Earthandspacesciencelessonplanunit

EARTH AND SPACE SCIENCE UNIT LESSON PLANS
Name: Amy Campbell Date:18March2012
Elementary Science Lesson Plan

Main Subject: Earth and Space Science Integrated Subject(s): Math and ELA Grade Level: 4 Common Core Standards/Benchmarks/Objectives: Standard 4: Earth and Space Science: (The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.) Benchmark 3: The student will develop skills necessary to describe changes in the earth and weather. Indicator 1: The student describes changes in the surface of the earth. The student will understand resistance/reacting of force from a control and manipulated experiment. The student will be able to understand how plants/weeds/germinating seeds/can cause changes in the earths surface. The students will observe, describe, and demonstrate how layers in the earths surface can change.
Reading Strategies: (place an x by each one used) Before, During, After __ Graphic Organizer _X_ Anticipation/Prediction __ Summarize __ KWL __ Paired Reading __ Note-taking __ SQ3R __ QAR __ Skimming __ Scanning Headings/Subheadings/Captions _X_ Inference __ Preview
Technology Integration: (place an x by each one used)
__ Projector __ Overhead _X_ Interactive Whiteboard __ iPad _X_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD _X_ Cellphone __ Calculator
EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ __ __ __ __ Teacher Modeling Repetition Critical Reading Vocabulary Review Other ______________________________ __ Television __ DVD __ Radio __ PC - Educational Game(s) _X_ Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope __ Watches __ Other _______________________________
Websites: http://dictionary.reference.com/browse/force?s=t
Community Resource(s): (place an x by each one used) __ Public Library __ Local College __ Guest Speaker __ Field Trip __ Outside Organization __ Local Business _X_ Other _Nature walk around the building______________________________________
Pre-Assessment: (used to determine prior knowledge/baseline data)
Formative Assessment: (part of instructional process/used to adjust teaching and learning)
Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _X_ End of Unit Test __ Chapter Test __ End of Semester Exam __ Other ________________
__ KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off _X_ Graffiti Wall __ Other _________________
_X_ Peer Assessment _X_ Self-Assessment __ Goal Setting _X_ Observations _X_ Questioning Strategies _X_ Student Record Keeping __ Flashcards __ Pop Quizzes __ Oral Q & A
EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ Other _________________
Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: What kind of force would have to occur? Explore: What do you think might happen to these two vials? Explain: What do you observe? Elaborate: How could the force of plants or seeds cause changes in our Earths surface? Evaluate: Did students have difficulty understanding force of nature?
Multiple Intelligences: (place an x by each area included in your lesson plan) _X_ Spatial (ability to visualize) _X_ Linguistic (words spoken/written) _X_ Logical-Mathematical _X_ Kinesthetic (movement) _X_ Interpersonal (interaction w/ others) _X_ Intrapersonal (self-reflective ability) _X_ Naturalist (having to do with nature)
Blooms Taxonomy: (place an x by each level included in your lesson plan) _X_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) _X_ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) _X_ Application (demonstrate, construct, record, illustrate, research, order, display, practice) _X_ Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) _X_ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) _X_ Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)
Benjamin Bloom
Howard Gardner
Safety Precautions There is no real safety precautions needed.
EARTH AND SPACE SCIENCE UNIT LESSON PLANS 5-E Model
Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Have students get into their science groups. Show students a large rock and ask, Can you give me any ideas in which this rock could be broken? What kind of force would have to occur? What kind of force would have to be used? Thumbs up if you know what force means! Write the word force on the SmartBoard and call on students that want to share their definitions. (Force: strength or power exerted upon an object, to drive against resistance is what we are looking for concerning the rock.) Students will take out their science journals and list their thoughts and ideas for record keeping. Allow students to come up to the board at the same time to also list their thoughts/ideas. (Graffiti wall) Discuss students ideas and thoughts as a class. Have the Materials Manager from each group gather the materials needed for the small experiment. They will need two plastic vials, dry bean seeds (enough to fill each vial full) and a small glass of water. The Investigator from each group will fill each vial to the top with the bean seeds, allowing enough room to still snap the lid on. They will then pour water into one vial (control) and snap the lids on both. The students will mark their vials control (dry bean seeds without water) and manipulated (the vial with water in it) respectively. What do you think might happen to these two vials? Allow students time to record their thinking in their journals. We will observe the vials the next day. On day two, have the students observe the vials. What do you observe? Why do you think this happened? (The vial that had water added to the beans expanded and lifted the lid off. The vial that did not have water added to it had no change.) Remind students about the class discussion/journal entries about force. Force is needed to make something move. Was there force involved in this vials lid opening/the vial expanding? How do you know? What evidence do you have? Allow students to discuss, write in their journals, and then discuss as a class. How could the force of plants or seeds cause changes in our Earths surface? Can plants/seeds cause rocks to break? Lets go see! Take students for a walk outside around the school property. Look for places on the property, sidewalks, or other concrete/rock structures where plants/ germinating seeds have caused rocks to break up. We can use our cell phones (explain to students that cell phones are not a toy and are not to be used to make phone calls, play a game, or to be used in class. They are only to be used to take a photo for this experiment!!) or digital camera to take photos. Upon returning inside, we will load the photos into the computer and have them put onto the SmartBoard. Students will then sketch a photo of evidence they found in their journal or on a separate sheet of paper. Show the students the rock from the first day again. Could a plant break this rock? Why/why not? What evidence do you have? Have students write in their journals and come to the board to list their thoughts/ideas as well. Discuss as a class. The Data Collector will turn in one data sheet from each group.
Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data?
Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge?
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons? Ask students how they felt the experiment/lesson went. What was the best/worst thing about it? What would have made it better? Did students have difficulty understanding force of nature? The Data Collector from each group will turn in one data sheet. The data sheet will be graded and returned with written feedback. Students journals will be turned in and returned with feedback. How did students work together as a group? If the student participated, they get a star. If the student did not participate, they get a circle with a line through it. Student Journals: If student journals are turned in with information provided, they earn a star. If student journals are turned in with some information provided, they earn a checkmark. If student journals are turned in with no information, they earn a circle with a line through it.
Data Sheets: If the Data Sheet has all of the information filled in correctly, the Data Sheet will earn a star. If the Data Sheet has been mostly filled in with most items filled in correctly, the Data Sheet will earn a checkmark. If the Data Sheet is turned in with most items missing, the Data Sheet will earn a circle with a line through it.
Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder Allow students more time to write in their journal and create their picture. This student may want to walk outside longer during the investigation of the plants/germinating seeds. Plan for this time. Pair this student in a science group with other students that will be helpful and patient as well. ADD/ADHD Allow students more time to write in their journal and create their picture. These students may want to walk outside longer during the investigation of plants/germinating seeds. Plan for this time. Pair this student in a science group with other students that will be helpful and patient as well. ESL/ELL While allowing students more time to write in their journal, use hand gestures when explaining force, breaking the rock, and showing students an example of plant growth through a crack in a sidewalk on school grounds. Have the student then find another one similar. Speak clearly and spend more time with students if needed.
Student Work Mat

Adapted from S&K Associates (1999)
Science Question __What will happen to the manipulated vial of the beans_____________________________________________________________?
Prediction I predict that it will expand__________________________________________________________________.
Materials: I need 2 plastic vials, dry bean seeds, and water.________________________ ______________________________ ______________________________
Investigation Plan I plan to pour enough water to fill up the vial of beans in the manipulated one. I will observe it the next day. I will only fill the control vial with dry bean seeds. I need something to compare it to. ______________________ ______________________________ ______________________________
Observation Data I heard beans dropping into the vials.
Hear I saw light tan and swirly darker brown beans. They were small and oval. See I smelled nothing. The beans did not have a smell. The vials just had a regular plastic-like smell. Its difficult to think of another word to describe plastic. Smell I tasted nothing. I put one in my mouth. It did not have a taste. Taste
EARTH AND SPACE SCIENCE UNIT LESSON PLANS I felt hard, oval shaped, pebble like materials. I also felt the vials. They felt like hard, pliable plastic. I could squeeze them a little bit. Touch
Investigation Results I learned that not only did the lid open up a bit, but the vials bottom blew out (expanded) and it made it wobbly. It no longer sat still! The beans expanded because it soaked up the water and it exerted a force upon the plastic vial. My results were like my prediction because it did expand. My results were different from my predication because it expanded it more ways than one. The lid opened, the bottom expanded, and now it will not sit flat.
Answer to My Question The answer to my question is the manipulated bottle will expand.
New Question My new question is What if I had only filled it half way? Would it have expanded at all, or would it have only pushed the beans to the top?
Photo before water was added.
Photo the next day; the lid has lifted, and the bottle expanded. It would no longer sit level.
The bottom of the bottle blew out!
Another photo; the bottle seemed to take the shape of the beans.
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Name: Amy Campbell Date: 18March2012

Main Subject: Earth and Space Science Integrated Subject(s): Math and ELA Grade Level: 4 Common Core Standards/Benchmarks/Objectives: Standard 4: Earth and Space Science (The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.) Benchmark 1: The student will develop an understanding of the properties of earth materials. Indicator 1: The student
collects, observes properties, and classifies a variety of earth materials in his/her environment. The student will be able to tell what is in soil. The student will be able to tell the different particles in soil. The student will be able to explain why the particles settle the way that they do.
Reading Strategies: (place an x by each one used) Before, During, After __ Graphic Organizer _X_ Anticipation/Prediction __ Summarize __ KWL _X_ Paired Reading __ Note-taking __ SQ3R _X_ QAR _X_ Skimming _X_ Scanning Headings/Subheadings/Captions _X_ Inference __ Preview __ Teacher Modeling __ Repetition
__ Projector __ Overhead _X_ Interactive Whiteboard __ iPad _X_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television __ DVD __ Radio __ PC - Educational Game(s) __ Digital Camera
EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ Critical Reading __ Vocabulary Review __ Other __________________________ ____ __ __ __ __ __ __ Scanner Copier Tape Recorder Microscope Watches Other _______________________________
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Websites: http://www.epa.gov/gmpo/edresources/soil.html http://soils.usda.gov/education/facts/soil.html http://www.noble.org/ag/soils/organicmatter/ http://school.discoveryeducation.com/schooladventures/soil/name_ soil.html http://www.growingthenextgeneration.com/agriumgames/SoilTris/index.htm (soil Tetris game) http://nces.ed.gov/nceskids/createagraph/default.aspx (Graph making website)
Community Resource(s): (place an x by each one used) _X_ Public Library __ Local College __ Guest Speaker __ Field Trip __ Outside Organization __ Local Business __ Other _______________________________________ *Exploring Our World: The Earth Jennings, Terry p.16-17 *Eyewitness Books: Earth Van Rose, Susanna p.52-53, p.56-57
Formative Assessment: (part of instructional process/used to adjust teaching
Summative Assessment: (given periodically/used to determine what students know
EARTH AND SPACE SCIENCE UNIT LESSON PLANS and learning)
11 and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks _X_ End of Unit Test __ Chapter Test __ End of Semester Exam __ Other ________________
__ KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off _X_ Graffiti Wall __ Other _________________
_X_ Peer Assessment _X_ Self-Assessment __ Goal Setting _X_ Observations __ Questioning Strategies _X_ Student Record Keeping __ Flashcards __ Pop Quizzes _X_ Oral Q & A __ Other _________________
Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: Would anyone like to hypothesize about what is in soil? Explore: What do you notice is happening inside your vial? Explain: From your observations, what do you think is in soil now? Elaborate: How could we find out how much of each kind of material (sand/silt/clay) is in the soil? Evaluate: Did students understand the different materials in soil?
Multiple Intelligences: (place an x by each area included in your lesson plan) _X_ Spatial (ability to visualize) _X_ Linguistic (words spoken/written) _X_ Logical-Mathematical _X_ Kinesthetic (movement) _X_ Interpersonal (interaction w/ others) _X_ Intrapersonal (self-reflective ability) _X_ Naturalist (having to do with nature)
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Howard Gardner
Benjamin Bloom
Safety Precautions Tell students that although alum is safe, it is not recommended to taste.
5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data? The teacher asks students about what kind of terrain they have in their backyard. (Mulch, grass, concrete, etc.) What is underneath all of that? Underneath all of that is soil. The teacher writes soil on the SmartBoard. Would anyone like to hypothesize about what is in soil? Allow students that would like to do so to come up to the SmartBoard and write their hypotheses under the word. After doing so, ask students, How can we find out? Lets do an experiment! The teacher tells the students that samples have been taken from her own backyard to observe different kinds of materials. The students get into their groups. The Materials Manager collects the materials needed for this experiment. The Investigator performs the experiment. 1. The students need about 1 of soil (taken from the teachers backyard, kept in a small bag), alum (can be found in your local grocery story in the spice section; used for making pickles. I would personally tell my students what the alum is and what it does.), a small cup of water, and a clear plastic vial with a lid (I used a clean, plastic spice jar).It needs to be about 1 in diameter and 3 high.2. 2. Fill the vial with the soil; add a pinch of the alum, (the students should wipe their hands off with a paper towel afterwards, and then pour the water into the vial, almost to the top, leaving about of space. Put the lid on tightly and shake it vigorously. Put the vial on the table and leave it there for the rest of this investigation. 3. After a few minutes, have the students observe the vial and have the Data Collector record the observations on their Data Sheet. (The soil should be breaking apart per the alum and settling into smaller parts and particles. Sand should be at the bottom, then silt, clay, water, and organic material floating at the top. What do you notice is happening inside your vial? Why do you think thats happening? What evidence do you have? Allow students time to read the books and review the websites available to them. (Listed above) From your observations, readings, and review of the websites, what do you think is in soil? What particles are the largest/smallest? (Sand, clay, silt?) Which are the heaviest? How do you know? What evidence do you have to base this
Explain: How will you set the stage so that (s) can
EARTH AND SPACE SCIENCE UNIT LESSON PLANS clarify their understanding, reach conclusions, and communicate their knowledge? Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons? on? Allow students time to discuss and record their findings on their Data Sheets.
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Ask the students, How could we find out how much of each kind of material (sand/silt/clay) is in the soil? Lead students to suggest measuring the layers of each material in the vials. They could use rulers. How could we show our measurements on paper? What would be a good type of visual to use? Pie graph, bar graph, etc. Allow students to choose to either draw their graph or use the computers to make it. http://nces.ed.gov/nceskids/createagraph/default.aspx Have each group share their measurements with the class. Do you think soil is the same in all areas? What about in your backyard? What could be different? (Organic matter) Why does all soil have clay, silt, sand? Do you think soil is the same in all areas? What about in your backyard? What could be different? (Organic matter) Why does all soil have clay, silt, sand? How do you know? What evidence do you have that supports this? How did students work together as a group? If the student participated, they get a star. If they did not participate, they get a circle with a line through it.
Did students understand the different materials in soil? If the student was knowledgeable about the material, they get a star. If the student did not know about the material, they get a circle with a line through it. Were students able to produce a pie/bar graph that was easy to read/follow with the information provided? If the student attempted to produce a graph with easy to follow information, they get a star. If the student did not attempt to produce information that was easy to follow, they get a circle with a line through it. Were students able to measure what is in soil? If the student attempted to measure the materials in the soil, they get a checkmark. If the student measured the soil and participated with the group, they get a star. If the student did not attempt to measure the soil particles and did not participate, they get a circle with a line through it. Data Sheet: If the Data Sheet has all of the information filled in correctly, the Data Sheet will earn a star. If the Data Sheet has been mostly filled in with most of the items filled in correctly, the data sheet will earn a checkmark
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If the Data Sheet is turned in with most items missing, the Data Sheet will earn a circle with a line through it.
Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder Allow students more time to read for information in the books and on the websites. Allow for more time in measuring. Pair this student with a group that has at least one self-sufficient, patient student that will help guide this student along. Perhaps allow this student to shake the vial. ADD/ADHD Treat this student like the Emotional/Behavior Disorder Student. Perhaps allow this student a few more minutes with the Tetris Soil game with provisions. ESL/ELL Pair this student with a group that has at least one selfsufficient, patient student that will help guide this student along. Pictures are provided in the book with the words about the soil. Work closely with these students as an educator if the student needs more help.
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Student Work Mat

Science Question What is in soil_______________________________________________________________?
Prediction I predict tiny rocks, pieces of grass, and oxygen is in soil_________________________________________________________________.
Materials: I need a vial with a lid, some soil, alum, and some water.________________________ ______________________________ ______________________________
Investigation Plan I plan to put the soil, water, and alum in the vial. I will shake it up, let it set for a few minutes and then observe it. _______________________ ______________________________ ______________________________
Observation Data I heard soil hitting the bottom of the plastic vial. I heard water being poured into the vial. Hear I saw soil being dumped into the vial. I saw water being poured into the vial and I saw some alum (kind of like salt or sugar) being put into it too. I saw the vial being shook up. I smelled soil. It smelled muddy. The alum did not have an odor.
See
Smell I tasted nothing. I did not taste the soil or the alum. Taste
EARTH AND SPACE SCIENCE UNIT LESSON PLANS I felt the soil. It was soft, grainy, and kind of wet. The alum felt grainy as well. It reminded me of salt or sugar.
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Touch
Investigation Results I learned that alum breaks up the particles in soil. I could see that sand, silt, and clay could be broken down and that the organic matter would float to the top. My results were like my prediction because there were tiny rocks in the soil. It was sand. My results were different from my predication because there is more than one type of rock in the soil. There are clay, silt, and sand. There is also organic matter that floats to the top.
Answer to My Question The answer to my question is organic matter, clay, silt, and sand is in soil.
New Question My new question is would the soil be the same in another country? What if I had soil from Ireland? Would it still have the same materials as the soil in a U.S. backyard?
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Vial with soil, water and alum after shaking and letting set for a few minutes.
A closer look at the soil.
Organic matter at the top.
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Main Subject: Earth and Space Science/Science and Technology Integrated Subject(s): Geology and Art Grade Level: 4th Grade Common Core Standards/Benchmarks/Objectives: Standard 5: The student will have a variety of educational experiences which involve science and technology. They will begin to understand the design process. Benchmark 2: The student will apply their understanding about science and technology. Indicator 5: The student investigates how scientists use tools to observe. Students will understand that tools can be used to observe a specimen/sample. Students will know that using tools can show them the insides of samples. The students will use tools like scientists in observations. Students will fully understand what core sampling is.
Reading Strategies: (place an x by each one used) Before, During, After __ Graphic Organizer _X_ Anticipation/Prediction __ Summarize __ KWL _X_ Paired Reading _X_ Note-taking __ SQ3R __ QAR _X_ Skimming _X_ Scanning Headings/Subheadings/Captions __ Inference __ Preview _X_ Teacher Modeling __ Repetition __ Critical Reading __ Vocabulary Review __ Other
__ Projector __ Overhead _X_ Interactive Whiteboard __ iPad _X_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television __ DVD __ Radio __ PC - Educational Game(s) __ Digital Camera __ Scanner __ Copier __ Tape Recorder __ Microscope
EARTH AND SPACE SCIENCE UNIT LESSON PLANS ____________________________ __ Watches __ Other _______________________________
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Websites: http://kids.earth.nasa.gov/archive/career/geologist.html http://www.sciencelearn.org.nz/Contexts/Volcanoes/NZResearch/Reading-rock-core-samples (how its done)
Community Resource(s): (place an x by each one used) _X_ Public Library (All of these books have information on layers of the earth, the earths core, or sampling of the earth. It also has information on geology/geologists and their work.) Earth Christine Taylor-Thompson Earth Luke Thompson Earth Susanna Van Rose Planet Earth Peter Murray The Dynamic Earth: An Introduction to Physical Geology Brian J. Skinner, Stephen C. Porter _X_ Local College _X_ Guest Speaker (Have a college student studying geology visit the classroom) K-State has a Geology program http://www.k-state.edu/admissions/guides/Geology.pdf __ Field Trip __ Outside Organization __ Local Business __ Other _______________________________________
Summative Assessment: (given periodically/used to determine what students know and dont know/gauges learning relative to content standards) __ State Assessments __ District Benchmarks __ End of Unit Test __ Chapter Test __ End of Semester Exam _X_ Other _Short Answer and Student Work Mat_______________
__ KWL __ Turn & Talk _X_ Yes/No Cards __ SA/A/D/SD __ Squaring Off __ Graffiti Wall _X_ Other _(thumbs up if you know)________________
_X_ Peer Assessment _X_ Self-Assessment __ Goal Setting _X_ Observations __ Questioning Strategies _X_ Student Record Keeping __ Flashcards __ Pop Quizzes
EARTH AND SPACE SCIENCE UNIT LESSON PLANS _X_ Oral Q & A __ Other _________________
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Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: How can scientists/geologists learn whats underground? Explore: By taking core samples from the side of the cupcake, can you determine what the entire cupcake looks like inside? Explain: How does your straw sampling of the cupcake compare/contrast with core sampling that geologists do? Elaborate: Can geologist check the inferences they make from their core sampling? Why or why not? Evaluate: Why did you draw the inside of your cupcake the way that you did?
Multiple Intelligences: (place an x by each area included in your lesson plan) _X_ Spatial (ability to visualize) _X_ Linguistic (words spoken/written) _X_ Logical-Mathematical _X_ Kinesthetic (movement) _X_ Interpersonal (interaction w/ others) _X_ Intrapersonal (self-reflective ability) __ Naturalist (having to do with nature)
Benjamin Bloom
Howard Gardner
Safety Precautions Remind students to be careful when using the plastic knife to cut the cupcake in half.
EARTH AND SPACE SCIENCE UNIT LESSON PLANS 5-E Model
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Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Thumbs up if you can tell me what a geologist is. Thumbs up if you can tell me what a core sample is. The teacher will have the students take out their YES/NO cards. A geologist is a scientist who studies organisms and their relationship to their environment. (NO) A geologist is a scientist who studies the Earth and use many devices to discover what is under the surface. (YES) Core sampling is done by putting hollow drilling tubes into the ground and extracting a sample of what the tubes went through. (YES) Core sampling is done by putting rotary drilling devices into the ground and cutting up the rock. (NO) Tell the students that today they will be geologists and do some of their own core sampling! Have a college student studying geology from K-State come in and discuss what a geologist does and what the study of geology is. What is core sampling and how is it done? Allow students to use the books (paired reading) listed above to find the information for the questions asked. The teacher will allow the students to use the computers (pairs or groups of three) to review the websites listed above to find more information about geology/geologists and core sampling. The students will take notes in their journals. The teacher will then show students a cupcake and ask them what they think is inside. How can you find out, without eating it or cutting into it, what it looks like inside? How do geologists learn whats underground? The students will each be given one cupcake on a paper plate. The Materials Manager from each group will pass out plastic straws (one for each person in their group in which the straws will be cut into thirds), a plastic knife, and drawing paper for each person in their group. DO NOT REMOVE THE CUPCAKE LINER OR EAT IT!! The teacher will ask the students to draw what they think the inside of their cupcake looks like. The teacher will then tell students (they model as well) how to take side core samples of the cupcake. 1. Insert the straw into the side of the cupcake, rotating it slightly like a drill. They will then remove it and place the sample on the paper plate. 2. Repeat this process on the opposite side of the cupcake. The teacher will then ask the students, Can you determine what the whole cupcake looks like inside just from taking these two samples? If not, can you take another sample? From where? Coach students to take samples from the top to the bottom of the cupcake. The students will need to take three samples. 1. Insert the straw from the top of the cupcake, rotating it slightly like a drill. They will then remove it and place the sample on the paper plate. They will have to do this two more times, taking it from the top to the bottom in two different places. Have the students compare the samples from the sides of the cupcake and from the top of the cupcake. The teacher will ask the students, How are your core samples different? Based on just your samples, what do you think the whole cupcake looks inside now? The students will then draw another picture of the inside of their cupcake.
Explore: How will you provide the opportunity for (s) to gather, organize, interpret, analyze, and evaluate data?
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge?
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Elaborate: How will you afford (s) the opportunity to identify additional questions to investigate, collect evidence, and connect new knowledge? Evaluate: How will you assess and use the assessment data to determine what (s) know and do not know? How will you provide feedback and modify lessons?
The teacher will then post the students drawings from their final core samples. The teacher will ask, What data did you base your drawing on? How sure are you of your drawing? Allow students from every group to answer and explain what they based their data on. The teacher will then ask the students, How does your straw sampling of the cupcake compare/contrast with core samplings that geologists do? Have students take out their journals where they took notes from the reading of the books provided and the search of the websites of the internet. The class will discuss the compare/contrast of the core sampling and what geologists do. The students will pick up their drawings of their cupcake. How can we find out what the whole inside of your cupcake looks like? What other tools do we have? The students can then use the plastic knife in which they carefully can cut the cupcake in half. The students then draw what the cupcake looks like next to their previous drawing. How does your first drawing of your cupcake (specimen) compare with your final observations? Can a geologist check their inferences that they make from their core samples like you did with your cupcake? Why or why not? Allow students to discuss amongst their group and have an answer for the questions. Each student will write their answer in their journal. They can also draw a picture or write a brief answer. The students can then begin eating their cupcake. The teacher will show students a photo of cores from a different cupcake on the SmartBoard. The students will draw another picture (it will be turned in) of the inside of this cupcake. What will it look like when its sliced horizontally? Vertically? The students will base their drawings on the photo and the data they collected from their experiment they conducted. The teacher will assess the turned in final photos and the students journals as well as the Student Work Mats. The teacher will discuss the experiment with the class. Was it difficult to take core samples from the cupcake? What other foods/specimens could we use to take core samples from? Allow students to respond. (Sandwiches, Mars bars, Snickers, etc.) What could we use for our hollow drills instead of clear straws? Allow students to respond. (Large tube shaped noodles, uncooked.)
Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder Pair this student with a higher student that the teacher has previously spoken with. I believe that since the students will be engaged with their hands, there may not be an issue. If the student is too impatient about eating the cupcake, allow the student to eat the half after cutting it so they can observe it ADD/ADHD Again, pair this student with a student that I can count on. I would treat this student the same as a student with Emotional/Behavior Disorder. ESL/ELL This experiment has a lot of visual and drawing involved. I think that for students with ESL/ELL that they would do pretty well with this experiment. I would guide them more closely if needed.
EARTH AND SPACE SCIENCE UNIT LESSON PLANS while drawing it. (To be fair to the other students, I would do the same for them if this was issue for students with BD, ADD/ADHD, Etc.)
24
25
Student Work Mat

Science Question _How can I use core sampling to infer layers in the Earths crust__ (How can I use a plastic straw like a core sampler to infer layers in the cupcake)___________________________________________________________?
Prediction I predict that my cupcake will have yellow cake with chocolate filling inside. It will be a Fundamiddles cupcake_______________________________________________________________.
Materials: I need a cupcake, a clear plastic straw, and a plastic knife. I will also need drawing paper and coloring utensils. _______________________ ______________________________ ______________________________
Investigation Plan I plan to take two samples of the cupcake from the sides. I will then take three samples from the top to the bottom. I need to see what it looks like inside before I have to cut it in half.______________________ ______________________________ ______________________________
Observation Data I heard nothing.
Hear I saw two different colors of the inside of the cupcake when I took samples from the sides. I saw three different colors of the cupcake when I took core samples of the cupcake from the top to the bottom. I smelled bakery product. I smelled cupcake. It smelled sweet.
See
Smell
26
I tasted cupcake. It had pink frosting. It tasted like pink lemonade. It tasted delicious. Taste I felt plastic from the straw and I felt soft, tenderness from the cupcake. I also felt paper from the cupcake liner.
Touch
Investigation Results I learned that from taking core samples that it showed me what the inside of the layers of the cupcake looked like without eating it or cutting into it. My results were like my prediction because My results were different from my predication because I thought it was a Fundamiddles cupcake. After taking all of my five core samples, I thought it only had three layers. After cutting it in half, it really had four different layers. It had purplish, blue, green, and then yellow.
Answer to My Question The answer to my question is that I can use my plastic straw as a hollow drilling tube (core sampler) and extract samples from my cupcake to find out what layers are inside like Geologists do to the Earths crust.
New Question My new question is what other core sampling can I use to infer about layers? What if I froze the cupcake? Would it have been easier to extract the layers? What if I made a sandwich out of peanut butter, jelly, broken up Cheerios, and chocolate syrup, and had a friend infer what was inside? Could they infer what was inside? What if I took a core sample out of my backyard??
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Core Side Sample 1
Core Side Sample 2
Core Top/Bottom Sample 1
Core Top/Bottom Sample 2
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Cupcake Half/Inside
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Main Subject: Earth and Space Science Integrated Subject(s): ELA, Visual Arts, and Math Grade Level: 4 Common Core Standards/Benchmarks/Objectives: Standard 4: EARTH AND SPACE SCIENCE (The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.) Benchmark 3: The student will develop skills necessary to describe changes in the earth and weather.
Indicator 1: The student describes changes in the surface of the earth. The student will identify and know the layers of the earth and list them from the outside to the center of the earth. The student will identify and know the depth of each layer in the earth. The student will identify and know the basic composition of each layer. The student will construct a visual model depicting the layers of the earth.
Reading Strategies: (place an x by each one used) Before, During, After _X_ Graphic Organizer __ Anticipation/Prediction _X_ Summarize __ KWL _X_ Paired Reading __ Note-taking __ SQ3R __ QAR __ Skimming _X_ Scanning Headings/Subheadings/Captions __ Inference __ Preview __ Teacher Modeling
_X_ Projector _X_ Overhead _X_ Interactive Whiteboard __ iPad _X_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television
EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ Repetition __ Critical Reading _X_ Vocabulary Review __ Other ______________________________ __ __ __ __ __ __ __ __ __ __ DVD Radio PC - Educational Game(s) Digital Camera Scanner Copier Tape Recorder Microscope Watches Other _______________________________
31
Websites: http://www.youtube.com/watch?v=Q9j1xGaxYzY (Layers of the Earth by Rhythm, Rhyme, and Results.) http://www.sciencemonster.com/earthscience/layers-of-the-earth.html (There is an interactive quiz after reading the information. The volcano will erupt if all 10 of the questions are answered correctly.) http://www.universetoday.com/15020/how-fardown-is-the-center-of-the-earth/ http://www.universetoday.com/26663/layers-ofthe-earth/ http://www.universetoday.com/26700/core-ofthe-earth/ http://www.universetoday.com/26710/earthsinner-core/ http://www.universetoday.com/26713/earthsouter-core/ http://www.universetoday.com/26717/earthsmantle/ http://www.universetoday.com/26795/earthsinterior/
32
Community Resource(s): (place an x by each one used) _X_ Public Library The Magic School Bus: Inside the Earth Joanna Cole & Bruce Degen Exploring Our World: The Earth Terry Jennings A True Book: Earth Larry Dane Brimner __ __ __ __ __ __ Local College Guest Speaker Field Trip Outside Organization Local Business Other _______________________________________
_X_ KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off _X_ Graffiti Wall __ Other _________________
_X_ Peer Assessment _X_ Self-Assessment __ Goal Setting _X_ Observations _X_ Questioning Strategies _X_ Student Record Keeping __ Flashcards __ Pop Quizzes _X_ Oral Q & A __ Other _________________
Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: What are the layers of the Earth? Explore: How is the apple like the layers of the Earth? Explain: What is the deepest layer of the Earth anyone has ever gotten to? Elaborate: Why cant we dig to other layers?
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Evaluate: Does the student understand the basic composition of our earth?
33
Multiple Intelligences: (place an x by each area included in your lesson plan) _X_ Spatial (ability to visualize) _X_ Linguistic (words spoken/written) _X_ Logical-Mathematical _X_ Kinesthetic (movement) _X_ Interpersonal (interaction w/ others) __ Intrapersonal (self-reflective ability) __ Naturalist (having to do with nature)
Benjamin Bloom
Howard Gardner
Safety Precautions Remind students to use care with scissors. No horseplay, especially around other students.
5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, Showing students a globe, ask them what they think is inside the Earth. Have students come up to the SmartBoard and list their ideas. (Graffiti Wall) Discuss students ideas and then ask students if they know that the Earth is made up of layers. Thumbs up if you can name a layer of the Earth. (There is a crust, a mantle, an outer core, and an inner core.) Tell the students that there are four layers of the Earth and that we are going to learn about them and construct a visual model. What are the layers of the earth? Let students get into groups of 4. (Count off 1, 2, 3, 4. The 1s are in 1 group, the 2s are in another group, and so on.) The groups will be given an apple that will be cut into quarters (fourths). The students will examine the apple to see how its like the earths layers. The teacher will have a power point presentation on the projector to let students compare their apple to. (See photo and
EARTH AND SPACE SCIENCE UNIT LESSON PLANS analyze, and evaluate data?
34
presentation attached.)How is the apple like the layers of the earth? (The peel is the crust, the next layer is the mantle, the next layer is the outer core, and the inside of the apple is the core. Students can tell by the lines in the apple. See attached photo.) The teacher will read The Magic School Bus: Inside the Earth by Joanna Cole to the students. This explains the layers of the earth and the composition of each. As the teacher reads, the students will take notes on the information. The teacher will stop to discuss information with students. Discuss with the students what Ms. Frizzles students thought was inside the Earth compared to what they (the class) thought was inside the earth. The students will then have other books available in which they can use paired reading, scan the headings/subheadings/captions, or use the index of these books. (The books are listed above.) They will then have time to also visit the website listed above. The students will create a visual model of the Earths layers, paying attention to the ratio to the consistency of the layers in true life. They must label each layer and its depth. Construction paper, scissors, glue, tape, markers, crayons, colored pencils, and Play-Doh will be available. If the students use Play-Doh, they can use toothpicks with flags on them to label their Earths layers and depth. Play Layers of the Earth by Rhythm, Rhyme, and Results while students work. Each student in each group will make a graphic organizer (GO). (A Spider GO may be best.) If students cannot decide on their own, popsicle sticks can be drawn. One student must do their GO over the crust, another over the mantle, and so on. The students must fill in the information for their particular layer, such as what the layer consists of, the temperature, if its between other layers, etc. After each student finishes their own GO, they must collaborate to make a single GO over the entire earths layers. The groups will them come up to present their findings. Post their GO on the board so that after each group has presented, we can compare/contrast their findings. (Make sure that the differences arent from mistakes.) Ask students, What layer do we live on? Why cant we dig down to other layers? What is the inner core/outer core/mantle made of? What is the deepest layer of the earth anyone has gotten to? What evidence are you building your answers on? Have students present their answers. Discuss the answers with the class.
Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge?
Does the student understand the basic composition of our earth? (crust, mantle, outer core, inner core) Can the students explain what each layer of the earth is made up of? Do students know the depth of each layer of the earth? How did students work together as a group? If the student participated, they get a star. If the student did not participate, they get a circle with a line through it. Graphic Organizer:
EARTH AND SPACE SCIENCE UNIT LESSON PLANS If students collaborated in making the GO, they get a star. If students did not collaborate in making the GO, they get a circle with a line through it.
35
Were students able to produce a model of the earth? If students produced a model of the earth with the information filled in, they get a star. If students produced a model of the earth with no information filled in, they get a checkmark. If students did not produce a model of the earth, they get a circle with a line through it.
Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder Allow students more time to work on their GO, read for information in the books, and to create their layers of the Earth. Have this student work in a group with students that are more self-sufficient and patient. ADD/ADHD Allow students more time to work on the GO, read for information in the books provided, and to create their layers of the Earth. Place this student into a group with self sufficient students that will be patient and helpful. If this student seems to squirm or become impatient during the teacher read aloud of The Magic School Bus: Inside the Earth; perhaps allow these students to play with the Play-Doh at their desk to keep their hands busy. ESL/ELL This lesson is very hands-on and visual. Place this student within a group with self-sufficient students that are patient and will help guide this student along. Again, allow this student more time to read for information in the books provided and to work on the website. They can also have more time to work on their recreation of the layers of the Earth, although they may not need to. I would work more closely in guiding this student if needed.
36
How is the apple like the layers of the earth?
Construction paper model of the Earth
37

Main Subject: Earth and Space Science Integrated Subject(s): ELA, Visual Art, and Math Grade Level: 4 Common Core Standards/Benchmarks/Objectives: Standard 4: EARTH AND SPACE SCIENCE (The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.) Benchmark 3: The student will develop skills necessary to describe changes in the earth and weather.
Indicator 1: The student describes changes in the surface of the earth. The student will identify and know the layers of the earth and list them from the outside to the center of the earth. The student will identify and know the depth of each layer in the earth. The student will identify and know the basic composition of each layer. The student will construct a visual model depicting the layers of the earth.
Reading Strategies: (place an x by each one used) Before, During, After _X_ Graphic Organizer __ Anticipation/Prediction _X_ Summarize __ KWL _X_ Paired Reading __ Note-taking __ SQ3R __ QAR __ Skimming _X_ Scanning Headings/Subheadings/Captions __ Inference __ Preview __ Teacher Modeling
_X_ Projector _X_ Overhead _X_ Interactive Whiteboard __ iPad _X_ Laptop __ Computer Lab __ E-reader __ iPod Touch __ Clickers __ CD __ Cellphone __ Calculator __ Television
EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ Repetition __ Critical Reading _X_ Vocabulary Review __ Other ______________________________ __ __ __ __ __ __ __ __ __ __ DVD Radio PC - Educational Game(s) Digital Camera Scanner Copier Tape Recorder Microscope Watches Other _______________________________
38
Websites: http://www.youtube.com/watch?v=Q9j1xGaxYzY (Layers of the Earth by Rhythm, Rhyme, and Results.) http://www.sciencemonster.com/earthscience/layers-of-the-earth.html (There is an interactive quiz after reading the information. The volcano will erupt if all 10 of the questions are answered correctly.) http://www.universetoday.com/15020/how-fardown-is-the-center-of-the-earth/ http://www.universetoday.com/26663/layers-ofthe-earth/ http://www.universetoday.com/26700/core-ofthe-earth/ http://www.universetoday.com/26710/earthsinner-core/ http://www.universetoday.com/26713/earthsouter-core/ http://www.universetoday.com/26717/earthsmantle/ http://www.universetoday.com/26795/earthsinterior/
39
Community Resource(s): (place an x by each one used) _X_ Public Library The Magic School Bus: Inside the Earth Joanna Cole & Bruce Degen Exploring Our World: The Earth Terry Jennings A True Book: Earth Larry Dane Brimner __ __ __ __ __ __ Local College Guest Speaker Field Trip Outside Organization Local Business Other _______________________________________
_X_ KWL __ Turn & Talk __ Yes/No Cards __ SA/A/D/SD __ Squaring Off _X_ Graffiti Wall __ Other _________________
_X_ Peer Assessment _X_ Self-Assessment __ Goal Setting _X_ Observations _X_ Questioning Strategies _X_ Student Record Keeping __ Flashcards __ Pop Quizzes _X_ Oral Q & A __ Other _________________
Science Inquiry Guiding Questions: List at least five guiding questions that you will use for this lesson. Engage: What are the layers of the Earth? Explore: How is the apple like the layers of the Earth? Explain: What is the deepest layer of the Earth anyone has ever gotten to? Elaborate: Why cant we dig to other layers?
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Evaluate: Does the student understand the basic composition of our earth?
40
Multiple Intelligences: (place an x by each area included in your lesson plan) _X_ Spatial (ability to visualize) _X_ Linguistic (words spoken/written) _X_ Logical-Mathematical _X_ Kinesthetic (movement) _X_ Interpersonal (interaction w/ others) __ Intrapersonal (self-reflective ability) __ Naturalist (having to do with nature)
Benjamin Bloom
Howard Gardner
Safety Precautions Remind students to use care with scissors. No horseplay, especially around other students.
5-E Model Provide specific plans for each of the areas below. Ensure that you include all of the marked items above into this portion of the lesson plan. Engage: How will you probe prior (s) knowledge and help (s) generate questions for investigation? Explore: How will you provide the opportunity for (s) to gather, organize, interpret, Showing students a globe, ask them what they think is inside the Earth. Have students come up to the SmartBoard and list their ideas. (Graffiti Wall) Discuss students ideas and then ask students if they know that the Earth is made up of layers. Thumbs up if you can name a layer of the Earth. (There is a crust, a mantle, an outer core, and an inner core.) Tell the students that there are four layers of the Earth and that we are going to learn about them and construct a visual model. What are the layers of the earth? Let students get into groups of 4. (Count off 1, 2, 3, 4. The 1s are in 1 group, the 2s are in another group, and so on.) The groups will be given an apple that will be cut into quarters (fourths). The students will examine the apple to see how its like the earths layers. The teacher will have a power point presentation on the projector to let students compare their apple to. (See photo and
EARTH AND SPACE SCIENCE UNIT LESSON PLANS analyze, and evaluate data?
41
presentation attached.)How is the apple like the layers of the earth? (The peel is the crust, the next layer is the mantle, the next layer is the outer core, and the inside of the apple is the core. Students can tell by the lines in the apple. See attached photo.) The teacher will read The Magic School Bus: Inside the Earth by Joanna Cole to the students. This explains the layers of the earth and the composition of each. As the teacher reads, the students will take notes on the information. The teacher will stop to discuss information with students. Discuss with the students what Ms. Frizzles students thought was inside the Earth compared to what they (the class) thought was inside the earth. The students will then have other books available in which they can use paired reading, scan the headings/subheadings/captions, or use the index of these books. (The books are listed above.) They will then have time to also visit the website listed above. The students will create a visual model of the Earths layers, paying attention to the ratio to the consistency of the layers in true life. They must label each layer and its depth. Construction paper, scissors, glue, tape, markers, crayons, colored pencils, and Play-Doh will be available. If the students use Play-Doh, they can use toothpicks with flags on them to label their Earths layers and depth. Play Layers of the Earth by Rhythm, Rhyme, and Results while students work. Each student in each group will make a graphic organizer (GO). (A Spider GO may be best.) If students cannot decide on their own, popsicle sticks can be drawn. One student must do their GO over the crust, another over the mantle, and so on. The students must fill in the information for their particular layer, such as what the layer consists of, the temperature, if its between other layers, etc. After each student finishes their own GO, they must collaborate to make a single GO over the entire earths layers. The groups will them come up to present their findings. Post their GO on the board so that after each group has presented, we can compare/contrast their findings. (Make sure that the differences arent from mistakes.) Ask students, What layer do we live on? Why cant we dig down to other layers? What is the inner core/outer core/mantle made of? What is the deepest layer of the earth anyone has gotten to? What evidence are you building your answers on? Have students present their answers. Discuss the answers with the class.
Explain: How will you set the stage so that (s) can clarify their understanding, reach conclusions, and communicate their knowledge?
Does the student understand the basic composition of our earth? (crust, mantle, outer core, inner core) Can the students explain what each layer of the earth is made up of? Do students know the depth of each layer of the earth? How did students work together as a group? If the student participated, they get a star. If the student did not participate, they get a circle with a line through it. Graphic Organizer:
EARTH AND SPACE SCIENCE UNIT LESSON PLANS If students collaborated in making the GO, they get a star. If students did not collaborate in making the GO, they get a circle with a line through it.
42
Were students able to produce a model of the earth? If students produced a model of the earth with the information filled in, they get a star. If students produced a model of the earth with no information filled in, they get a checkmark. If students did not produce a model of the earth, they get a circle with a line through it.
Students w/ Exceptionalities Describe one specific way that you will adapt your lesson to meet the needs of the following: Emotional/Behavior Disorder Allow students more time to work on their GO, read for information in the books, and to create their layers of the Earth. Have this student work in a group with students that are more self-sufficient and patient. ADD/ADHD Allow students more time to work on the GO, read for information in the books provided, and to create their layers of the Earth. Place this student into a group with self sufficient students that will be patient and helpful. If this student seems to squirm or become impatient during the teacher read aloud of The Magic School Bus: Inside the Earth; perhaps allow these students to play with the Play-Doh at their desk to keep their hands busy. ESL/ELL This lesson is very hands-on and visual. Place this student within a group with self-sufficient students that are patient and will help guide this student along. Again, allow this student more time to read for information in the books provided and to work on the website. They can also have more time to work on their recreation of the layers of the Earth, although they may not need to. I would work more closely in guiding this student if needed.
43
How is the apple like the layers of the earth?
Construction paper model of the Earth
EARTH AND SPACE SCIENCE UNIT LESSON PLANS Name_________________________________ Date_______________________________
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What on Earth?
1. Which photo shows a force involved in producing changes in the earths surface?
2. List the materials in soil.
45
3. What is a geologist and what do they do?
4. Label the layers of the earth and the depth of each layer.
5. What is the deepest layer of the earth anyone has ever gotten to and why?
6. What was your favorite lesson in this unit? Why did you enjoy it so much?
46

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EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Name: Amy Campbell Date:18March2012

Elementary Science Lesson Plan

Technology Integration: (place an x by each one used)

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS __ Other _________________

Safety Precautions There is no real safety precautions needed.

EARTH AND SPACE SCIENCE UNIT LESSON PLANS 5-E Model

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Student Work Mat

Prediction I predict that it will expand__________________________________________________________________.

Observation Data I heard beans dropping into the vials.

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Photo before water was added.

The bottom of the bottle blew out!

Elementary Science Lesson Plan

Technology Integration: (place an x by each one used)

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching

Summative Assessment: (given periodically/used to determine what students know

EARTH AND SPACE SCIENCE UNIT LESSON PLANS and learning)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Student Work Mat

Science Question What is in soil_______________________________________________________________?

Prediction I predict tiny rocks, pieces of grass, and oxygen is in soil_________________________________________________________________.

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

A closer look at the soil.

Organic matter at the top.

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Elementary Science Lesson Plan

Technology Integration: (place an x by each one used)

Websites: http://kids.earth.nasa.gov/archive/career/geologist.html http://www.sciencelearn.org.nz/Contexts/Volcanoes/NZResearch/Reading-rock-core-samples (how its done)

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS 5-E Model

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Student Work Mat

Observation Data I heard nothing.

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Core Side Sample 1

Core Side Sample 2

Core Top/Bottom Sample 1

Core Top/Bottom Sample 2

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Elementary Science Lesson Plan

Technology Integration: (place an x by each one used)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

How is the apple like the layers of the earth?

Construction paper model of the Earth

Elementary Science Lesson Plan

Technology Integration: (place an x by each one used)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

Pre-Assessment: (used to determine prior knowledge/baseline data)

Formative Assessment: (part of instructional process/used to adjust teaching and learning)

EARTH AND SPACE SCIENCE UNIT LESSON PLANS

EARTH AND SPACE SCIENCE UNIT LESSON PLANS Other _______________

EARTH AND SPACE SCIENCE UNIT LESSON PLANS Name___ Date_