20
min
CLOSING
Time
35
min
4
DTA
5 All Models
Students will investigate and describe how
weathering wears down Earth’s surface in order to
recognize and explain how physical and chemical
weathering causes slow change to Earth's surface.
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Date:
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Show students two rocks, one smooth and one rough. Ask students to identify the
differences between the two rocks and make predictions about what happened to these
two rocks to make them so different.
Time
2
5 E’s
3
DTA
How can you tell the chalk was worn away?
Where did it go?
What caused the chalk to change?
Introduce the vocabulary word “Weathering”
Have students read: YOU ARE THERE on p. 262 (4th grade text) and
think/pair/share their answers to the questions at the bottom of the page.
Distribute the Main Idea/Supporting details organizer
Have students read 264-265 (4th grade text) and complete the chart
during/after they read.
Have students share in small groups the information they recorded on
their chart and make changes to their charts as necessary.
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
The teacher will have students explore the
activity materials: chalk, rocks and water and
ask the following questions:
15
min
Guided Practice
Focusing
Student
Attention
Introductory and/or Developmental Activities
Engagement
4
5 E’s
DTA
Assessment
Time
5 E’s
2
Independent
Activities and/or
Meaningful-Use
Tasks
45
min
3
Explanation
HEART OF THE LESSON
Time
Elaboration
5 min
Grade Level/Content: 4th
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Evaluation
OPENING
Time
Danielle Spisak/Ronae Smith
Exploration
Name:
How do you think rocks get smaller and
smoother with time.
Which material is harder, the rocks or the
chalk? How can you tell?
Direct Inquiry Activity – Scott Foresman 4th
grade edition p. 260
Students will conduct the activity as they
complete the Activity worksheet
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?
Teacher will show a diagram of Sidling Hill. The teacher will have the students identify the layers of materials identified in the diagram, then will distribute
samples of conglomerate and sandstone rocks. The teacher and students will discuss the possibilities of weathering of both the conglomerate and the
sandstone. (Ex. Which rock is harder, which will weather more easily, how can the weathering of these two rock take place, will the sandstone beneath the
conglomerate weather before the layer of rock above it, why/why not.) Have students examine sandstone, and write a short paragraph about how sandstone can
be weathered over time and how it will change the surface of Sidling Hill.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Student Direct Inquiry rubric, science notebook/graphic organizer, student participation in classroom discussion,
sandstone paragraph.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Students will create “Weathering” poster.
Name:
Time
Grade Level/Content:
6 All Models
Closure
Date:
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?
Homework: Workbook p. 84A (4th grade)
Prince George's County Public Schools
Revised
June 2003
Name:
Grade Level/Content:
Date:
André
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Cooperative Groupings
Chief
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?
Hyperlinks to view layers of Sidling
Hill
Heterogenous groups for the
Direct Inquiry activity
Scott Foresman text
Leveled Reader fo below grade
level readers
Main Idea/Supporting Detail graphic
organizer
Partners – think/pair/share
Small groups to share
information gathered from
readings
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?
Direct Inquiry
Leveled Readers
Weathering Poster
Differentiated assessment
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?
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?
2 day lesson
Prince George's County Public Schools
Chalk, rocks, jars with lids,
water, timer, graphic organizers,
work book pages, Activity page,
textbooks