Name: Angelita Dela Pena, Trevor Fockler, Kimberly VerMerris & Yolande Williams
DTA
Introductory and/or Developmental Activities
5 E’s
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Activate Prior Knowledge
Take the students outside and have them observe the
surroundings: a rusted bench, uneven sidewalk, pot holes, and
side of the building. In their journals students will record their
observations with focus on the texture, color, and material.
Students will note what caused the change in these objects on a
chart.
Time
2
5 E’s
3
DTA
After each group successfully moves the sugar,
ask students to explain how they moved the sugar
and what they observed. (Possible responses: we
blew on the sugar, we used the water to move the
sugar, we shook the desk or tray). Teacher will
ask the students the following questions:
 How can you apply this to what happens
in real life?
 What happens to nature that is similar to
blowing on the sugar?
 What happens in nature that compares to
pouring water on the sugar?
 What happened to the sugar when you
poured water on it, what did you
observe?
Chart student responses for display.
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Teacher will provide each group with the
following materials:

Guided Practice
2
Students will explore causes or slow changes in
the earth's surface in order to identify and
describe differences between weathering and
erosion.
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Exploration
Focusing Student
Attention
3
Explanation
HEART OF THE LESSON
Time
Engagement
OPENING
Time
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Grade Level/Content: 5th/Erosion /Unit B: Date: July 2010
Styrofoam bowl, one cup of brown
sugar, a dropper, paper towels and
water.
Teacher will direct groups to come up with
a plan on how to move the sugar.
Introduce Vocabulary:
Erosion, weathering, deposition, transportation
Time
4
5 E’s
4
DTA
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?
Time
Assessment
5 All Models
Evaluation
CLOSING
Time
Independent
Activities and/or
Meaningful-Use Tasks
Elaboration
Name:
6 All Models
Closure
Grade Level/Content:
Date:
Explain that this activity is an example of how Earth's surface changes overtime. (Introduce objective)
Explain that another word for the Earth's surface is crust.
Explain also that Earth's crust is continually changing. It can be build up or worn down slowly.
Can anyone identify the natural forces you used to move the sugar? (wind, water, shifting, earthquake)
Remember that forces can also be quick (rapid) or slow.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
How does this activity demonstrate erosion?
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Students will complete a graphic organizer on the cause and effect of erosion as it relates to the consequences on the Earth’s
surface.
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?
Review the objective and ask students if they have any further questions.
Prince George's County Public Schools
Name:
Grade Level/Content:
Date:
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?
SF Student text page 276
Leveled Reader for grade levels
readers
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?
United Streaming.com
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?
Writing Opportunities
How will students have an opportunity to further
extend their thinking through writing?
Students will work in groups to
complete the inquiry activity.
Students will explain in their journal
how this activity demonstrate erosion
Video: Weathering and Erosion
Video Viewing Guide: Students will
create a Venn diagram in their journals
on weathering and erosion
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?
Activity Chart on Erosion &
Weathering
Prince George's County Public Schools
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?
Leveled readers will be used for both
BGL , OGL , and AGL group
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 inquiry activity
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?
Please note that this lesson may take 2
days