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Main Curriculum Tie:
Supplemental Materials (pdf)
Daveís Down-to-Earth Rock Shop, by Stuart J. Murphy; ISBN 0064467295
Letís Go Rock Collecting, by Roma Gans; ISBN 0064451704
Rocks and Minerals, by DK Publishing; ISBN 0789497604
Smithsonian Handbooks: Rocks & Minerals, by Chris Pellant; ISBN 0789491060
Background For Teachers:
In this lesson, students access their prior knowledge of sorting with a card sort and a book before being asked to apply their understanding of sorting to rocks. This will help the students prepare to think critically and remind them that there are many different ways to sort the same set of objects.
To be successful, the students will need to understand the concepts
of hardness, texture, layering, and particle size as they relate to rocks.
The literature shared in this lesson, and the rock adjective game will
both help to facilitate this understanding.
Intended Learning Outcomes:
The teacher gives each student or team of students a deck of cards. Students are invited to sort their cards. Once finished they are asked to share with the class how they have sorted their cards. The teacher emphasizes that there are many different ways to sort the cards correctly.
Hšnze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction. 17(1), 29-41.
Researchers compared student achievement in classrooms with cooperative learning instruction and traditional direct instruction. The method of instruction was found to interact with studentís self- concept; students with low academic self-concept profited more from cooperative learning instruction than from direct instruction because they experienced a feeling of greater competency.
Mintz. E. & Calhoun, J. (2004). Project Notebook: Science notebooks emerge. Science and Children. 42(3), 30-34.
Teachers from South Carolina, attempting to meet the needs of their diverse student population, create a program implementing science notebooks. They believed that science could be used as a vehicle for increasing student achievement across the curriculum. Science notebooks, used in conjunction with an inquiry-based science curriculum, emerged as the natural vehicle for helping to create an effective science program.
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