What Makes Igneous Rocks?

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Objective

SWBAT ask and answer questions to understand key details about an informational text.

Big Idea

Igneous rocks can take the heat!

Introduction

7 minutes

Context and Overview

Today, my students continue to use informational text to understand the formation of igneous rocks. As students build content knowledge, they are learning the academic language necessary for school success. We are using a couple of videos as our sources. In one of the videos the students are analyzing a diagram. Knowing how to name the text features is one thing, but knowing how to use them effectively is what is most important. For this to happen, students need much practice.

With the first video students will be taking notes. In analyzing the diagram I will involve my students in drawing and discussion.

Then, there is a very short video I will use to help the students transition. It shows lava entering the Pacific Ocean in Hawaii. It will help to conceptualize metamorphic rocks.

Last, students will get the opportunity to integrate their learning in writing.

Opening Activity

After sharing the objective on the rug, I engage my students in a conversation about volcanoes. I prompt their thinking and speaking with the question, WhatDoYouKnowAboutVolcanoes?

Once they are done pair-sharing, a few share out, and I transcribe their responses on the circle map.

Video: How Do Igneous Rocks Get Formed?

20 minutes

Integrating technology in the classroom can be a powerful learning tool. The power lies in how we use it. I am using it to build content knowledge on various topics with a structured activity. I want my students to have an interactive experience, and so I created a template with text dependent questions igneous rocks. To create the questions I previewed the video. These questions ask my students to listen closely. In answering these questions they are learning and practicing the skills: listening, reading, and writing.

When they write, they take notes. I have taught my students how to take notes by jotting down key words and phrases and/or by sketching pictures. I don't expect them to use complete sentences when note taking.

I ask the students to read the questions before we begin the video so that they listen with a purpose. I also make sure to pause the video to give them time to write.

At the end of watching the video, I ask my students to write 2-3 key words to determine their learning. I ask my students to explain their choice of key words. In this way, I help them develop their reasoning. I am curious to see what words they think were important. This gives me an idea of who is conceptually understanding the topic. Additionally, giving the students this type of experience helps to build their academic vocabulary.

My students love to share their learning with me. I am happy to listen and validate.

Here is the link and the video:

Pair Sharing The Information

7 minutes

Students need various opportunities to speak and to be listened to. My students need much practice with practicing the academic vocabulary they are learning. This type of task provides for this.

It is important to vary the partners and to keep the task of sharing notes fresh. It builds community too.

Sometimes, all students sit on the large carpet and share, other times, they sit around the room. It is important to vary it so that students remain engaged.

To prompt my students in discussion, I have them ask each other, "What did you learn about igneous rocks?"

 

Analyzing The Volcano Diagram

20 minutes

The diagram I am using to help my students learn about how igneous rocks form can be found in the same video I showed earlier (also embedded below). This information can be found at the 1:28 minute marker. I paused the video and had a discussion with three questions.

1. What do we call this text feature?

2. What do you notice about the text feature?

3. What is the diagram explaining?

4. Why do you think the author chose to represent this information visually?

In asking these questions, it is my goal to have my students to understand the purpose of the diagram. To help my students internalize the learning, I asked them to draw the diagram of the volcano and to label it. I explain the importance of labeling.

The students reference the diagram from the video as they work to recreate it in their science journal.

Having my students draw the volcano diagram, offers them a powerful concrete learning experience. Here are a couple of more examples:

AnotherDiagramofAVolcano

DrawingtheDiagram

Once done drawing the diagram, I ask my students another question:

HowDoestheDiagramHelpUsToBetterUnderstandIgeneousRocks?

Short Video on Lava Entering the Pacific Ocean In Hawaii

3 minutes

To help give my students a break and transition to the next task, I decided to show them this short video on lava entering the Pacific Ocean in Hawaii.

I thought this would be another way for my students to develop their conceptual understanding of igneous rocks.

Here is the link and the video:

Independent Writing

20 minutes

Fresh from watching the lava entering the ocean, students will take to their journals and reflect on what they learned about igneous rocks. I am curious as to what they will focus on. I am looking for them to use time order words, complete sentences, and integrate the vocabulary they are learning.

Giving students the opportunity to write about what they saw, heard, read, and discussed helps them to make deeper connections. As they write, they making sense of what they read, saw, heard in their own way. They are owning it. This student gives a GoodExplanation of igneous rocks, while this student makes good usage of academic vocabulary in their writing.

Here are more examples of their writing:

MagmaEruptingIsCalledLava 

WhatSheLearnedaboutIgenousRocks

HowIgneousRocksForm