UNT

Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Karson McElroy 2nd applicable):
Trista Ketcham

Subject area(s): Unit Topic/Theme: Lesson Title:
Science Rocks Weathering and Erosion Model
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
(7) Earth and space. The student (1) Cross-curricular second
knows that the natural world language acquisition/learning 1. Use dimensional analysis in
includes earth materials. The strategies. The ELL uses language problem solving.
student is expected to: learning strategies to develop an 2. Understand how human
(A) observe and describe rocks awareness of his or her own practices affect air, water, and
soil quality.
by size, texture, and color learning processes in all content
(3) Scientific investigation and areas. In order for the ELL to meet
reasoning. The student knows grade-level learning expectations
that information and critical across the foundation and
thinking, scientific problem enrichment curriculum, all
solving, and the contributions of instruction delivered in English
scientists are used in making must be linguistically
decisions. The student is accommodated (communicated,
expected to: sequenced, and scaffolded)
(A) identify and explain a commensurate with the student's
problem in his/her own words level of English language
and propose a task and solution proficiency. The student is
for the problem such as lack of expected to:
water in a habitat (A) use prior knowledge and
experiences to understand
meanings in English

Lesson Objective(s)/Performance Outcomes
Given a model to experiment with, students will be able to come up with a way to decrease erosion by
at least 50%
Given a drawing of the process of the W.E.D. (weathering, erosion, and deposition) cycle, students will
be able to label and explain each component with 90% accuracy.

Assessment (Description/Criteria)
The students will have an assessment where they must label and describe each part of the W.E.D.
cycle by correctly identifying and explaining weathering, erosion, and depostition. This will be a fill in
the blank assessment.
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The students will be placed into groups and given a model of a beach front with homes and they must
come up with a way to stop the erosion of the beach by at least 50%. They will be assessed using the
rubric attached.

Materials and Resources
Projector, computer, internet, W.E.D. anchor chart, W.E.D. paper with blank labels, aluminum trays x 6, sand,
small rocks, medium rocks, large rocks, fake grass, popsicle sticks, water bottle with pop top, cotton balls,
straws, play-doh, blue food coloring, monopoly houses, cotton balls.

Management of the Instructional Environment
Introduction and explanation will be a whole group activity, labeling the parts of the rock cycle will be
independent, and the erosion activity will be in small groups. I will continualy monitor by walking around and
asking students questions during the erosion activity like Why are you trying that? That didnt workwhat
should you try next? and more.
Technology Integration
I will show a Powtoon to get the students engaged and excited about saving the Florida coast for the erosion
activity.

Diversity and Equity (Accommodations, Modifications, Adaptations)
I will sit with a few of my students for the labeling activity and discuss it with them as they write it down.
Other than that, I will use strategic Kagen level grouping to make sure all of the groups have the variation in
skill level and that the lower level students are getting help and understanding more by working with the
other students.

Activities/Procedures
Introductory Activity (Day One): I will begin by reminding the students that Sedimentary rock is made up of
lots of pieces of sediment that have been pressed together. I will ask the students how they think the
sediment is created. I will pause for answers and expect something along the lines of The rocks are broken. I
will tell the students that the W.E.D. (Weathering, erosion, and deposition) cycle is how sedimentary rocks are
formed and how rocks and sediment are moved around. I will create the anchor chart below and describe the
process of the W.E.D. cycle while creating the anchor chart. We will discuss that sedimentary rocks are
created because rocks and soil are weathered, they erode down the river or in the wind, are deposited, and
then pressure pushes the sediment together and forms a sedimentary rock. I will then show the Weathering
and Erosion video https://www.youtube.com/watch?v=lyysL02ZvQ8. Then show the students the weathering
and erosion time lapse https://www.youtube.com/watch?v=N8C9OaBRW2g and ask the students what is
happening in the photo and why they think that could be a problem.

Developmental Activity (Day Two): Begin by telling students that I received another email from the White
House and they need our help. Show the students the Powtoon telling them that they have to find a way to
stop the erosion on the Florida coast. Ask students What is erosion? and What causes erosion? Pause for
answers. Show students in the original model what is happening with the erosion. Spray some water onto the
coast line to show the students that the sand is being pulled into the ocean and eventually it is going to pull all
of the houses into the ocean because there wont be any land underneath them anymore. Have the students
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talk in a group about how they think they might can fix the problem. Give each group a model tray to work
with and tell them that they have to use some of the materials supplied to find a way to stop the erosion of
the sand so the houses can be saved. Let the students work to try and find a solution for 20 mins. Monitor the
class by walking around and asking questions What are you going to try, Why do you think that will work?,
That didnt work, what can you try now? and more. After the time runs out have the students all gather
around each table and test out their solution by spraying water on their model.
Closing Activity: Call students to the carpet and talk about what worked and what didnt work and tell them
that you will send the best solution to the White House so you have to decide what worked the best and why.
Ask the students if there is anything they can think of that could make that solution even better. Discuss. Ask
students What kind of job is there that might need to know how to do things like this and to stop erosion?
Pause for answers. Tell students that it is important to understand why and how things like this happen so
that we can find a solution. Tell students Raise your hand if you remember the cycle for how this happens?.
Send them back to their seats to fill out the paper with the labels and explanations for the W.E.D. cycle.

Reflections and Documentation/Evidence of Lesson Effectiveness