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Anticipated Time and Dates for Lesson Teaching: 60 minutes on 11/22/13 day 1] and 30 minutes on 11/25/13 [day 2]

Instructional Procedures Chart:


In the chart below, you will lay out what you and your students will actually do during your teaching time. Be as specific as possible. Directions for each column are provided below: Supplies: 1. For each student: clip board, pencil, worksheet packet 2. Groups: group work worksheet, solution to look at 3. Solutions: paper clips, burlap, grass representation, rock, fence, string, toothpicks, wall, leaves, tillage representation, hay bales, sand, fan, shoe box, ELMO, projector, pen, worksheet, I-AIM Function and Rationale Select an I-AIM function below that matches the activity youve described. Explain how this activity matches that function.
1. When someone is talking, do not talk over them 2. Raise your hand and sit nicely in your spot 3. Please do not go to the bathroom or get a drink unless necessary 4. Be respectful of other students ideas. Do not say they are wrong. 5. When I am talking, no one else should be. 6. If you have an idea or comment but it is Students are sitting attentively as I explain the expectations.

Activity Name & Timeframe

What the Teacher Does and Says

Anticipated Students Actions/Responses

Academic, physical, social & linguistic needs of Focal Students

Establish a question Elicit students initial ideas Explore experiences and ideas for patterns Students explain patterns

Setting Behavior Expectations [2 min]

I will speak -------slowly to make sure expectations are understood. For the visual learner, the expectations will be shown on the

not time to talk, write it down. 7. I will be using popsicle sticks to chose who will answer the question. Erosion video 1. Today we are going to be learning about wind erosion and what are some solutions for it. What makes these good solutions? 2. Before we begin, lets watch this short Introduction video about erosion of a beach in Florida. Look at the pictures they show of how it to the Lesson has changed and listen for how much money it is going to cost to repair the beaches. 3. http://www.cbs12.com/news/topstories/stories/vid_11221.shtml Background Knowledge 1. Before we begin lets make sure we know some things first. 2. Someone explain to me what weathering is. Use popsicle sticks. 3. Those are some good ideas. Introduction of Material 4. Weathering is the breaking apart of a material by an outside force (Background 5. Tell me what erosion is. Knowledge) 6. Erosion is the transportation of weathered [8 min] material or material broken off of another material such as rocks. The key difference is TRANSPOTATION. (These terms and definitions will be presented on the board in a power point to help students learn the terms.) Classroom Work 1. There are many forces that can change the shape of the land through erosion. 2. Any ideas on what these may be? Activity 1 3. These are all good ideas. Today we are [10-15 min] going to focus on wind erosion. 4. Lets see how wind can change the shape of the land. 5. In this box is a pile of sand. I will use a fan

board.

1. Students will pay attention as the lesson topic is introduced and then watch the video as an introduction to the topic as well

The video clip will

appeal to audio and visual learners. It presents more types of erosion than will be discussed which may be appealing to the high students. Terms and definitions will be shown on the board for visual learners and to help low level students become familiar with terms.

Establish a questions Students will be informed of the lesson focus. Although not phrased as a question, the questions regarding solutions for erosion and what is wind erosion are introduced. The video is an introduction into erosion.

1. ----2. Answer is in What Teacher Does and Says #4. Pick a popsicle stick. Some may explain what weather is. They will be quiet and remain in their seats. 3. ---4. ---5. Answer is in What Teacher Does and Says #5. Pick a popsicle stick. They will be quiet and remain in their seats.

Elicit students initial ideas This introduction begins students thinking about erosion and what it is.

1. --- Students who 2. Wind, rain, water, gravity. Pick a have questions popsicle stick. while I am talking 3. ----will be asked to 4. ---write down their 5. ----questions for 6. Students will suggest ideas such as it later. will move, blow out of box, or flatten By doing the out. paperclip

Elicit students initial ideas Students are asked what they believe will happen when the fan is turned on the make them think about the effects of erosion. Then they are asked to think about if the paper clip will help and later rocks.

Transition [2-3 min]

to be the wind. 6. What do you think will happen to the sand when the fan is turned on? Ask 1 or 2 students. 7. What happened to the sand? 8. Now I am going to show you a few ways to not make the sand move when the wind is applied to the sand. 9. You are going to be filling out a chart as we test ways. We will do a few together. (Re-pile the sand.) 10. This is a paper clip. Lets see what happens. 11. Why did it not work? Do you have any other ideas of how to use it? Lets try them. 12. On your chart. Fill in paper clip for solution. On the diagram, draw how the paper clip was used. Then write if the solution worked. How do you know it did not work? This will help you keep track of the results to help you see a pattern. 13. Lets try one more solution. Here are some rocks. Write down rocks on the solution name on your chart. Watch now as I turn on the fan. 14. Someone tell me what happened. Remember to write this down on the chart. Did the sand move? Also draw on the diagram how the rocks were used. 15. Would it work to stop the wind from moving the sand if I moved the rocks to the opposite side of the pile? Any ideas? Lets see. 16. Fill your chart out for rocks again but in this new position. What makes this solution similar to the paper clip? (not block the wind, noticing patterns) Introduction of Group Work 1. Now that we have done 2 examples together, you are going to practice yourself.

7. The sand was moved. It moved away from the fan. The wind erosion moved the sand. 8. --9. --10. ---11. Pick a popsicle stick. It did not work because the paper clip did not block the wind or protect the sand. 12. Students fill out the worksheet chart. Under solution they write Paper clip. Under Did the Solution Work? they will write no and then they will explain in the Why or Why Not? column their reasoning. Finally, they will describe the solution with details such as hard, metal, light, gray and wire. Then they will draw on the diagram how the paper clip was placed or used in relation to the wind and the sand. 13. --14. Again they will fill out the chart. Students will tell me that the sand did not move and why this happened. 15. Students will reply no because the rocks will not protect the sand from the sand. 16. This solution is similar to the paperclip because it does not stop the wind from moving the sand.

example together, low level students will see how to fill out the chart independently

Students will need to think about what makes these solutions work or not. Explore experiences and ideas for patterns. Students are beginning to see investigations and test the solutions. Students will record the findings on the chart to begin to track patterns. Students will share their ideas if selected to share and will need to defend their choice. If students begin to see patterns, filling out the chart will become easier.

1. 2. 3. 4.

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Low level students are mixed with high level students.

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Activity 2 [15 min]

Transition [15 seconds]

2. In your table groups, you will be given a solution. 3. Together, you will think about how to use the solution, if it will work, and why it will or will not work. Use the sheet of paper given to the Material Distributor to keep track of your ideas on the Table Group Work- Wind Erosion Solution 4. When you are done, you will present your idea to the class and I will test it for you. 5. Remember we are still working on quiet transitions to your seats. Lets keep trying this. Go to your tables now. Group Work 1. I will walk around visiting the table and answering questions. When most are done or about 5 mins, students will move back to the risers. 2. I will choose a Popsicle stick. The person will present the solution by reading the worksheet the group completed together. 3. According to how the students present the solution, I will test it. The students in the group will tell the class why they were right or wrong, and other ways to use the solution. 4. If students do not arise at the correct method to use the solution, I will show it to them. 5. Lets fill out the chart. Fill in the name of the solution, did it work, why did it work or not work, and draw how it was used on the diagram. 6. Repeat for all 4 remaining groups. 1. Now that we have tested many different types of solutions, we are going to look at the chart you filled out to see what patterns there are.

5. Students will move quietly to their seats at their table groups.

The children of differing abilities can learn from each other and support each others learning.

1. Students will be working in their Low level small groups. The material students who are distributor will be recording their the material answers and they discuss the distributor will solution. need to verbally 2. The material distributor will present explain the their completed worksheet to the solution. If they class. struggle with 3. Students will watch as I demonstrate reading and the solution they provided. The writing this will group that presented the solution help their will discuss why they were right or learning. wrong. They may even suggest other methods to use it. 4. --5. Students will fill out the chart according to the correct solution.

Explore experiences and ideas for patterns Working in groups, students will apply what they have already learned and the patterns they have begun to recognize to think about how the solution they are given would work. The group work will help to facilitate sharing of pattern ideas and coming to a conclusion about what they have observed and what the answer is.

1. Students pull out their charts and get prepared to discuss what they have witnessed.

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Activity 3 [15 min]

Closure [5 min]

Patterns to Identify- ideas want Students will be students to discover given time to Stopping the wind or breaking the think, thus wind prevents the sand from moving allowing low level students the time The solution must weight enough or they need to be substantial enough to not be formulate moved itself Some solutions do not work because patterns. they do not stop the wind or are not High level students, if they large enough. become 1. --impatient, will be 2. ---3. Students will look at their charts and told to write down the patterns they diagrams to look for patterns. They see. will come to the Patterns to Identify conclusions. 4. Some of them are bad because they do not stop erosion from happening. They do not prevent the wind from moving the sand. They do not have a large surface area to shield the sand or are used in a way that does not take advantage of their large surface area. 5. Successful solutions for erosion break the wind or hold the ground together not allowing the wind to move the sand. 1. Before you can leave the risers, you must 1. -- If low level fill out the last page of the worksheet. This 2. Students will remain on risers until students struggle is your ticket back to your seat. done and then they will give me to formulate an 2. What do you think is the best solution, and their packet of worksheets. They idea, ask them to why? Explain your choice using the must give an effective solution, instead write patterns we have discussed. Write at least reasoning and write three sentences about a solution 3 sentences. to be released from the lesson. that does not work and why. It may be easier for them to locate a poor solution. High-level 2. We want to find out what makes some solutions work and others dont, and the common characteristics of these solutions. 3. What do the successful solutions have in common? Solutions need to break the wind or help hold the ground together. 4. Why are there solutions that do not work? 5. Why are there solutions that do work? 6. Students will be guided to the correct answer through their own explanations. If they do not head in the right direction, guidance will be given.

Students explain patterns Students will analyze and make conclusions about the characteristics a solution must have to be effective and vise versa. Students will express their own ideas and as long as they are supported with evidence they will be encouraged. Students will decide what makes a good solution and what does not, thus explaining the patterns they have seen.

Students explain patterns Though writing and explaining why a solution is a good one, students will be applying the patterns they have seen and the conclusions they have made.

Assessment Task [30 min]

1. Using the diagram template used in the lesson and the table, students will be placing and analyzing two methods to lessen the effects of wind erosion not used as examples in class. 2. Students will be given the solutions of covering the land in fabric such as burlap and leaves. 3. After drawing these solutions on the diagram showing how to use them, students will need to decide which is the best solution and which is not a good solution. 4. They will then fill out a chart, which indicates why one solution is better than the other and demonstrate the solutions similarities and differences on a chart. The focus will be on how the material is used and the characteristics of the solution. 5. Students will turn in their papers. 6. After the assessment is completed, the two solutions will be modeled to the class and the comparison chart filled out. Students ideas will be encouraged. 7. This assessment will be completed individually. 8. Supplies Needed: Comparison chart and diagram sheets, burlap sample and leaves, sand and wind diagram.

students if they finish really early, may be asked to write about a poor solution as well. 1. Students will move to their testing Low level locations and work quietly. students feel less Answers: pressure when 2. Burlap- sand not move, moves for placed around leaves the room 3. Burlap prevents wind erosion, leaves because they can do not not always see 4. Burlap is best solution that others are 5. Best solution because blocks the done already. wind 6. Descriptions match rubric 7. Could be comparison of characteristics listed above, burlap be used in more than one way, any issues that might occur when used for solution 2pts: If states a difference and references other solutions ex. The Burlap is rough but the leaves are smooth. 1pt: If only states a characteristics or aspect of one solution ex. Burlap is rough. 8. Not heavy, to be effective must be placed in front of sand, 9. Diagrams match rubric 10. While demonstrating how to use the solutions, students are quiet and on the risers

Students explain patterns This will show what students actually learned and if they can apply the patterns and conclusions they made with new solutions. IF they could explain the patterns, then they can accurately complete the assessment.

Connections to Students Prior Understandings and Experiences Write a brief paragraph here to describe how you are connecting to students Prior Experiences and Understandings. You should describe how you used what you learned about your students understandings and prior experiences during your science talk, or from informa tion you have learned from talking with your students informally on the playground, at lunch, etc. during your lesson. I know from experience in the classroom that the students have issues being quiet during instruction, being patient while waiting for their name to be called and listening to directions. I have taken this into account when designing my lesson. I will set up rules in the beginning regarding talking. Before I give activity instructions I will wait till no one is talking. Since the same students tend to raise their hand and know the answer, I plan to use the class popsicle sticks to call on students. This gives low-level students a chance to talk and gives shy students a chance as well. From my pre questionnaire about erosion I discovered the students know nothing. They did not know what the term was and expressed an interest in learning it. Thus, I will make sure I am explicit in my definition and write it on the board for them to see. From what the students have told me and from my experience in the classroom, they have not done many experiments. Although I will be experimenting for them, they will still have the opportunity to observe and suggest ways for the solution to be used.