Professional Documents
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Objective: Students will learn more Students will learn what same as tues Students will learn the impact same as
What are they about earthquakes and watersheds are by crumpling that water has on shaping the thurs
learning? How are tectonic plates by reading paper and running dyed water earth by modeling streams on
they learning? an article and exploring down it to make observations a stream table and
How will you an online simulation. They and connect it to the demonstrate understanding by
measure student will demonstrate geographical feature. They will explaining why the types of
progress towards understanding by demonstrate understanding sediment found is different at
the objective? answering questions and through lab questions. different areas of the stream
predicting the locations table.
of natural disasters.
Intent of Lesson: Conceptual – students Conceptual – what are Conceptual – what are
Conceptual, can apply what they know watersheds and what do they watersheds and what do they
Procedural or about the formation of look like, how do they shape the look like, how do they shape
Relational earthquakes and earth the earth
Knowledge volcanoes to predict
locations
Prompt (Engage): Students will share one of Warm Up – Water cycle hand Students will analyze a
How will you their summaries from last out with Qs about the sun and collection of diagrams with the
“hook” the class with the person next what a cycle means and questions from our last article
students into the to them to refresh annotating the diagram discussion. Then they will
lesson? memories. connect the glossary words
associated with each.
Lesson Body Teacher hands out We will discuss what a Students will get into lab
(Explore & worksheet to go with watershed is and then groups and take turns reading
Explain) article. introduce a lab to demonstrate the procedure.
it.
Students will write three Students will rewrite the
questions they still have, Students will read the lab procedure as a
as indicated on instructions to their groups and timeline/checklist to make sure
worksheet. rewrite the procedure as a they understand directions.
checklist to make sure they
Teacher will read each understand directions. Students will watch the
paragraph aloud and stop teacher demonstrate features
for students to talk in of their stream table set-up
groups. Every student Students will work in pairs to and how they should set it up
must either: maximize opportunity to work and pour water.
-ask a Q they are with the lab materials.
confused about Students will set it up and get
-summarize what the Students will follow the lab approved by teacher to start.
paragraph is talking procedure/checklist to crumple Students will follow the lab
about paper and drip water down it to instructions to pour water
-give a new key word and see watersheds form. down the stream table and
its definition draw pictures of the streams
-using info from the Students will answer questions formed. They will analyze the
paragraph, say on the lab, following directions sand in 6 different places
something new they with their watershed model. around the stream table to see
understand from its how the water flow affected
corresponding diagram the sediment.
It compares tectonic
plates moving to swinging
a door open that was
stuck, which students
should all understand.
Exit assignment
How are students Students are actively Students are actively Students are actively
active reading for the purpose participating in a lab to learn participating in a lab to learn
participants in the of answering questions about watersheds, what they about watersheds, what they
lesson? and engage in dialogue look like, and associated look like, and associated
about the diagrams. vocabulary in an article vocabulary from the glossary
that they must discuss
diagrams about and use in
written sentences
How are students Students watch a n/a n/a
using technology simulation on the
during the lesson? computer.
Specific Equity I will give sentence stems Students will be paired so Students will rewrite the
Strategies for each of the response everyone has a chance to do procedure as a checklist to
options for the the lab and look closely at what make sure they understand
paragraphs. is happening. what they will be doing and the
teacher can ensure they are
I will also print out guided Students will rewrite the prepared to start.
notes for the low procedure as a checklist to
EL/reading students to make sure they understand The lesson presents many
organize their thoughts. what they will be doing and the ways to learn the concept of
teacher can ensure they are watershed and associated
I will speak clearly, make prepared to start. vocabulary, especially by
sure all students using a model and hands-on
understand the directions The lesson presents many ways lab and analyzing diagrams
by having them repeat to learn the concept of through guided discourse.
back or answer what they watershed and associated
have to be doing. Any vocabulary, especially by using
questions will be printed a model and hands-on lab.
out for them and/or on the
board.
Supplies & Article Spray bottles stream tables
Materials Worksheet blue water clay
Sentence stems thick paper water
Guided notes lab hand outs cups
Simulation markers sand
bucket
lab instructions
colored pencils
petri dishes
glossary w pics
guiding sentence stems