Evangelia Stathopoulos 1

Lesson Title/Topic: Introduction to Landforms Part 2 Experiment

Grade Level: 5th Grade
Standard: NGSS. 5. ESS3-1. Obtain and combine information about ways individual
communities use science ideas to protect the Earths resources and environment.
Learning Targets/ Objectives: I can use the scientific method to show and explain the different
ways rain can affect a community. I can use an experiment to support my hypothesis or to make a
different conclusion about how rain affects a community.
Procedure:
1. As students enter the classroom they will be prompted to put their Chromebooks in the
middle of their tables and to sit in the pre-planned groups which will be displayed using
Google slides, along with the question how are things (i.e. buildings, roads, fields, etc.)
affected by rain? I will be circulating as students brainstorm ideas. Students will be asked to
share out what they discussed at their tables. These discussions will be built upon the first
introductory lesson where students created hypothesis answering the purpose question which
is how are things (i.e. buildings, roads, fields, etc.) affected by rain? (7-10 minutes)
Block 1 Student Groups:
Ananya
Jack
Alicia
Sam
Ainslie
Elle
Nathan
LeLah
Luke
Zach
James
Niya
Mika
Skyler
Colby
Samantha
Ravi
Fionn
Mikko

Lyndon
Emile
A.J.
J.T.
Anne
Theo

Block 2 Student Groups:

Mydiah
Felipe
Jayrah
Trevon
Jack
Jacob

Julia
CyAsia
Charlotte
Kalani
Jonathan
Gianna
Kaitlyn

Block 3 Student Groups:

Oche
Anna F.
LaMarious
Jessica
Owen
Sienna
Galen

Timmy
Katelynn
Sophie
Charlotte

Jaeden
Matthew
Ana
Claire
Anna D.B.

Evangelia Stathopoulos 2

2. Today we are going to do an experiment that includes drawing a community within groups as
well as including the element of rain to help us discover how are things like buildings, roads,
fields, lakes, etc. affected by rain? Which are all things our community of Ithaca has, I would
keep that in mind as you are drawing. Discuss expectations for group work as well as
appropriate use of materials; every member will have the opportunity to participate in each
step.
Each group has 1 blank piece of paper and three markers (blue, green, and black), to begin and
will get a tray and a spray bottle at step five. In drawing a community, a slide will be presented
with each direction which includes the requirements of the community. All three group members
can draw at the same time sit around the table in a way that all members have space.
3. Explaining and modeling directions: As an example, I drew a community as you can see I
have green for my landscapes, blue for my bodies of water and black for my roads and
buildings. Once you have drawn everything listed in the chart. The next step is going to be to
crumple your paper. Now, you are working in groups of three so each of you should have a
turn to crumple the paper. Which means what? Please raise your hands. Yes, which each
person is going to crumple a little bit and pass it along. After each person has had a turn it is
going to be time to uncrumple the paper. This step is going to be done like the previous where
each person has a turn. We do not want it to be flat, what do these bumps look like to you?
Please raise your hands. Yes, all of these bumps resemble the land, so that means hills and
valleys for example. After completing this step you are going to turn and talk about how the
new land features changed your community. Next, you will raise your hand and tell an adult
you are ready for the water bottle. Each person is going to spray 5 times. How many times?
Call and response. Five. Yes. We are to spray the paper and nothing else, if you cannot
follow this direction, you will not participate in this step. After, completing this step, you will
turn and talk about how rain affected your community. Since it is a Google document, one
group member will be the type while the group discusses what should be written for the
conclusion to your hypothesis. (5-7 minutes)
4. *After modeling and explaining steps 1-7, students will get started! Students will be
given time to complete the steps that are listed below (20-25 minutes).
Directions displayed using Google Slides below, steps 1-8:
1. Begin draw a community with your group, you must include the following and use roads to
connect:
1 School
1 Bank
1 Supermarket
1 Field
1 Farm
2 Rivers connecting a lake
1 Hospital
At least 10 houses
2 Gas Stations
*Buildings/roads= BLACK *Fields/Farms=GREEN *Rivers/Lakes=BLUE

Evangelia Stathopoulos 3
2. Ask an adult to check your community; then each member will have the opportunity to
crumple the paper.
3. Each person needs to lightly uncrumple the paper. *Caution! We want bumps; DO NOT
make your paper flat.
4. Talk to your group: What is different and why?
5. Now the rain! Tell a teacher you are ready for the squirt bottle.
6. Use the spray bottle and make it rain on your community. *Each group member sprays 5
times.
7. Turn and Talk: What does the community look like after it rained?
*One group member will type the answer as the groups discusses what should be typed into
the Google spreadsheet in the conclusion column.
8. *If a group completes all seven steps, these students will be prompted to think about Ithaca
and how our community compared to the community created might be affected by rain in
different or similar ways and why? (All students will do this, beginning lesson 3)
5. After students have completed the experiment, students will be prompted to share findings
with the whole class. This will be a student led discussion that I will facilitate (5-7 minutes).
6. After the discussion, students will be prompted to clean up the space as it was as when they
entered the classroom (3 minutes).
Materials: Copy Paper (50), markers (3 per table/ 1 blue, 1 green, and 1 black), spray bottles
filled with water (5), trays (5), at least 1 Chromebook per group, Google Spreadsheet with
hypothesis, Google slide presentation.
Accommodations: This is an interactive experience using the scientific method. This lesson
includes opportunities for student discovery. This experiment targets the strengths of a variety of
learners which include drawing, kinesthetic movements, as well as discussions with peers. The
step-by-step written instructions that supplemented the oral and modeling of directions supports
multiple modalities of receiving information, something all students benefit from. The use of
technology supports students who may prefer expressing their ideas in writing.
Assessments: Focused observations and anecdotal notes as students talked within groups
assessing the students ability to use an experiment to support a hypothesis or to make a different
conclusion. The Google spreadsheets that include both the hypothesis and the conclusion will
assess the students ability to use the scientific method to show the different ways rain can affect
communities.