4
5 E’s
5 All Models
Students will investigate and describe how weathering wears down
Earth’s surface in order to recognize and explain how physical weathering
and erosion cause changes to Earth’s surface.
2.0.A.2.a
(Day 1 of 2)
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
1.
Have students create a 3 part foldable to show the different
types of weathering on earth (Physical and Chemical, then
erosion, which will be added on tomorrow). Students should
label the the first two flaps, Physical
Weathering and Chemical Weathering.
2.
Show and discuss the powerpoint found on the link below.
Give adequate time for students to record any new/important
concepts/facts/illustrations under the appropriate flaps on their
foldable.
www.augusta.k12.va.us/66877372584019/lib/66877372584019/_files/
Weathering_and_Erosion.ppt
Background For Teachers:
Two forces, weathering and erosion, are constantly at work wearing away
the rocks that make up Earth's crust. Weathering causes rocks to
fragment, crack, crumble, or break down chemically. Erosion loosens and
carries away the rock debris caused by weathering. Over time these two
forces, working together, can change the shape of the land. (Erosion will
be discussed in the next day’s lesson)
Date: July 10, 2009
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Use http://www.quia.com/fc/20917.html to play a vocabulary flashcard game on the Interwrite
board to gauge students’ prior knowledge(some of the words are not covered in fourth grade—
preview the cards so you know which ones to skip). Students can keep track of words
previously mastered on the recording sheet. Students score their knowledge at the bottom.
They should keep the quiz in a safe place until after the second day’s lesson is taught.
Teacher-Monitored Activities: What will students do together to
2
3
Time
use new concepts or skills? How will you assist students in this
5 E’s
DTA
process?
Physical Weathering Experiments
1.
Divide the students into cooperative groups and
distribute to each group the student procedures and
the materials. Students should complete the
20
experiment (Experiment #1) through Day 1 only.
min.
2.
Have students fill a plastic Easter egg with water,
close it, then freeze it. (Students can see the ice crack
the egg. This shows the freeze and thaw cycle.
Observe the crack on Day 2) Small water bottles can
also be used.
Guided Practice
Focusing
Student
Attention
4
DTA
Ev
alu
ati
on
As
ses
sm
ent
Time
NG
CLOSI
Elaboration
Time
2
DTA
Introductory and/or Developmental Activities
20
min.
3
5 E’s
Independent
Activities and/or
Meaningful-Use
Tasks
HEART OF THE LESSON
Time
Engageme
nt
5-10
Min.
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Explanation
OPENING
Time
Grade Level/Content: 4th Grade Science Chapter 9 Lesson 1--Weathering
Exploration
Name: Amy Burmeister
Chemical Weathering Experiments
Students should complete Experiment #2
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
1.
2.
3.
Fill an ice cube tray with sand and saturate it with water. Freeze it. Pop out the ice cubes and use them to replicate glacial movement down a valley. Slide the
sand/ice cube across a piece of shale. Observe the scuffed surface. Use a regular ice cube as a control.
Fill a beaker to a certain measure with colored water. (Using colored water will help students see measurements better.) Freeze the water. Have students look at
the measure line when the water is frozen.
Watch a video from United Streaming about weathering and erosion.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Observe information written down on foldables; questioning; discussion; student engagement
Name:
Amy Burmeister
Grade Level/Content: 4th Grade Science Chapter 9 Lesson 1—Weathering Date: July 10, 2009
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Foldable will be assessed using rubric after tomorrow’s lesson; pre-quiz will be revisited after tomorrow’s lesson
Time
6 All Models
Closure
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Closure: Students will record the answers to these questions in their journal:
1.
Predict what will happen to the rocks in the jars of water. Explain why you think that will happen.
2. Predict what will happen to the egg filled with water. Explain why you think that will happen.
3. What did you learn about physical and chemical weathering today? How are they alike/different? What were some misconceptions you had about weathering?
Homework: Read Chapter 9 Lesson 1 in textbook. Answer Lesson Checkpoint questions on page 265.
Prince George's County Public Schools
Name:
Amy Burmeister
Grade Level/Content: 4th Grade Science Chapter 9 Lesson 1—Weathering Date: July 10, 2009
DAILY LESSON PLANNER - RESOURCE PLANNER
Text Resources
How will various forms of text (e.g., print, video,
etc.) be used to help learners develop a deeper
understanding of the key concepts and skills? What
text resources can be utilized to assist learners in
enhancing literary experiences?
Students can use the Leveled
Readers to enhance their
understanding of the material.
Technology Resources
How can the use of technology enhance the learning
experience? What tools may be accessed to further
develop students’ skills in using technology as an
integrated part of their learning? How can information
literacy skills be integrated with instruction?
A graph/chart may be created by each
group to record the data from their
experiments.
A powerpoint presentations will be
utilized to introduce the
information, as well as online
vocabulary flashcards. The
powerpoint presentation has many
pictures to aid understanding of the
concepts.
Students can research physical and
chemical weathering on the internet and
can share new information with class in
a variety of ways.
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Students start 2 experiments and
complete another. Students will
manipulate the rocks and will use
science lab equipment.
Collaborative groups should be well
thought out to ensure the success of
each student.
Cooperative Groupings
What cooperative structures will facilitate
learning? How will students be involved in group
processing? How will students work with one
another during the unit?
Students will work in
collaborative groups to complete
the experiments.
Students record important
facts/information in their foldable
book.
Students record their thoughts in their
journal at the end of the lesson.
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Materials for the experiments
will need to be gathered before
the lesson.
Pre-quiz and procedures sheet
will need to be copied.
Prince George's County Public Schools
Writing Opportunities
How will students have an opportunity to further
extend their thinking through writing?
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?
Students will need to stay on task in
order to complete the experiments for
the lesson. It can be done (as they are
only starting two of the experiments)!