Utilize All Attachments! Read Entire Assignment Carefully!! Due 8/22/17 @ 3 PM

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Science Teacher

Grade 4

Science

Erosion

I. Planning

Lesson Summary and Focus:

This lesson covers the topic of weathering and erosion. Students will engage in different activities to explore the process of erosion and its impact on the earth. This lesson falls under the unit study of nature and earth’s natural processes.

Instructional Materials, Equipment, and Technology:

Cookie, Dish of water for each group, and a foil tray of sand. Online video on the process of erosion.

Classroom and Student Factors:

The demographic and environment of the classroom is such that there is a large space at the back of the classroom whereby students can engage in various classroom activities.

The classroom consists of thirty students who come from diverse ethnic and socio-economic backgrounds. In regards to age, there are two students who are one year above the grade level. On the other hand, in regards to reading and math performance, a large percentage of students are below their grade level. Four students have a learning disability while one students is emotionally disabled. In view of the above, the students factors are taken into consideration in planning of the lesson activities.

National / State Learning Standards:

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)

Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-1) (Sadler & Brown, 2017, 556).

Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)

Specific Learning Targets/Objectives:

By the end of the lesson, a student should be able to explain the concept of erosion by referring to content from the text. A student should be able to explain the process of erosion and its effects by conveying ideas explicitly.

Lesson Focus Question:

What are the processes that change the earth’s surface and how do the processes occur?

Academic Language:

Key Vocabulary:

Erosion: the movement of sediments or other materials from one location to another.

Deposition:  the dropping of sediments, materials, or broken rock in a new location.

Instruction and Development:

The teaching of the vocabulary words comes after performing the class activity. In this manner, students are able to relate the definition to the simulations of the experiment.

Furthermore, to enable students make distinctions between the two words, a concept map is utilized whereby students organize their observations from the simulation under each vocabulary.

Summative Assessment:

The summative assessment will be provided at the end of the unit. Coverage is done on the whole topic of earth’s natural processes. The assessment measures the learning objects by assessing the outcomes of each lesson.

Differentiation Strategies

Instruction

Activities

Assessment

As mentioned above, there are four students who have a learning disability. Therefore, necessary differentiation strategies are necessary to engage all students. Lesson are designed according to students learning styles, groups formed based on students who share similar interests, and management of the classroom to engage all students.

There are two experiments conducted for simulation during the lesson. The second simulation is much simpler and is designed as a form of differentiation to engage all students.

Guidance is provided to students with learning disability in writing down the formative assessment questions.

During the summative assessment more explanation will be provided to students with learning disabilities on what the questions entail.

II. Instruction

The 5Es

Probing Questions

Engage

The primary aim of this stage is to generate the interest of the learners in regards to the topic. Furthermore, connection is made to the previous topic of earth surface.

At this point, students are made to watch a three minutes video on erosion and its effect on land.

While the video is playing I walk around the classroom to monitor the attention and the reactions of students on the topic.

Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson.

What ideas did you get from watching the video on erosion?

Do you remember an instance where you saw an erosion event on land?

If you do, please turn around to your partner and discuss about the event. Remember to utilize our turn and talk norms.

Explore

At this stage, we are setting up the enquiry whereby students are made to discover new skills and to examine their thinking.

After the video discussion, students are asked to read on the board loudly.

After that, students are instructed to open their interactive notebook and to paste in the task card. A review is conducted on the class task and the roles each one has to play.

After that, the materials are placed on the table for all students to see them.

Next, in groups of three. Students are made to create a model of a hill using sand. Once the hill has been formed, students run water on top of the hill and observe how it runs down the hill (Gomez-Camacho, 2016, 180).

The same experiment is repeated using the cookie.

One element to note is that students are required to actively participate in the experiment and record their observations.

Throughout this process, I walk around to observe and monitor the progress of each group.

What does the sand and water represent?

What happens once water runs from the top of the sand?

Explain

The primary vocabularies of the lesson are explained in detail at this point.

Students also use the textbooks to explain more of the content.

The attention of students is directed on the board where the key vocabularies of the lesson are written.

A guided observation is done whereby students explain their observations of the experiments they just performed.

After this has been completed, the processes learnt from the beginning of the topic on earth’s natural processes such as weathering, erosion, and deposition are reviewed (Hu, Gao & Liu, 2017).

What is erosion and deposition?

How do the processes take place as observed in the simulation activity?

What are the differences between the two processes?

Elaborate

At this point, students have begun to understand the processes of erosion and deposition discussed in the lesson.

A discussion is made on the impacts of erosion on the surface of the earth such as destructions of buildings and homes.

Students are made to apply what they have learnt to real-life examples.

Students are made to explain their ideas on how to prevent or lessen soil erosion to the class.

After retrieving the models from the students, a final discussion is done on the content learnt during the lesson.

What are other ways erosion can cause destruction on the earth’s surface?

Are there ways in which we can prevent or lessen erosion?

Evaluate

Formative Assessment:.

After elaborating on the main points of the lesson, questions are posed on the definition of the vocabulary learnt in the lesson, and the lessons learnt about erosion and its impact on the earth’s surface.

After stating the questions, students are made to write their responses on their interactive notebook.