Names: Denise Bartlow, Tawanda DeShazior, Dollye Howell, Calvin Shepard, Verta Thompson Grade Level/Content: 4 Date: 7/10/09

Daily Lesson Planner ß indicates part of every lesson
Opening / Time / 1 5 E’s / 1 DTA / ßStatement of Objective: What should students know and do
as a result of the lesson? / ßWarm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge?
5 mins / Engagement / Focusing Student Attention / Students will be able to identify the properties of rocks in order to classify different rock types. / Students will answer the following question in their science journal: “How would you describe a rock to someone who has never seen one?”
Heart of the Lesson / Time / 3
5 E’s / 2
DTA / Teacher Directed Activities: How will you aid students in constructing meaning of new concepts?
How will you introduce/model new skills or procedures? / Time / 2
5 E’s / 3 DTA / Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?
20 mins / Explanation / Introductory and/or Developmental Activities / 1.  To introduce the vocabulary, the teacher will reference the pictures on pages 234-235 in the 4th grade science book for students to formulate definitions of the lesson vocabulary.
Lesson vocabulary: mineral, sediment, igneous rock, luster, sedimentary rock, metamorphic rock / 15
mins / Exploration / Guided Practice / 1.  Students will break into cooperative groups to complete the Classification Activity chart.
2.  Students will classify numbered rocks by self-determined properties and characteristics.
3.  Groups will share with the class how rock groups were determined.
Time / 4
5 E’s / 4
DTA / Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
15 mins / Elaboration / Independent Activities and/or Meaningful-Use Tasks / 1.  Students will watch the video “Geologist’s Notebook: Three Rocks” and take notes in their science journals. (The video must be accessed/downloaded from the United Streaming website).
2.  Students will discuss as a class what they learned from the video.
Closing / Time / 5 All Models / ßOngoing Assessment: How will you monitor student progress throughout the lesson?
5-10
mins / Evaluation / Assessment / Students will be assessed through prompted questions throughout the lesson. Teacher observations will occur during the rock classification activity.
ßCulminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Exit card: Students will submit an exit card (index card) sharing one characteristic of each of the three rock types.
Time / 6 All Models / ßClosure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
5 mins / Closure / Students will complete a plus/delta chart using sticky notes to tell what they liked/learned in the lesson (plus) and ask questions they may still have about the lesson content (delta).
Homework: Complete the Rock Classification concept web worksheet
Daily Lesson Planner - Resource Planner
Text Resources
How will various forms of text (e.g., print, video, etc.) be used to help learners develop a deeper understanding of the key concepts and skills? What text resources can be utilized to assist learners in enhancing literary experiences? / Technology ResourcesHow can the use of technology enhance the learning experience? What tools may be accessed to further develop students’ skills in using technology as an integrated part of their learning? How can information literacy skills be integrated with instruction? / Cooperative Groupings
What cooperative structures will facilitate learning? How will students be involved in group processing? How will students work with one another during the unit? / Writing OpportunitiesHow will students have an opportunity to further extend their thinking through writing?
Student textbook – will act as an additional resource for the lesson.
Classification Activity chart – used during cooperative groups to classify rocks
Concept Web Handout – to describe each of the three rock types. (homework) / United Streaming video: “Geologist’s Notebook: Three Rocks” / Small groups will use the Classification Activity chart to classify 10 different rock samples. / Plus/Delta chart – will allow students to share what they have learned and ask questions.
Journal Writing – will enable students to reflect on what they learned and any new questions they might now have.
Exit card – students will share one characteristic of each rock type.
Concept Web - homework
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives will be used to help students develop an understanding of key skills and processes for investigation? / Individualized InstructionHow will the lesson need to be adapted for students with special needs (i.e., special education, talented and gifted, ESOL/language minority)? In what ways will you vary the modalities of learning to ensure that ALL students have an opportunity to learn? / Material Resources
What materials will need to be prepared before each lesson in order to ensure the unit goes smoothly? What library media resources are available to enhance your lessons? / Other Planning ConsiderationsWhat else should be considered when planning and delivering this lesson? What reminders should you record for yourself? What are the time constraints and considerations for this lesson?
Rock samples (labeled 1-10 for each group). / Students will need directions repeated/written to compliment individual pace.
Provide students with a worksheet where each rock type is labeled with properties. / Rocks (labeled 1-10 for each group)
Magnify glass/group (for classification)
Classification Activity chart worksheet
Access to United Streaming or video previously downloaded to laptop.
Index cards (one per student)
Concept Web worksheet / Students may need to given examples on possible ways to group rocks (color, luster, etc.)
Students will be monitored closely to ensure lesson focus.
Teacher should have the laptop and LCD projector preset for the lesson.

Prince George's County Public Schools