Name: Amy Burmeister
Time
3
5 E’s
Focusing
Student
Attention
2
DTA
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 2 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?
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Brainstorm all the ways the surface of Earth can change. Discuss these findings and classify
them into two groups: physical weathering and chemical weathering. Using pictures, discuss
that Earth's surface has gone through weathering.
Time
2
5 E’s
3
DTA
Time
Assessment
6 All Models
1.
2.
Guided Practice
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?
5 All Models
Evaluation
CLOSING
Time
4
DTA
25
min.
Exploration
Explanation
4
5 E’s
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Physical Weathering Experiments
1.
Students break into their collaborative groups from
yesterday. They should take out the procedure sheet
and should follow all procedures for Day 2. (Day 3
will be the introduction for Erosion in the next lesson.)
Students should answer the questions in their groups.
Students will watch the following video clip about weathering.
They may record any new information in their foldable book.
(This is a segment called “Weathering” from the “Weathering
and Erosion” video.) Discuss the information that was
presented in the video today and what was discussed/seen
yesterday.
http://player.discoveryeducation.com/index.cfm?guidAssetId=68856
47A-C8A6-4A20-A0912954B74FC3A0&blnFromSearch=1&productcode=US
2.
Predict what will happen in the experiments. Record the
predictions on chart paper.
Independent
Activities and/or
Meaningful-Use
Tasks
Time
Elaboration
HEART OF THE LESSON
1.
10
min.
Date: July 17, 2009
Introductory and/or
Developmental Activities
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?
Engagement
OPENING
Time
Grade Level/Content: 4th Grade Science Chapter 9 Lesson 1--Weathering
2.
Students should retrieve their frozen eggs/water
bottles from yesterday. Students should discuss the
results in their groups and should record their
observations in their journals.
Students will go on a “Wear it Away Walk,” by walking outside in the schoolyard and observing signs of weathering. Write down as many weathering observations
as you can.
Students can come up with their own experiment to demonstrate weathering. Students should record the materials needed and procedures to follow.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Student discussion; teacher questioning
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 the rubric; pre-quiz revisited; homework
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?
Name:
Grade Level/Content:
Date:
Revisit the pre-quiz. Students may record any new information/words they have learned. Keep it safe for the next lesson!
10
min.
Closure
Students should complete the weathering sections in their foldable book. They should illustrate the words and include important vocabulary. The information shared should
demonstrate an understanding of the subject matter.
Homework: Students will complete the attached homework sheet by (1) teaching someone at home about weathering and obtaining a signature when they have done so,
and (2) looking to find the definition/meaning of “Erosion” in preparation for tomorrow. Students are also to write down any remaining questions about weathering and/or any
questions they have about erosion for the next lesson.
Prince George's County Public Schools
Revised
June 2003
André
Grade Level/Content:
Date:
Hornsby, Name:
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text
Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Students will use textbooks,
procedure sheets, and a video
throughout the lesson.
Students can use the Leveled
Readers to enhance their
understanding of the material
Students will watch a United Streaming
video about weathering. They will see
many examples of weathering through
the video. Students may use the
internet as a tool for gathering more
information about weathering and
erosion.
Students work in cooperative
groups during the weathering
experiments. Students will
follow procedures together and
will share and discuss
predictions, observations, and
questions.
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?
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?
Students will perform and observe
during the weathering experiments.
They will handle all materials
during the experiment.
Collaborative groups should be well
thought out to ensure the success of
each student.
Prince George's County Public Schools
The teacher will need to prepare
all materials for the experiment
beforehand. The teacher will
also need to have the video ready
to play for the lesson. Copying
of the homework sheet needs to
be done beforehand as well.
Students will record observations in
their Science journals. Students will
also record information in their
foldable book. Students will
complete a homework sheet that
requires them to record information
about the topic.
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?
Keep students on task during the
experiments. It is easy for
experiments to take a long time if
they are off task!