Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Shelby Hall
Science
4
Standard:
4-ESS2-2: Make observations and/or measurements to provide evidence of the effects of weathering or the
rate of erosion by water, ice, wind, or vegetation.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.

II. LEARNING OUTCOME (Objective):

Given text on erosion, students will know that water erodes bare soil most easily by creating drawings of
how water erodes different soil samples in their notebooks.
DOK/ Level of Cognition: DOK level 1 Recall and Reproduction
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Before: Lesson on the water cycle
After: How can we prevent mudslides
Unit: Water Cycle
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Ask students: What do you think happens to water
when it rains? Have students turn to partners and say answer.
Anticipatory Set: Read story on how erosion shapes landscapes.
Student friendly objective: By the end of our lesson you should know that water erodes
landscapes differently by drawing how water erodes each type of landscape (dirt, grass, and
sand)
Purpose: So students can know how landscapes are changed due to water erosion.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1: create chart on page 23
a. input: everyone please turn to page 23 in your science notebook and turn your notebook
sideways (making three boxes landscape wise)
a. model: show how notebook should be positioned on docu-cam
b. Student response: look around room to see if its done
Step #2: students draw grid
a. Students please draw two lines vertically to make three boxes on your page
a. T model: show how three boxes should look on docu-cam

b. Student response: have students hold up notebooks to show their three boxes
Step #3: label boxes
a. T input: Next, please label boxes 1,2, and 3 in the left hand corner of your box
a. T model: show on docu-cam
b. Student response: students show with thumbs up that they are done
Step #4: read page#___ on how water erodes sand
a. T input: students, in box 1, please label sand next to where you wrote the number 1 and
beneath the title draw how sand is eroded when water runs over it
a. T model: show teacher notebook and can have sand erosion picture from book on docu-cam as
well
b. Student response: please share with your partner what you have drawn
Step #5: read page#___ on how water erodes grass
a. T input: students, in box 2, please label grass next to where you wrote the number 2 and
beneath the title draw how grass is eroded when water runs over it
a. T model: show teacher notebook and can have grass erosion picture from book on docu-cam
as well
b. Student response: please share with me what you have drawn
Step #6: read page#___ on how water erodes soil
a. T input: students, in box 3, please label soil next to where you wrote the number 3 and
beneath the title draw how soil is eroded when water runs over it
a. T model: show teacher notebook and can have soil erosion picture from book on docu-cam as
well
b. Student response: please share with your partner what you have drawn
C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will write a reflection on which
sample is eroded most easily by water and why.
D. MATERIALS & RESOURCES: book on how water erodes earth samples, science notebook,
document-camera, colored pencils,
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence Of Learning):
Formative: show teacher, share with partner, thumbs up/down/middle
Summative: (at the end of the lesson) class, please hold up a finger for which type of land water erodes
most easily 1 is sand, 2 is grass, and 3 is soil
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): none
VII. HOMEWORK (if appropriate): none