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Lesson Name: Weathering and Erosion

Lesson Plan (#) 1 of 2

Grade Level: 4th Duration of Lesson: 35 minutes Subject: SCIENCE

NGSS Performance Expectation/s: What Performance Expectation/s will be used in this lesson?
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation.

NGSS Disciplinary Core Idea/s: What are the major core idea/s that will be used in this lesson?
ESS2.A: Earth Materials and Systems
 Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around.

NGSS Science and Engineering Practice/s: Which Science and Engineering Practice/s will you be
using in this lesson? May not be exactly the same as the one in the PE.
Make observations and/or measurements to produce data to serve as the basis for evidence
for an explanation of what happens to rocks and mountains due to weathering.

NGSS Crosscutting Concept/s: What are the major crosscutting concept/s that will be used in this
lesson?
Cause and Effect
 Cause and effect relationships are routinely identified, tested, and used to explain
change.

Learning Objectives/Goals: Your objectives are Formative Assessments: Describe your


what the student will do to demonstrate learning, assessments and explain how will you assess to
understanding, and/or reasoning as a result of this lesson. determine if students are learning the specific
This is what you must communicate, evaluate, and provide learning objectives/goals
feedback for each student. HINT: Always use an action
verb.
 Students will clarify what happens to  Students will predict what will
rocks as a result of weathering and happen to the sugar cubes
erosion and the shape of them after (rocks).
tumbling to the ground  Students will carry out an
 Students will be able to explain what experiment and make
erosion and weathering are adjustments to their
predictions about what really
happened and why
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Resources, Materials, and Grouping: What materials and references are you using?
How will you manage those materials during the class? When will the students be
working individually, in small groups, and whole group?
Materials:
17 plastic food containers with lids (one for each pair of students)
Sugar cubes (5 for each pair of students)
Markers for each pair students
A paper towel for each pair of students
Data sheets for each individual student to record information
Pencils

Materials Management: I will provide plastic food containers, sugar cubes, data
worksheets and paper towels for the students. Students will have makers already at their
desks.

Grouping Structure: Students will be paired with their desk partners for this experiment.
They are assigned these partners for partner work daily, they are use to working together
and it benefits all students.

Differentiated Instruction: What scaffolds and instructional modifications will you


provide to support individual and/or group learning needs? How will you support
students who need special attention connecting to the material or the classroom
environment? (be specific about ELs, SPED, GATE or other important subgroups in
your class and how you will meet their needs. Indicate if not present.)

ELs: These students are paired with specific partners at their desks to help them in
partner work. I will model specifically what I expect of each student and write directions
on the board. I will be walking around assisting and helping individual students that need
it.
IEPs: Students are assigned seating close to front of classroom for listening and reading
purposes. I will model what I expect of them and have directions written on the board.

I will write sentence starters on the board for my struggling students that include:
“I think the sugar cube will look like this after 200 shakes because …”
“The sugar cubes have changed …”
The sugar cubes look different because …”
“The sugar cubes that were shaken look different than the one that was left out because
…”

INSTRUCTIONAL SEQUENCE- *****Depending on your lessons you may use all


of these, some of these, some of them multiple times, or even in a different order***.

INTRODUCTION:
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Instruction [Anticipatory stage/Engage]: How will you draw out prior
knowledge? What experiences will you design to engage and motivate students? What
are the relevant/real world connections within this lesson?
I will ask students to get out their papers I probed them with previously. I will have
passed these back the day before so they are accessible to them. I will allow students to
talk with their partner about what they wrote down and why these rock formations look
the way they do. I will have a few students share out with the class what they discussed
with their partner.

MAIN PORTION (BODY) OF THE LESSON


Instruction [Exploratory stage/Explore]: What experiences will you design so that
students will grapple with the content, investigate, and explore the central concepts?
What ideas do you expect students to develop as a result?
I will pass out 5 sugar cubes to each pair of students and a plastic food container. I will
then pass out the data worksheet where students will be recording what they notice as
they go through this experiment. I will explain to students that these sugar cubes are
modeling rocks and that we are going to see what happens to these sugar cubes (rocks)
after being shaken 200 times. I will instruct students to get out a marker from their desk,
and have one of the partners outline the edges of two sugar cubes. I will be modeling this
as I am instructing. One of the sugar cubes that will have marker outlined on it will serve
as the “control” we will be able to compare this control sugar cube with the other outlined
one that will be shaken. They will draw on their data sheet what their sugar cube looks
like when they first get it, and they will draw a prediction of what the sugar cube will
look like after it has been shaken 200 times. They will write down why they chose to
draw that and explain their predictions. Students will then begin the experiment with
their partners. The data sheet has specific instructions that the students will follow; I will
go over these instructions with the class before they begin. Each partner will shake the
one cube that has marker outlined on it with the 3 other cubes, while the control sugar
cube remains outside of the container for the entire experiment. After they shake the
cubes 40 times, they will stop and fill out first part of chart on data sheet. They will
explain what the cubes look like now and how many edges remain with some color on
them. They will continue this process 5 times which will result in 200 total amount of
shakes. The goal is to compare the one cube that is colored and being shaken with the
three other sugar cubes to the sugar cube that was outlined and left out of the container.
Students will work with partner on data sheet until they get to question number 6, then
they will stop.

Instruction [Student Explanation stage/Explain]: How will the students communicate


their understanding of the concepts? How will you design additional experiences to
extend their understanding or to assist them in recognizing misconceptions? How will
you support students in using data, evidence and/or representations to make sense of the
central concept?
As a class, we will go over students’ results and what they thought was going to happen
compared to what actually happened. I will ask students if they have heard the terms
weathering and erosion before. I will have them share with their partner what they think
the two words mean. We will discuss as a class and I will write their thoughts on the
board. I will show pictures of landscapes that have changed over time due to weathering
and erosion. I will explain that weathering breaks down and loosens the surface minerals
of rock (similar to what happened with our sugar cubes) so they can be transported away
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by erosion such as water, wind or ice. Once weathering has changed the surface of a
rock, it makes easier for erosion to happen. Erosion is the process of being eroded,
gradual destruction of something. (rivers between mountains, mountains changing, rocks
changing)

Instruction [Student Elaboration stage/Elaborate]: How will the students take what
they have learned about the concept and apply it to a new situation to demonstrate their
understanding, deeper their learning, and/or refine their new skills?
Students will return back to their data sheet to complete the questions now that we have
discussed what weathering and erosion mean. They will be able to go back and adjust
their response to number 6 if necessary.

CLOSURE:
Instruction [Closure/Evaluate]: Closure. How will you help students reflect on this
lesson, introduce homework (if applicable) and connect it to the next lesson?
For closure, I will have students look at the paper they originally filled out about why the
landforms looked the way they did. I will ask students if they would change their
responses now after what we talked about and learned. What actually happened to the
rock formation and the sidewalk?

Supplementary Material/Student Handouts/Visuals


[Attach all student handouts, PowerPoint slides [6 slides per page], etc. referenced in
the lesson. Summaries may be provided for longer readings.