Direct instruction

Teachers: Mr. Felix, Mr. Hoffman, Mr. Thornton, Mr. Subject: 7th Grade Science
Tillinghast
Standards:
S6C2PO1 - Explain the rock cycle.
S6C2PO2 Distinguish the components and characteristics of the rock cycle for the following types of rocks:
Igneous
Metamorphic
sedimentary

Objectives (Explicit):
Students will be able to identify the basic differences between sedimentary, igneous, and metamorphic
rocks by
Evidence of Mastery (Measurable):
In groups, students will label and identify a collection of different rock samples with the attached handout.
Students will complete an exit ticket identifying how each rock type is created, and how they are linked in a
cycle.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Beginning with cycle presentation, visuals, and generic overview.
Proceed more in depth to key terms and vocabulary as well as names of sequences.
Provide detailed descriptions of rock concepts such as cycle phases and rock types.
Be able to detail and explain the rock cycle in its process as well as how each unique type of rock
factors in with their unique attributes.
Key vocabulary: Materials/Technology Resources to be Used:
Rock Cycle- process rocks undergo where they change from PowerPoint Presentation
one form into another through various processes 4-5 collections of rock samples, each including:
Sedimentary Rock- formed from a series of layered deposits 3 examples of igneous rocks
over time 3 examples of metamorphic rocks
Igneous Rock- formed from solidified lava or magma 3 examples of sedimentary rocks
Metamorphic Rock- formed from other rocks over time due
to intense heat and pressure
Erosion-gradual wearing of rocks and soil by wind, water,
or ice
Compaction- the packing down of layers of sediment due to
weight
Stratification- layering process that sedimentary rocks
undergo
Deposition- dropping of material
Composition- what minerals or other materials a rock is
made up of
Cementation- compacted ground binding together
Weathering- wind, water, and ice breaking down rock
Opening (state objectives, connect to previous learning, and make relevant to real life)
State subject (rock cycle), purpose of objectives and importance as well as relationship to each other. Connect
cycle as a whole and to the larger concept of the Earth's cyclic system of life. Bring up specific real life examples
over the years as well as sufficient diagrams to help illustrate just what is planned throughout the lesson/cycle.
Instructional Teacher Will: Student Will:
Input Present powerpoint on the introduction to Sit and take notes on the Rock Cycle presentation,
the Rock Cycle. raising hands to ask questions as needed.
 Explain the different stages of the rock Observe and ask questions on the Word Map
cycle and unique characteristics of each directions.
one.
Explain Vocabulary Wordmap and review
example using the Rock Cycle.

Co-Teaching Strategy/Differentiation
Students with who struggle with note-taking can be provided pre-outlined notes to follow along
and fill in the content needed.

Guided Teacher Will: Student Will:

Practice Provide Wordmap worksheets for Rock
Cycle Vocabulary.
Assign students an individual word and
pair them in groups of three.
Direct students to use the word map for
their vocabulary word before discussing
and sharing with their group.
Call back students attention to direct class
discussion and share their responses to the
word map.
Receive Wordmap Worksheet and assigned
vocabulary word.
Students will work independently on their word
map, upon completion they will share responses
and peer teach their group their word.
Students will bring attention back to the teacher as
they allow individual students to share responses
with the whole class.

Host discussion on different segments of Following discussion be able to start

the cycle and discuss their relative differentiating between vocabulary and separate
importances. pieces of the cycle. Should be fluid and versatile
Answer remaining questions about in- in their arguments.
depth details for the cycle, entertain ideas Go over notes and verify they are accurate and
that may not be on the test, but will be contain information they want based on their new
integral to a complete understanding. learning's/understandings.
Co-Teaching Strategy/Differentiation
Students that are ELLs or struggle with communication may be assigned a specific peer buddy,
or be allowed to share their individual responses with the teacher.

Independent Teacher Will: Student Will:

Practice Teacher will assign students to small
groups.
Teacher will hand out worksheet related to
nine provided rock samples.
Teacher will instruct students to identify
each rock as either igneous, metamorphic,
or sedimentary, then briefly explain why.
Teacher will rotate among the student
groups to provide guidance and answer
questions as needed.
Teacher will have students complete and
turn in the exit ticket.
Students will work in small groups with a
collection of nine different rock samples.
Students will display their content mastery by
categorizing and labeling the rocks into
sedimentary, igneous, or metamorphic.
Students will complete an exit ticket giving a one
paragraph explanation of how each rock is
formed, and the way that each type of rock is
linked together in a cycle.

Co-Teaching Strategy/Differentiation
Students who have learning disabilities will work in groups that include their peer tutors.
 Students who have communication issues may instead provide an illustrated explanation of the
rock cycle.

Closing/Student Reflection/Real-life connections:

Real life connections will be the large usage of examples, and any that may pertain to current events are all the
better. Reflection should come through to students in considering the other cycles of earth and how even
something as simple as rocks can have distinguishing features that separate them from the rest. Students at this
point should be able to properly identify and explain the entirety of the cycle as well as why it is relevant in the
grand scheme of the Earth's life. Future connections will be made as they discuss more of the Earth's composition
and the long thread of history in terms of formation and destruction.