out history. Some rocks were used to make
knives, some were used to clean clothes, etc. These tools can help us learn
about what different people’s lives were like in the past. Today, the children will
have a chance to create their own rock tools using different materials.
Duration: An hour per day for 2 days
Standards:
● SS.H.3.2 Explain how different kinds of historical sources (such as written

documents, objects, artistic works, and oral accounts) can be used to study the
past.
● L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
● MA:Cr2.1.2 Choose ideas to create plans and models for media arts productions
● 2C.1a Identify ways to work and play well with others.
2. Teacher will use yesterday’s power point to remind children of different tools
made from rocks that people have used over time
3. Teacher will inform children that today we will have the opportunity to create our
own tools from rocks and other materials
4. Teacher will explain how children will be able to use the mateirals in the
classroom to create their tool. Once their tool is complete they will right a
paragraph about what the tool can be used for and what it would say about that
time period.
5. Teacher will model by showing her tool and the sentences she has written.
a. This tool is an axe, it shows that people who used it needed to cut down
trees in their living environment.
6. Teacher will leave pictures of rock tools on the table for students to use as
references
Learning Tasks:
2. Students will listen to review of yesterday
3. Students will watch the teacher model
4. Students will collect materials from the materials table
5. Students will create their own tools
6. Students will write sentences about what the tool is and what it can be used for.
Materials:
● Rocks
● Yarn
● Glue
33
● Clay
● Bowls
● Plastic utensils
● Sticks
● Leaves
● Teacher Model
● Slide with examples of rock tools (Appendix B)
Assessment:
The students will be assessed on their ability to think of a unique idea for the rock tools.
However, this is a just for fun assignment and will assessed only for effort.
The students will also be assessed on the paragraph they write about their tool. The
paragraph will be assessed using the teacher’s everyday writing rubric tool. The teacher
will be assessing proper capitalization, grammar and punctuation.
Modifications:
The teacher will provide assistance to students as necessary with creating their
rock tools. Additionally, children who need it will have proper sentence structure
reminders taped to their desk. This will remind them to use capital letters and
periods.
34
Thursday
Thursday
Standards:
Objectives:
Procedures:
Day One:
groups)
colors)
used twice)
17. Teacher will pass out informational texts to each child regarding the rock
the group was assigned
information.
Learning Tasks:
11. Children will independently read informational text on rock types
Day Two:
6. Teacher will pass out I Can Read Informational Texts (Appendix D) paper
and instruct the students to fill it out as a group
Learning Tasks
35
9. Children will fill out I Can Read Informational Texts (Appendix D) as a
Day Three:
Dunaway. (2013). Three types of rocks and the rock cycle[Rock informational texts
].
Homemade informational texts (Appendix C)
K. (2014). I can read informational texts [Graphic Organizer]. (Appendix D)
Assessment:
worksheet.
Modifications:
their reading level. For example, if the texts I have chosen are too difficult for
some readers, I will put them in a group and give them a simplified version of
the text.
36
Practice with Story Problems Day 3
Thursday
Explanation: Working with the knowledge from the previous lesson plan, students
will decipher word problems and then solve them using drawings. Students will
work with a partner to solve a worksheet.
Duration: One hour
Standards:
problem.
Objectives:
the worksheets.
Procedure:
The teacher will
1. Call on and ask students to review the steps on how to solve a word problem.
2. Hand out the worksheet and hand out highlighter that students can use to identify
key math words.
3. Assign partners for the students to solve the 3 practice problems.
4. Monitor as students work on their practice problems.
5. Collect the worksheet.
6. Call on students to draw a picture to solve the word problem.
The students will

1. Review the steps on how to solve a word problem.
2. Highlight key vocabulary on the worksheet to help them decide if the word
problem involves addition or subtraction.
3. Work with their partners to solve the 3 practice problems. Students will provide a
drawing to show their work.
4. Solve problems through communication (if they arise) when working with their
partner.
5. Turn in their worksheet.
6. Volunteer to show their work on the board and explain their solution to the class.
They will draw their solution pictures on the board.
Materials:
1. Whiteboard story lesson
2. Whiteboard
37
4. Worksheet with 3 word problems (Appendix I)
Resources:
Assessment:
(anecdotal records)
Modifications:
on the whiteboard.
● Board problems:
38
Sculpting Tools of the Past Day 2
Thursday
Explanation: In a previous lesson, the students learned about how different types
of rocks were used throughout out history. Some rocks were used to make
knives, some were used to clean clothes, etc. These tools can help us learn
about what different people’s lives were like in the past. Today, the children will
have a chance to create their own rock tools using different materials.
Duration: An hour per day for 2 days
Standards:
● SS.H.3.2 Explain how different kinds of historical sources (such as written

documents, objects, artistic works, and oral accounts) can be used to study the
past.
● L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
● MA:Cr2.1.2 Choose ideas to create plans and models for media arts productions.
8. Teacher will use yesterday’s power point to remind children of different tools
made from rocks that people have used over time
9. Teacher will inform children that today we will have the opportunity to create our
own tools from rocks and other materials
10. Teacher will explain how children will be able to use the mateirals in the
classroom to create their tool. Once their tool is complete they will right a
paragraph about what the tool can be used for and what it would say about that
time period.
11. Teacher will model by showing her tool and the sentences she has written.
a. This tool is an axe, it shows that people who used it needed to cut down
trees in their living environment.
12. Teacher will leave pictures of rock tools on the table for students to use as
references
Learning Tasks:
8. Students will listen to review of yesterday
9. Students will watch the teacher model
10. Students will collect materials from the materials table
11. Students will create their own tools
12. Students will write sentences about what the tool is and what it can be used for.
Materials:
● Rocks
● Yarn
● Glue
● Clay
● Bowls
39
● Plastic utensils
● Sticks
● Leaves
● Teacher Model
● Slide with examples of rock tools (Appendix B)
Assessment:
The students will be assessed on their ability to think of a unique idea for the rock
tools. However, this is a just for fun assignment and will assessed only for effort.
The students will also be assessed on the paragraph they write about their tool.
The paragraph will be assessed using the teacher’s everyday writing rubric tool.
The teacher will be assessing proper capitalization, grammar and punctuation.
Modifications:
The teacher will provide assistance to students as necessary with creating their
rock tools. Additionally, children who need it will have proper sentence structure
reminders taped to their desk. This will remind them to use capital letters and
periods.
40
Friday
Types of Rocks Online Quiz
Friday
https://docs.google.com/a/mail.bradley.edu/forms/d/e/1FAIpQLSeXfIYZP7cJsZemw8yY
qFJpTK-ariVo2joh0wocMfnBUvEOiw/viewform?c=0&w=1
Resources:
Keeler, A. (2016, April 12). Google Forms: Create a Branching Quiz Question. Retrieved April 11,
2017, from http://alicekeeler.com/2016/04/12/forms-branching/
41
Friday
Explanation: Working with the knowledge from the previous lesson plan, students will
decipher word problems and then solve them using drawings. Students will work with
the same partner as yesterday to complete yesterday’s worksheet.
Duration: One hour
Standards:
problem.
Objectives:
the worksheets.
Procedure:
The students will
1. Students finish problems from day 3 but the step by step poster is not displayed
anymore.
Materials:
1. Whiteboard
3. Worksheet with 3 word problems attach worksheet (Appendix I)
Resources:
Assessment:
(anecdotal records)
42
Assessment:
(anecdotal records)
Modifications:
on the whiteboard.
● Board problems
43
Skull Rock Research
Friday
Explanation: We want students to able to distinguish rocks out in the real world.
Students will be researching Skull Rock in California.
Standards:
● SS.G.1.2 Construct and interpret maps and other graphic representations
of both familiar and unfamiliar places
● 2-PS1-3 Make observations to construct an evidence-based account of
how an object made of a small set of pieces can be disassembled and
made into a new object
Objectives:
● Students will learn about Skull Rock in California and construct a map of
this geological feature.
● Students will be able to make observations to construct an evidence
account on the assembling of this rock structure.
Procedure:
● Students will be broken into groups of three where they will research Skull
Rock in California.
● Students will construct a map of this unfamiliar place and make a key with
important information in it.
● After researching and constructing a map of Skull Rock, students will
construct an evidence paper about the type of rock used, how Skull Rock
was assembled, can be disassembled and make a new object based off
the existing structure.
Assessment:
Students will turn in the constructed and labeled map of Skull Rock and the
evidence account they wrote.Students will be graded on if the information is
accurate and given up to 10 points for completing this assignment.
Modifications:
● Students will be given extended time to conduct research, create a map
and complete the writing prompt.
Materials/Resources:
● Computer to access information on Skull Rock
● Paper
● Writing prompt (Appendix J)
44
Monday
Expository Writing Map Chart
Monday
Explanation: The students have spent the past week learning about different types of
rocks and rocks througout history. Now we will begin to combine all of this knowledge
into the children’s first practice with expository writing.
Duration: One hour
Standards:
● W.2.2 Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or
section.
Objectives:
● The students will recognize the parts of expository essays
Procedures:
1. Teacher will gather students at the carpet
2. Teacher will introduce the concept of expository writing as writing that gives
information or explains an idea
3. Teacher will begin a new page of chart paper for expository texts
4. Teacher will lead children in creating a graphic organizer outline of an expository
essay
5. Teacher will prompt the children in what goes in the introduction as they have
already discussed this infomration with other types of writing
6. Teacher will model how to fill out the chart using rocks as an example
a. Main idea one - Igneous Rocks
b. Main idea two - metamorphic rocks
c. Main idea three- sedimentary rocks
d. Supporting details are facts from your research during centers, and
jigsaws, etc.
7. Teacher will emphasize that not all of them have to be organized the same way,
you could talk about them in a different order
8. Teacher will pass out exit slips
Learning Tasks:
1. Children will gather on the carpet
2. Children will participate in filling out what goes in the introduction of a paper
3. Children will complete the exit ticket before they leave for specials time
Assessment:
At the end of the lesson, the teacher will pass out an “exit slip”. This piece of paper will
have a blank copy of the mind map the children used earlier today to map out. The
teacher will use this mind map as a formative assessment to guage the children’s
understanding of the structure of an expository essay.
Modification:
The exit slip can be modified as necessary to scaffold delaysed learners. Prior to
handing out the slip, the teacher can fill in several of the places to provide a a guide to
the student.
45
● Chart paper
● Markers
● Exit slip
● [JPG]. (n.d.). Pintrest . (Appendix K)
46
The Three Different Types of Rocks Song
Monday
Explanation: Because students are still learning about types of rocks and their
formation, they will listen to a song about the different formation processes. This
lesson will be taught during the students pull-out time in music class.
Duration: One hour
Standards:
1. MU:Pr6.1.2: Perform appropriately for the audience and purpose.
2. 2-PS1-4 Construct an argument with evidence that some changes caused by
heating or cooling can be reversed and some cannot
3. C: Use communication and social skills to interact effectively with others.
a. 2C.1a: Identify ways to work and play well with others.
Objectives:
1. Students will make and perform a song about the 3 different types of rocks in
groups of 4 with scientifically correct information.
2. Students will describe in their song the different methods of rock formation
relative to the heating and cooling process the different rocks undergo.
3. Students can use communication and social skills when interacting with their
group members.
The teacher will:
1. Show the rock song
2. Describe what the students are doing.
a. Students will be making a song about the 3 different formation processes
that the rocks go through( the rock cycle)
3. Walk around and answer any questions about the rock formation process and
help solve problems as they arise in groups.
Learning Tasks:
The students will…
1. Watch the rock song.
2. Listen to the instructions
3. Pick group members to create a song with.
4. Produce a song about the rock cycle.
Assessment:
1. Students created and performed a song about the different rock formation
processes.
2. Students describe the heating and cooling processes that the different types of
rocks go through.
3. Students were able to communicate and solve problems( if they arose) in their
groups.
Modifications:
1. Students will be given extra time to create their song.
2. Students can look at their science notes to reference material about the rock
formation process.
47
1. We will ROCK! You (2012, October 29). Retrieved April 8, 2017, from
https://www.youtube.com/watch?v=r68iEwYdbh4
2. Science journals
48
Clay Rocks (Igneous)
Monday
Explanation:
Since students are learning about the different types of rocks, they will be using their
knowledge to sculpt the different types of rocks with clay. They will then write a fact
they learned on a notecard which will be attached to the rock.
Duration: 45 Minutes for 3 days
Standards:
● 1. VA:Cr3.1.2 a. Discuss and reflect with peers about choices made in creating
artwork
● 2. W.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
○ 2C.1a: Identify ways to work and play well with others
Objectives:
● Students will sculpt the three different types of rocks they have studied.
● Students will write a fact that they learned for each type of rock.
● Students will be able to orally communicate with their peers and solve issues if
they arise.
Procedures:
Day 1:
The teacher will:
1. Ask the students to recall the three types of rock and describe their formation
process.
2. Show the materials and tell the students that they will be sculpting the 3 types of
rocks after they write a fact they learned for each type of rock on the notecards.
3. Ask the students to go to their table and write down one fact for each type of rock
before sculpting.
4. Facilitate the making of igneous rocks. The teacher will model that igneous rock
is made by melting.
5. Collect the rocks and notecards.
6. Call on volunteers to tell her one fact they learned for each type of rock. The
student will get a high five if they place the correct information with the correct
rock type.
The students will:
1. Name the 3 different types of rocks and describe their formation process.
2. Listen to the directions and start to remember the facts they have learned.
3. Write down one fact for each type of rock on a notecard.
4. Make the igneous rocks.
5. Place the sculpted rocks by the window to dry.
6. Turn in their note cards to the teacher.
Day 2:
The teacher will
49
1. Repeat the steps from day one but with sedimentary rocks. The teacher will
model that sedimentary rocks are made by squishing clay pieces. together.
1. Make sedimentary rocks.
Day 3.
The teacher will:
1. Repeat the steps from day one but with metamorphic rocks. The teacher will
model that metamorphic rocks are made from molten magma.
The students will:
1. Make metamorphic rocks.
Materials:
● Store bought Stoneware Clay
● Poster of 3 different types of rocks
● Whiteboard and markers
● Journals that students will be using throughout the unit
● Notecards ( 3 per student)
Resources:
ISBE. (2017). Illinois Learning Standards for 2nd Grade. Retrieved April 1, 2017,
from
http://www.ilclassroomsinaction.org/uploads/2/6/0/8/26089560/standardsbook-
2ndgradee.pdf
Ma, L. (2011, June 03). How to Make a Rock Out of Clay. Retrieved April 01,
2017, from http://www.ehow.com/how_8534715_make-rock-out-clay.html
Assessment:
● The teacher will collect the note cards and check that the student wrote the
correct information for the correct rock type.
● The teacher will grade the students facts based on a checklist.
● The teacher will write down anecdotal records on how the students work with their peers.
Modifications:
For students who need help recalling information, they can access their science
journals where they took notes during previous lessons.
50
Monday
Explanation: Working with the knowledge from the previous lesson plan, students will
decipher word problems and then solve them using drawings. The class will be broken
in half and play the fly swatter game!
Duration: One hour
Standards:
problem.
Objectives:
the worksheets.
Procedures:
The teacher will:
1. Split the class in half.
2. Make a PowerPoint with 5 different math problems.
3. Put problems up on the board.
4. The team who picks the correct answer the fastest wins a point.
The students will

1. Form 2 different groups.
2. Listen to the rules of the game.
3. Take turns picking problems to solve.
4. Solve the problems on the board.
Materials:
Whiteboard
Whiteboard markers
Worksheet with 3 word problems attach worksheet ( Appendix L)
Steps to solve a word problem (Appendix F)
Checklist (Appendix G)
Resources:
Assessment:
51
(anecdotal records)
Modifications:
on the whiteboard.
● Board problems
52
Tuesday
Attention Grabbers and Graphic Organizers
Tuesday
Explanation: Yesterday the students learned about the organization of an expository essay.
Today, the students will have a chance to fill out the organizational chart that will prepare them
for beginning the rough draft. We will also have a mini lesson on introductions and attention
grabbers so that the students can put this information into their organizational chart.
Duration: One hour
Standards:
section.
Objectives:
● The students will be able to develop their plans for their expository essay
● The students will write a creative introduction for their essay
Procedures:
1. The teacher will present the expository writing graphic organizer from yesterday
2. We will be working on what will go in our organizers
3. We will start with the introduction
4. Teacher will flip to a new page on the chart paper labled crative attention grabbers
5. Teacher will write down the different types of attention grabbers
a. Quote
b. Interesting fact
c. Question
d. Sound
e. Description
6. The teacher will ask students to participate in a think, pair, share on ideas for a creative
attention getters
7. The teacher will call on students to share their ideas
8. Once multiple ideas have been generated, the teacher will have the children find a place
to work in the classroom and pass out the exit slips from yesterday as well as blank
graphic organizers for the children to fill out with their ideas
9. The teacher will instruct students to complete the graphic organizer as well as put their
creative introduction into the organizer
10. While the students are working, the teacher will walk around to provide assistance as
necessary
11. The teacher will collect the graphic organizers to assess whether they are fully
completed or not
Learning Tasks:
1. The students will gather on the carpet
2. The students will turn to their neighbor and share a creative idea for an attention grabber
3. The students will share their ideas with the class
4. The students will return to an area in the classroom of their choosing to work on the
graphic organizer for their essay
Assessment: The filled out graphic organizer will serve as a formative assessment. The
teacher will review each organizer to ensure that the students are on the right track in writing
their informative essay. If the students have not completed the organizer or have not filled it out
properly, the teacher will meet with them the following day to work on their outline.
53
Modifications: The students will be allowed to have extra time to work on their outlines the
following day if needed. The teacher will also be walking around making herself available to
students who need help. If some students finish their outline early, they will be allowed to begin
working on the first draft of their essay.
● Large chart paper
● Markers
● Expository writing graphic organizer (Appendix K)
Clay Rocks (Sedimentary)

Tuesday
Explanation:
54
Since students are learning about the different types of rocks, they will be using
their knowledge to sculpt the different types of rocks with clay. They will then write
a fact they learned on a notecard which will be attached to the rock.
Standards:
artwork
Objectives:
they arise.
Procedures:
Day 1:
The teacher will:
process.
before sculpting.
is made by melting.
rock type.
The students will:
Day 2:
The teacher will
55
Day 3.
The teacher will:
The students will:
Materials:
Resources:
from
2ndgradee.pdf
Assessment:
Modifications:
Creating and Presenting Word Problems

Tuesday
Explanation: Since students can now solve story problems using rocks while
focus on math, they will create, display and demonstrate these skills while
working in groups of 3.
Duration: One hour for 3 days
56
Standards:
problem.
Objectives:
● Students can create work problems and circle key words.
● Students can decipher the story problems and solve them.
● Students will be able to solve two-step word problems by using drawings.
● Students can work with their cooperatively with group mates when working on
the worksheets.
Day 1:
The teacher will:
1. Explain the project.
2. Split up the students into groups of 3.
3. Walk around and provide assistance to different groups during work time.
The students will:
1. Create 1 addition word problem and 1 subtraction word problem.

2. Solve them on scratch paper.
3. Show their solutions to the teacher before creating their posters
4. Create the poster to show their word problem.
a. Write the problem, circle the key words and show their work with a picture.
Day 2:
The teacher will:
1. Review the directions of the project.
The students will:
1. Sit with their groups and finish designing their posters.
2. Show their solutions to the teacher before creating their posters.
3. Draw the solutions using pictures on a poster.
● Markers
● Poster board
● Pencils
● Scratch Paper
Assessment:
● Students created math problems with their group members. (anecdotal records)
57
● Students could decipher their math problems. (checklist to decide if addition or
subtraction)
● Students could solve their math problems. (rubric)
● Students worked with their groups members well (group evaluation)
Modifications:
● Students will be given extra time.
● Students can make their word problems one to three steps long( advanced
students)
● Students can type out their word problems if they don’t like their handwriting or
need help with fine motor development.
58
Wednesday
Writers Workshop
Wednesday
Explanation: The students have been working to create the outlines to their expository essays.
Today, and the following several days into the next week, the students will have this time each
day to draft and revise their essays.
Duration: One hour a day for up to 5 days
Standards:
section.
● W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
● CCR.W.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
● CCR.W.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Objectives:
● The students will be able to write an expository essay
● The students will be able to revise an expository essay
1. The teacher will ask students to take out their journals and pass back outlines
2. The teacher will walk around the classroom offering assistance as the children use their
outlines to draft and revise their essays
Learning Tasks:
1. The children will use their materials about rocks, and graphic organizers to draft and
revise their expository essays
Assessment: The teacher will make observational assessments each day of the writer’s
workshop to decide if more instruction is necessary on any point in the writing process. When
the essays are complete, the teacher will use a rubric to assess content, organization, grammar
and mechanics.
Modifications: Extra time will be provided as necessary. Students who are not able to write will
have access to the computers to type their essays. For gifted students, if they are finished early,
they can use the computers to find additional research and information that can be added to
their essays.
● Writing journals
● Outlines (Appendix K)
● Display chart paper with outline on it
59
Clay Rocks (Metamorphic)
Wednesday
Explanation:
Since students are learning about the different types of rocks, they will be using their
knowledge to sculpt the different types of rocks with clay. They will then write a fact
they learned on a notecard which will be attached to the rock.
Standards:
artwork
Objectives:
they arise.
Procedures:
Day 1:
The teacher will:
process.
before sculpting.
is made by melting.
rock type.
The students will:
Day 2:
The teacher will
60
Day 3.
The teacher will:
The students will:
Materials:
Resources:
from
2ndgradee.pdf
Assessment:
Modifications:
61
Creating and Presenting Word Problems
Wednesday
Explanation: Since students can now solve story problems using rocks while
focus on math, they will create, display and demonstrate these skills while
working in groups of 3.
Duration: One hour for 3 days
Standards:
problem.
Objectives:
● Students can create work problems.
● Students can decipher the story problems and solve them.
● Students will be able to solve two-step word problems by using drawings.
● Students can work with their cooperatively with group mates when working on
the worksheets.
Day 1:
The teacher will:
1. Explain the project.
2. Split up the students into groups of 3.
3. Walk around and provide assistance to different groups during work time.
The students will:
5. Create 1 addition word problem and 1 subtraction word problem.

6. Solve them on scratch paper.
7. Show their solutions to the teacher before creating their posters
8. Create the poster to show their word problem.
a. Write the problem, circle the key words and show their work with a picture.
Day 2:
The teacher will
1. Walk around and help groups with the math aspect or problem solving if groups
have problems working through conflict.
2. Bring the class together where groups will take turns presenting their word
problems.
1. Put finishing touches on their posters and make sure the solutions are correct.
2. Sit down and present to the group or listen to their peers present.
62
● Markers
● Poster board
Assessment:
● Students created math problems with their group members. (anecdotal records)
● Students could decipher their math problems. (checklist to decide if addition or
subtraction)
● Students could solve their math problems. (rubric)
● Students worked with their groups members well (group evaluation)
Modifications:
● Students will be given extra time.
● Students can make their word problems one to three steps long( advanced
students)
Students can type out their word problems if they don’t like their handwriting or need
help with fine motor development.
63
Thursday
Writers Workshop
Thursday
Explanation: The students have been working to create the outlines to their expository essays.
Today, and the following several days into the next week, the students will have this time each
day to draft and revise their essays.
Duration: One hour a day for up to 5 days
Standards:
section.
● W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
● CCR.W.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
● CCR.W.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Objectives:
● The students will be able to write an expository essay
● The students will be able to revise an expository essay
3. The teacher will ask students to take out their journals and pass back outlines
4. The teacher will walk around the classroom offering assistance as the children use their
outlines to draft and revise their essays
Learning Tasks:
2. The children will use their materials about rocks, and graphic organizers to draft and
revise their expository essays
Assessment: The teacher will make observational assessments each day of the writer’s
workshop to decide if more instruction is necessary on any point in the writing process. When
the essays are complete, the teacher will use a rubric to assess content, organization, grammar
and mechanics.
Modifications: Extra time will be provided as necessary. Students who are not able to write will
have access to the computers to type their essays. For gifted students, if they are finished early,
they can use the computers to find additional research and information that can be added to
their essays.
● Writing journals
● Outlines (Appendix K)
● Display chart paper with outline on it
64
Rock Buffet
Thursday
Explanation: The children will be able to sum up all of their learning on how
different types of rocks are formed through the use of food! The children will get
to have an even greater understanding of the formation of rocks as they
experiment with the different materials.
Duration: One hour
Standards:
● MA:Cr2.1.2 Choose ideas to create plans and models for media arts productions.
● 2-PS1-1 Plan and conduct an investigation to describe and classify different

kinds of materials by their observable properties.
Objectives:
● The children will model rock formations
● The children will be able to explain how types of rocks are formed
1. Teacher will gather students at their desks
2. Teacher will play Geology Kitchen: The Three Types of Rocks on the projector
3. Teacher will explain that we will have a chance to try out making our own
sedimentary rocks
4. The teacher will pass out bowls and model how to fill your bowl with different
ingredients that represent sediment
5. The teacher will heat marshmallows on a burner, and put a dollop into each
child’s bowl
6. The teacher will model how to “apply pressure” to the rock (flattening it in the
bowl with a plastic spoon
7. The teacher will ask children to “think, pair, share” how what they just created is
like a sedimentary rock
Learning Tasks:
1. The children will sit in their desks
2. The children will watch Geology Kitchen: The Three types of Rocks
3. The children will watch as the teacher models
4. The children will line up to add “sediment” to their bowls
5. The children will “apply pressure” to their rock
6. The children will participate in a “think, pair, share to explain how what they have
done is similar to a sedimentary rock
7. After the rocks have cooled, the class can enjoy eating them!
Assessment:
During the “think, pair, share time”, the teacher will walk around to different groups
listening in on their discussions. The teacher will use these observations to
determine if the children have understood the process of forming sedimentary
rocks and if they are able to use that knowledge and apply it to the rice krispy
rocks.
Modifications:
65
Because this is a fun activity the class can complete together, there will be no need
to modify it to meet the needs of either delayed or gifted learners. Rather, the
teacher will provide scaffolding and explanation to the whole class as needed.
Materials:
● Crisp Rice Cereal (2 boxes)
● 2 bags of marshmallows
● Small burner top to heat marshmallows
● Nerds, M&Ms, skittles, and other small candies
● Bowls
● Spoons
● Geology Kitchen: The Three types of Rocks
Dennie, D. (Director). (2011, September 03). Geology Kitchen: The Three types of
Rocks[Video file].
Retrieved April 4, 2017, from
https://www.youtube.com/watch?v=pg_jKJFbA2A&spfreload=10
66
Setting up the Class
On friday morning, prior to the field trip, the children will be inviting their parents in to
view all of the students’ hard work during this unit. Thursday afternoon the children will
need to set up the class for this museum. The children will need to put their clay rock
sculptures, letters to geologists, tools, and writing on their desk. The teacher will assist
the students in hanging the posters with word problems on the walls.
This set up will be cruicial for our museum tomorrow morning!
67
Learning Environment
Technology Library/Listening
Center Center
Math Center Art Center Writing Center
Description:
Students will be assigned a table and a chair for one month at a time. They will then rotate spots
and have a new table group. There are multiple tables which will be used for the math, writing,
science, snack and computer station. There is an easel for art and painting time. There are
multiple storage areas for students to hang up their artwork. The teacher’s desk is in the back so
students have their space but can approach the teacher. The table next to the teacher’s desk
allows the teacher to work one-on-one with students on projects and classwork. The reading
center is far away from the rest of the classroom to promote quiet reading. Since this unit has
students working in groups, pairs and by themselves, the tables have several chairs at
them. During individual practice, students can move to a quite spot such as the library
68
center or the writing center. These specific arrangement in our layout meet the needs
for the students as they progress through the unit. The physical layout supports the
learning because there are several places where students can work in groups, which
fosters interactions. However, there are areas where students can go in our classroom
to work alone.
69
Center Descriptions
Math and Science Center:

The science/math center has a table with different sensory materials on it.
Students can investigate, make lists comparing objects in groups or by themselves. The
goals at this center include: sorting, organizing, weighing, measuring and problem
solving. Students can use a variety of objects from nature and from the classroom.
Students are encouraged to bring in items from outside. They are also encouraged to
bring books from the library corner into the science center. This center will have
materials added to it throughout the school year based on what the students are
studying and the changing weather outside. We have included a variety of materials and
activities for the students to manipulate in order to achieve the standards. The materials
are related to the students’ interest and these materials meet their changing needs. For
the science part of this center, we have arranged our center to foster communication
and collaboration. There are tools that promote inquiry and the needed materials are
accessible for students. Students will have access to clipboards, composition
notebooks, pencils, magnifying glass, binoculars, telescope, rocks ,and sorting bins.
Science and math were put together because students are working on many of the
same skills. Some goals for this center include cognitive development, language and
literacy development,developing fine motor skills,development of inquiry and discovery
skills, learning how to problem solve, and how to collect data. The goal will be for the
students to solve story problems while learning about the world around them in order to
make them a more well rounded and knowledgeable citizen Students will also develop
social skills while working with others.
70
Library Center:
The library center promotes language and literacy development. By providing
the students with various book genres and types, they have the opportunity to find
books that they know they will enjoy and also explore other book options. We have
designed the center to be comfortable and inviting so that students will be excited and
can relax. Students can read to themselves, read to someone else, or listen to a book.
By using multiple senses, there will always be a way to engage the students and keep
them interested. Even though this is a calm area, it will be active when students are
moving to the different areas of the center. The following materials are essential for this
center but can be interchanged at various times of the school year. While at the library
center, students work on literacy, letter -to-sound correspondence and story retelling.
Some skills students will be working on at this center include learning to retell stories,
vocabulary development, learning to sequence event in a story, spelling and phonics
skills,cognitive and social skills. While at this center, students will be able to understand,
apply and build knowledge about rocks.
71
Art Center:
An art center is essential for students of all ages to promote creativity and
individuality. Having a separate center for this in addition to art projects scheduled
during class time allows students create anything they want. Students can work alone,
in pairs or with a group so it could also promote social development. In this center, we
have included various art supplies and tools, lots of colors, and different types of paper
and base materials. The materials can be switched out at different times of the year so
students do not get bored and they can incorporate the seasons and themes. The
goals for this center are to develop creativity, self-help skills, and social skills. Students
will be encouraged to use materials in unconventional ways. Students will be working on
creativity, fine motor development, developing cognitive skills, developing self- help
skills, learning to play with others and social skills. Additionally, students will be
learning social skills and developing an understanding about rocks, Students will apply
their knowledge about rocks when creating tools and rocks out of clay.
72
Technology Center:
A technology center is essential for students to practice concepts learned in class
through different modes of technology such as an IPad or on a computer. Students can
work alone at this center or in partners while interacting with the internet. Students will
have a chance to learn material about rocks and still show their knowledge in a different
form. The skills students will be working on at this center include how to use technology,
social learning, creativity, reading and writing skills. Students will be learning basic
knowledge about rocks and the rock cycle while building social/emotional skills when
they are working in groups.
Learning Centers Activities (Week One):
73
Centers will remain the same for each day of the week. The students will pick a different
center to go to each day. Each week, the activities at the centers will change.
Technology Center :
Explanation: This week in the technology center, students will have the
opportunity to explore a website called Interactives: Rock Cycle. Students will be
able to review the types of rocks, the rock cycle, see a rock cycle diagram and
take a test. Students will be able to interact with the website and test their
knowledge.
Duration: 45 minutes
Standards:
● CCR.R.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Objectives:
● Students will be able to independently read and comprehend information
on the website
Procedures:
● The students will go to the technology center
● The students will enter in the URL and explore the website
● The students will read and comprehend the sections at the top call the
types of rocks, the rock cycle and look at the diagram.
● After reading and comprehending these sections, students will fill out the
printed version of “Test Your Skills” (Appendix M)
Assessment:
Students will individually read and comprehend the different sections on the
website. After they read these sections, students will individually complete the
printed section next to them titled “Test Your Skills”. Students will turn in the
“Test Your Skills” paper to the teacher before moving to a new center.
Modifications:
Students will be able to flip back and review the sections before completing the
assessment part. Students can take notes while interacting with the website. The
notes cannot be used during the assessment.
● Learner , A. (2016). Interactive- The Rock Cycle . Retrieved April 10, 2017, from
https://www.learner.org/interactives/rockcycle/
● Printed “Test Your Skills” section (see Appendix M)
74
Library/Listening Center:
Explanation: In the library/listening center the children will have the freedom to
read a book of their choice relating to geology in some way. There will be both
fiction and nonfiction books included in the center. I will ask the school librarian
to select books she thinks will be appropriate for this subject. Additionally, the
students will complete a library center exit slip documentation what book they
read, their favorite part, etc.
Standards:
● RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
Objectives:
● The children will read fiction or nonfiction texts for enjoyment and
comprehension
Procedures:
1. The children will go to the library center
2. The children will select a book to read from the geology books
3. The children will read a book independently or with a partner
4. The children will complete the library exit slip on the book they read
5. If there is extra time, the children will select another book to read or listen
to
Assessment: The children will be assessed based on their ability to stay on task
during this lesson. No official assessments will be taken, however, teacher may
conduct running records as necessary.
Modification: There will be a wide variety of books available to meet the needs of all
readers. There will be some books above and below grade level so that all children
will be able to find a book suitable for them.
● Library Center Exit Slip (Appendix N)
● Books from the topic box and the school library on rocks, geology, rock
formations, geologists, etc.
75
Science Center:
Explanation: In order for students to practice their observation skills, they will look
at the 3 different types of rocks and write down their observations on the
provided handout.
Duration: 45 minutes Commented [1]: this needs to be a science lesson to
Standards: match your observation paper for science center sheet
● 2-PS1-1 Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties. Clarification
Statement: Observations could include color, texture, hardness, and
flexibility. Patterns could include the similar properties that different
materials share
Objectives:
● Students will be able to make and write observations about the 3 different
types of rocks.
Procedures:
The students will:
1. Observe the different rocks at the station.
2. Write down their observations on their worksheet.
Assessment:
Students will turn in their Observation Sheet before exiting the center.
Modifications:
There will be no modifications necessary.
● Manipulatives such as rocks
● Center Worksheet (Appendix O)
Writing Center:
Explanation: Students will be able to apply their knowledge about how to write a
narrative, which they learned about this past week. (45 minutes)
76
Standard(s):
● W.2.3 Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order, and provide a
sense of closure.
Objective(s):
● Students will be able to write narratives with a short sequence of events.
● Students will use details in their stories and describe their feelings.
● Students will use transition words to signal event order.
● Students will end the story with a conclusion.
Procedure:
● Students will gather at the writing table.
● Students will be given the writing prompt.
○ The children will write short narratives (1-2 paragraphs of
information and a conclusion) using rocks as the main characters.
● Students will include detail, feeling words, transition words and a
conclusion in their narratives.
● Students will circle the different events, underline the feeling words, box
the transition words and put a star by the conclusion.
Assessment:
Students will turn in individual narratives which use rocks as the main
characters. Students will include at least 3 details, feeling words, transition
words and well thought out conclusion.
Modifications:
● Students can reference a sheet that has feeling words and transition
words in order to find options to include in their story.
● Writing Prompt
● Feeling word sheet (Appendix Q)
● Transition word sheet (Appendix R)
● Pencils
● Paper
Art Center:
Explanation: Children have learned about the rock cycle and how the three
different types of rocks are formed. Students will make the three different types
of rocks with Starburst candy.( 45 minutes)
77
Standards:
● VA:Cr1.2.2 a. Make art or design with various materials and tools to
explore personal interests, questions, and curiosity.
● 2-PS1-1:Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties
Objectives:
● Students will make the different types of rocks using various materials to
explore the question “How are the different types of rocks made”?
● Students will write down their observations
Procedures:
Students will…
● Gather around the art center table
Sedimentary: Pressure
● Unwrap their Starburst
● Lay the foil flat on the table.
● Place the wax paper on top of the foil.
● Stack 3 Starburst on top of the foil and wax paper.
● Form the foil and wax paper around the wax paper.
● Press down and apply pressure to the Starburst.
● Make and write down observations
Metamorphic: Heat and pressure
● Repeat steps for sedimentary rocks and then continue on.
● Place Starburst in a toaster oven for 2 minutes
● Wrap in towel
● Apply pressure again while Starburst are still wrapped in towels
Igneous: Extreme heat
● Repeat all steps but put in the toaster oven for 5-10 minutes instead of 2
● Open tin foil after the Starburst are removed from the toaster.
Assessment:
Students will write their observations on their paper under each section. They will
turn in their observations before choosing a new center.
Modifications:
There will be no modifications necessary for this center activity.
● LimeAdventures, L. (2015, January 11). Edible Rock Cycle for Kids.
Retrieved April 07, 2017, from http://lemonlimeadventures.com/edible-
rock-cycle-for-kids/#_a5y_p=1341452
● 4 bags of Starbursts
● Toaster
● Observation paper
78
Learning Centers (Week Two)
Technology Center:
Explanation: This week at the technology center, the children will have the
opportunity to explore the website OneGeology. This website will allow them to
have free choice in what they learn about at this center. In order to have
evidence of their learning, the children will have a worksheet to complete based
on which section they choose to explore. After they complete one worksheet they
will be able to explore freely.
Standards:
● RF.2.4.a Read on-level text with purpose and understanding.
● RI.2.10 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades
2—3 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
● RI.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
Objectives: The children will explore the website
The children will be able to use captions, headings, indexes, and electronic
menus to gather information regarding geology, the different types of rocks, and
rocks around the world.
Procedure:
● Six children at a time will visit the technology center
● Children will decide if they would like to first visit the geology page, the
types of rocks page, or the rocks around the world page
● Children will log onto the computer
● Children will go to onegeology.org and select the page they have chosen
from the menu
● Children will complete their worksheet
● When the worksheet is finished, children will have the freedom to explore
the rest of the website as desired
Materials:
● Geology Worksheets (Appendix S)
Assessment: The children will be assessed on the completion of the task as
well as their ability to stay on task.
Modifications: There will be no modifications necessary at this center activity.
79
Library/Listening Center:
Explanation: In the library/listening center the children will have the freedom to
read a book of their choice relating to geoolgy in some way. There will be both
fiction and non-fiction books included in the center. I will ask the school librarian
to select books she thinks will be appropriate for this subject. Additionally, the
students will complete a library center exit slip documentanting what book they
read, their favorite part, etc.
Standards:
● RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
Objectives:
● The children will read fiction or nonfiction texts for enjoyment and
comprehension
Procedures:
6. The children will go to the library center
7. The children will select a book to read from the geology books
8. The children will read a book independently or with a partner
9. The children will complete the library exit slip on the book they read
10. If there is extra time, the children will select another book to read or listen
to
Assessment: The children will be assessed based on their ability to stay on task
during this lesson. No official assessments will be taken, however, teacher may
conduct running records as necessary.
Modification: There will be a wide variety of books available to meet the needs of
all readers. There will be some books above and below grade level so that all
children will be able to find a book suitable for them.
● Library Center Exit Slip (Appendix N)
● Books from the topic box and the school library on rocks, geology, rock
formations, geologists, etc.
80
Writing Center:
Explanation: This week at the writing center, the children will have a chance to
write a letter to either a geologist, a person from the past who used rocks as tools
or someone who helped design a rock formation such as Mt. Rushmore. On
Monday of this week, the children participated in a mini lesson on writing letters.
They will have the opportunity to practice this skill in the writing center.
Standards:
● L.2.2.b Use commas in greetings and closings of letters.
● L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Objectives:
● Children will be able to utilize standard conventions of English to write
letters to people within the field of geology
Procedure:
● Children will sit at the writing table
● Children will use the class model to practice writing a letter about rocks
(asking questions, giving information, meeting a geologist, etc.)
Assessment: I will assess the student’s writing based on mechanics and
grammar. I will pay special attention to their ability to use a greeting and closure
in their letter.
Modifications: The example letter we wrote as a class will be posted in the
writing center for the children to reference while they are working. Additionally,
computers will be available if children have physical imparements that limit their
ability to write.
● Lined paper
● Pencils
● Writing Letters Poster we made in class
81
Math Center:
Explanation: This week in the math center we will be getting more practice with
solving story problems while using small rocks as manipulatives. The children
will have a work sheet with different story problems on it. They will complete the
problems using rocks as manipulatives, then draw a picture showing how they
solved the problem.
Standards:
● MP.1Make sense of problems and persevere in solving them.
● 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using drawings and equations with a symbol for the unknown number
to represent the problem.
Procedure:
1. The children will gather at the math center table
2. The children will work in partners to complete the math center worksheet
on story problems
Materials:
1. Math Rocks Worksheet (Appendix T)
Assessment:
The students will recieve a score out of 10 on this worksheet. One point for
showing work, and one point for finding the correct answer for each problem. The
assessment will serve to guide my instruction on if we need to go over the
concepts necessary for story problems again.
Modifications:
The poster on how to solve story problems will remain in the math center to assist
the students as necessary. Additionally, they will have partners and manipulatives
to use in helping them solve the problems. If necessary, a more advanced set of
story problems could be created to challenge more advanced learners.
82
Appendix A
83
Appendix B
84
Appendix C
85
Appendix D
86
Appendix E
87
Appendix F
88
Appendix G
89
Appendix H
90
Appendix I
91
Appendix J
92
Appendix K
93
Appendix L
94
Appendix M
95
Appendix N
96
Appendix O
97
Appendix P
98
Appendix Q
99
Appendix R
100
Appendix S
101

Ete 328 Unit Plan - 2nd Grade Rocks

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Mary Raczek and Kalee Alter

prior to completing this project.

reference or guide, as opposed to an instructional booklet.

understanding of geology. Additionally, because this is an integrated unit, the children

(explaining, interpreting, applying, understanding, empathizing and building self

have learned throughout the unit.

efforts and display their work for everyone to see.

Family experiences, such as inviting parents in to view their students work,

children’s microsystems, as well as helps parents convey similar expectations at home

shown to increase student performance (Lee, Bowen, 2006).

museum night will be a benefit to the students and their parents.

Interactive Board Cue Card:

● 2-PS1-1 Plan and conduct an investigation to describe and classify different

● Students will be able to classify rocks into their correct categories.

The students will:

Modifications: No modifications are needed for this lesson.

8:00-8:30 Morning routine: attendance, sharpening pencils, turning in any work,

8:30-9:30 Reading/Literacy instruction

9:30-9:45 Bathroom Break

9:45- 10:45 Workstations/Center Time

10:45-11:15 Teacher Read Aloud

11:15-11:30 Group bathroom break

1:00-2:00 Mathematics Instruction and work time

2:00-2:45 Science/Social Science instruction and work time

2:45 prepare for dismissal Group Bathroom Break

● L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words

● 2C.1b Demonstrate appropriate social and classroom behavior.

Instructional Strategies & Learning Tasks

The students will:

K. (2014). I can read informational texts [Graphic Organizer]. (See Appendix D)

Instructional Strategies & Learning Tasks

The students will:

Types of Rocks. (n.d.). Retrieved April 11, 2017, from

K. (2014). I can read informational texts [Graphic Organizer]. (Appendix D)

● SS.H.3.2 Explain how different kinds of historical sources (such as written

K. (2014). I can read informational texts [Graphic Organizer]. (Appendix D)

The students will

● SS.H.3.2 Explain how different kinds of historical sources (such as written

The students will

Clay Rocks (Sedimentary)

Creating and Presenting Word Problems

The students will:

1. Create 1 addition word problem and 1 subtraction word problem.

The students will:

5. Create 1 addition word problem and 1 subtraction word problem.

● 2-PS1-1 Plan and conduct an investigation to describe and classify different

This set up will be cruicial for our museum tomorrow morning!

Math Center Art Center Writing Center

Math and Science Center:

accessible for students. Students will have access to clipboards, composition

literacy development,developing fine motor skills,development of inquiry and discovery

social skills while working with others.

vocabulary development, learning to sequence event in a story, spelling and phonics

apply and build knowledge about rocks.

will be encouraged to use materials in unconventional ways. Students will be working on

through different modes of technology such as an IPad or on a computer. Students can

they are working in groups.

Learning Centers Activities (Week One):

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