Unit Lesson Plan

3rd & 4th Grade Earth Science

EDEL 350, Fall 2015
Kaitlyn Adkins, Charelle Brown, Janet Jenkins, Amanda Tribolet

Lesson #1

Name: Kaitlyn Adkins

EDEL 350 Section: 3

Due Date: 10/16/15

Teach Date: 10/26/15

Practicum Teacher: Miss Pickett

Grade Level: 3rd & 4th

Lesson Topic: Minerals

Writing

Subject: Science,

Email: knadkins@bsu.edu
minutes

Whole Group (3rd): 45

Phone: (765) 212-1112

IN State Standard(s) and State Indicators(s):
Standard 2: Earth Science
Core Standard: Observe, describe and identify rocks and minerals by their
specific properties.
3.2.2 Observe the detailed characteristics of rocks and minerals. Identify
rocks as being composed of different combinations of minerals.
3.2.3 Classify and identify minerals by their physical properties of hardness,
color, luster and streak.
Lesson Objective(s):
Students will identify that minerals form together to make rocks
Students will record observations of different minerals
Students will predict which minerals make up certain household items
Students will classify minerals into categories based on physical properties

Materials/Media
Powerpoint containing various pictures of rocks
Powerpoint containing items composed of minerals
Physical properties poster board
Cut outs of various minerals
Physical pictures of household items composed of minerals
Various minerals
Magnifying glasses
Pennies

Streak pads
Graphic Organizer
Motivation:
The teacher will display pictures of various objects on a powerpoint. These
objects will consist of items such as flowers, tables, roads, and other
nonliving objects. To introduce classifying items by their physical properties
the teacher will have students write down individually any physical
properties they observe from each object. The teacher will encourage
students to pay close attention to properties such as colors, shape, how do
you think this object would feel, etc. The teacher will ask students to
volunteer and share some physical properties they observed, while the
teacher makes a list on the board.
Rationale for the lesson:
Boys and girls today we are going to be learning about minerals and their
physical properties. By the end of this lesson you will be able to classify
minerals by their physical properties such as hardness, color, luster, and
streak.
Teach:
The teacher will show the importance of minerals by first showing a
powerpoint containing various pictures of rocks. The teacher will explain that
minerals are the building blocks of rocks and that there can be many
different minerals in one rock. The teacher will show granite as an example
of a rock being composed of different minerals such as feldspar and quartz.
The teacher will explain that minerals are all around us and makeup a lot of
materials we use in everyday life. Examples will be shown such as
toothpaste, various foods, etc. These minerals are all solids and naturally
made.
The teacher will use the pre made physical properties chart to describe the
main physical properties minerals can be classified into. These physical
properties are hardness, color, luster, and streak. The poster board will
describe each physical property.
Hardness: How hard or soft a mineral is, can the surface of the mineral be
scratched easily or does it call for force? When determining hardness we use
the Mohs Scale of Hardness. (this scale will be displayed on the board) The

scale is a list of minerals going from softest (No.1) to hardest (No.10), we use
this scale to determine the hardness of other minerals.
Color: What color the mineral is and what shade of that color. For example
light pink
Luster: The way a minerals surface looks when light is reflected off of it. Is
the mineral shiny when we put it in the light?
Streak: The color of a mineral when it is crushed into a powder. We can
scratch certain minerals onto a hard surface to determine the streak. If the
mineral leaves a mark it has a streak.
Break:Does the mineral have any sharp edges or breaks?
Check for Understanding:
The teacher will be able to check for understanding by using the thumbs
up check: Throughout the guided instruction the teacher will stop throughout
to ask the students to give a thumbs up, down, or sideways if they
understood the information being presented to them. Throughout instruction
I will ask various questions such as Give one example of a physical
property. According to Mohs scale of hardness would a mineral with a 1 be
hard or soft?
Activities:
Students will predict which minerals make up certain household items
such as toothpaste, carpet, glass, sunscreen, toilet, and batteries. Pictures of
these items will be displayed on the whiteboard. Each group of students will
have a set of minerals that are labeled (every group has the same minerals).
Groups will work together to predict which minerals make up which
household item. They will display predictions by taping their selected
minerals under the selected household item. The class will come back
together to discuss and reveal how accurate their predictions were.
Students will work in groups of three of four in classifying minerals based
on the physical properties we discussed. Break, streak, color, luster,
hardness. They will have a handout to use for each mineral where they will
draw and color the mineral and explain what they have observed and tested
for each mineral. They will have tools such as magnifying glasses, pennies,
and streak plates. The students will have minerals which are labeled as well
as mystery minerals.
Evaluation of Student Learning:

The teacher will observe the mineral classification activity. The observation
sheets will be collected and check to see if the majority of the students
understand how to identify by physical.
Review:
The teacher will wrap up by asking students to share key points about the
lesson. The teacher will ask for examples of physical properties. The teacher
will go on to explain that the next lesson we will be exploring rocks and the
rock cycle.
Annotated Bibliography:
Informational
Website: kidsloverocks.com Properties of Minerals. Retrieved from
http://www.kidsloverocks.com/html/physical_properties_of_mineral.html
This website was used for finding the physical properties of
minerals and
how minerals can be identified. The website
describes each physical
property in detail.
Website: mineralogy4kids.org Minerals in your house. Retrieved from
http://www.mineralogy4kids.org/minerals-your-house
This website was used for ideas on which household items in
your house
contain minerals. The website also includes
pictures and which minerals
are in what household items.
Instructional
Website: education.com Identifying Rocks and Minerals for Kids.
Retrieved from
http://www.education.com/science-fair/article/what-tests-can-useidentify- minerals/
This website was used in gaining ideas on how to use physical
properties
to classify minerals.

Other Resources:
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/378/Rocks
%20and%20Minerals.pdf
Graphic Organizer

teacherspayteachers.com

Lesson #2
Rocks and the Rock Cycle-Lesson 2
Janet Jenkins
Lesson #2
Teacher: Miss Pickett
Grade: 3rd and 4th
Course: EDEL 350

Due Date: 10/16/2015

Teach Date: 10/28/2015

IN Standards and Indicator:

3.2.1 Examine the physical properties of rock samples and sort them into
categories based on size using simple tools such as sieves.
3.2.2 Observe the detailed characteristics of rocks and minerals. Identify
rocks as being composed of different combinations of minerals.
Lesson Objective:
Students will categorize rocks by examining characteristic properties into
three different types of rock.
Students will record data by observing rocks during the rock cycle.

Materials/Media:
Geode
Hammer
Sock
Thinglink: https://www.thinglink.com/scene/711334024819245058
PollEverwhere App on each Ipad
Samples of rocks from each type: igneous, sedimentary, and metamorphic
Crayon Rock Cycle

Heavy duty foil (already cut)

Crayon shavings (2 crayons per group)
Journals for each student
Packets for each group of a cooled heated crayon rock
Index cards for exit slip
Motivation: Teacher will start by reviewing minerals and how that more than
one mineral makes up a rock. Teacher will then show the students a geode
and explain that this is a hollow rock and may or may not have crystals in
the inside. Teacher will ask students to think about how a rock might be
hollow inside. If students dont know the teacher will explain how if a rock
was very hot, such as volcanic rock, the rock may bubble and then harden
which could cause a hollow. Why would a rock have crystals inside? The
bubble rock could have come in contact with mineral-rich water, which
deposited crystals with in the rock. Teacher will then ask students to not do
this activity on their own. Always ask for help. Teacher will demonstrate
breaking a geode. Students and teacher will observe the inside of the
geode.
Rationale: The teacher will state that rocks are an important Earth natural
resource. The teacher will explain that geologists study characteristics of
rocks and how they affect the Earth.

Teach:
Teacher will teach with the interactive picture on Thinglink:
https://www.thinglink.com/scene/711334024819245058

The teacher will explain how different types and sizes of rocks can be sorted
and classified into different groups.
Color, texture, type, size, and weight
Rulers, scales, and sieves may be used to help sort rocks
Teacher will then go into the three types of rock. Students will have a study
guide for each type of rock.

 Teacher will explain that all rocks are either igneous, sedimentary, and
metamorphic
Igneous Rock- together we will read the worksheet about igneous and
complete the study guide together
Sedimentary Rock-together we will read the worksheet about sedimentary
and complete the study guide together
Metamorphic Rock-together we will read the worksheet about metamorphic
and complete the study guide together
Teacher will show examples of each type of rock
Teacher will then show the video: http://bit.ly/qFf5Sq about the rock cycle.
After showing the video the teacher will ask if students can follow a different
type of rock in the rock cycle. Group discussion will occur.
Students will then complete the last page of the study guide to complete the
rock cycle.

Check for Understanding:

Teacher will have students get one iPad for each group. Students will go to
the Poll Everywhere app and will log in with the information the teacher
gives.
Students will be able to click on answers for poll questions and the teacher
will be able to see right away the percentage of groups answered correctly.
Students will work together and with the teacher to understand the correct
answer.

Activities:
Crayon Rock Cycle
Teacher will explain the importance of safety rules before starting the lab.
Teacher will have a poster and explain each rule.
Each group of 4 will have an assigned job (the teacher will assign).
Packer, squisher, heater, runner

 Ask for each runner to come to the front and give the runner a double-thick
piece of aluminum foil, and distribute about 2 crayons worth of shavings.
Have the packer arrange the shavings on one side of the foil (half of the foil).
All students should observe what they see in their journal. Explain that this
represents sediment, like the tiny pieces of rock we see on a beach or
riverbed.
The packer should carefully fold and seal the packet.
The squisher should take the packet and step on it a couple of times. This is
to see what happens to our sediment if a little pressure is put on it. This is to
show that our tiny sediment can for a crayon-rock.
The packer then should carefully unwrap the packet and all members of the
group write their observations. What is the same? What is different? The
packer should rewrap the packet.
The squisher should step on the packet again to make more pressure to see
what happens to the sedimentary crayon-rock. The packer unwraps the
package, and all observe. Did the crayon-rock change? The packer should
rewrap the packet.
The heater then must take the packet and bring it to the teacher. The
teacher will hand the students a packet that has already been heated and
cooled. The heater will take the package back to the group and will unwrap
the packet. This shows that once the sediments have been heated up, they
may not be the same as they were when we started with sediment.
Assessment/Evaluation of Student Learning:
Exit Slip on an index card
Ask students to pick a type of rock (igneous, sedimentary, or metamorphic)
and draw the cycle of that rock into a different type of rock. Students may
draw or map the cycle. Make sure to include types of changes the rock will
endure.
Needs help
Basic Knowledge Mastery
The rock cycle of Student shows
Student shows
Student shows
a particular rock no evidence of
some evidence
evidence of
being able to
of understanding complete
explain a cycle. how a rock
understanding of
No changes were changes into a
the rock cycle.
explained.
different rock
Student shows
type. At least
more than one
one type of
type of change.
change was
noted.

Review:
Teacher will summarize by explaining that rocks are made up of one or more
minerals. Rocks can be categorized into three types, igneous, sedimentary,
and metamorphic. Ask students to briefly explain how each is made and an
example. Ask students what type of rock the Indiana State Capitol is made
up of. Give students the example of a sedimentary rock and ask how in the
rock cycle would this rock change and what type of rock would it become.
Go back to the geode and ask students what type of rock would this be
classified as and why. Explain that the geode would be considered a
metamorphic rock, which has cooled to become an igneous rock.
Resources:
Annotated Bibliography:
Buckley, M., Miller, Z., Padilla, M., Thornton, K., & Wysession, M. (2012).
Indiana Interactive Science 3. Upper Saddle River, NJ: Pearson
Education.

This is a third grade science textbook. I chose this book for

science content, which correlates directly with Indiana third grade
science standards of 2010.

Delmar, A. (2012). Minerals and Rocks. Glenview, Il: Pearson Education,

Inc.

This is a student reference book. The book shows a lot of pictures

of rocks and minerals and gives examples of the three types of
rocks: igneous, sedimentary, and metamorphic.

Mazur, M. (2015). Rocks and Minerals. Retrieved 2015, from

www.learninglabresources.com:

https://www.teacherspayteachers.com/Product/Rocks-and-Minerals439294
This is a rock unit lesson I purchased from www.teacherspayteachers.com.
This packet includes, worksheets, posters, and task cards.

Other Resources:
Video: http://bit.ly/qFf5Sq
Activity: https://www.teacherspayteachers.com/Product/Using-Crayons-toTeach-about-the-Rock-Cycle-A-Guided-Inquiry-Activity-336462

Lesson #3
Name: Amanda Tribolet
Date: October 12, 2015
2015
Practicum Teacher: Ms. Pickett
Lesson Topic: Fossils

Edel 350: Section: 3

Teach Date: November 2,
Grade Level: 3rd/4th
Subject: Earth science

IN Standards and Indicator:

3.2.4 Identify fossils and describe how they provide evidence about the
plants and animals that lived long ago and the nature of their environment at
that time.
Lesson Objective(s):
The students will explain in their own words what a fossil is.
The students will be able to retell how fossils form.
Materials/Media:
Clay/play-doh for each student
Miscellaneous items
o Buttons, shells, insect toys, small animal figurines
FOSSIL acronym poster
Informational texts
Laptop
Pictures of the process of fossil formation

Paper for each child

Markers/colored pencils
Pencils
Manila envelope
(Inside envelope) Crumpled up note from a paleontologist
(Inside envelope) Picture of a fossil
Power point of different kinds of fossils

Motivation:
The teacher will ask the children to sit at the front of the room. An
envelope will be introduced to the class. The teacher will emphasize that this
note and picture inside was found a long time ago in the back of an old
teachers desk. Theyll inform the class that the note is old and they should
listen to what it says, as it correlates with the picture. The teacher will ask
the students to pass around the picture, but to be careful, because its so
old. After reading the note and giving everyone a chance to look at the
picture, the teacher will ask the students if they know what theyre learning
about today. The teacher will then reveal the lesson topic: fossils.
Rationale:
Yesterday, we learned about the rock cycle and the different kinds of
rocks there are on earth. Today, our topic is fossils. Were going to learn
about what they are and how theyre formed. Well also talk about how these
fossils tell a story and do a few activities involving fossils.
Teach:
The teacher will provide informational texts about fossils and have the
class read them in small groups (table groups).
The content read about will be discussed in a full group. The excerpt will
talk about How Rocks Tell a Story-what fossils are and how scientists use
them. The content read will be reviewed in a Power point.
The fossil passage also talks about How a Fossil Forms and the Geologic
Time Scale-Earths history in periods of time.
The next part of the Power point will contain various fossils, and the class
will be asked what animal it could be of, and why they think that.
A pre-made poster with the acronym FOSSIL will be presented, with each
letter standing for a fact about fossils. This poster will help further
understanding about fossils.

Poster:
Checking for Understanding:
The teacher will check for understanding through monitoring and
observing the class as they read the passage and discuss in groups what
they think the pictures of fossils could have been. Some questions the
teacher could ask would be, What did you learn from the passage? What
kind of rock do fossils form in? How can scientists use fossils?
Activities:
Each student will be given a little jar of play-doh, as well as individual bags
of miscellaneous items. They will be given some time to create their own
fossils by using the items. After experimenting, they will choose 1 item to try
and trick their group mates. Theyll have to figure out what item makes what
indentation.
The teacher and helpers will hand out papers to each of the students. They
will write a short story about a fossil of animal tracks or object of their
choosing. Theyll write about the animal that made the tracks, where they
live and what they possibly could have eaten. The pages will be put together
as a class book.
Assessment/Evaluation of Student Learning:
The teacher will collect the fossil story pages and see if the students can
recall what can be learned from fossils. They will also evaluate learning
through observation and asking questions in the check for understanding
section and in the review. The rubric is provided.
Needs Help
Student is able
to explain what
a fossil is.
Student can
name what a
person who
studies fossils
are.
Student can

Fair

Excellent

retell in their
own words how
fossils form.
Students can tell
in their own
words how
fossils are
important to
society today.

Review:
This review will be connected back to the old letter and picture from the
motivation. The teacher will ask the students various questions involving
what the letter said and what was in the picture. These questions include,
So what was the person in the picture talking about? What is a person who
studies fossils called? What creature do you believe formed this fossil in the
picture? Why? Why are fossils so important to us today? A closing will be
said, Today, we talked about fossils and how theyre formed and how they
tell us about the earth. Tomorrow, well learn about weathering and
breakage.
Resources:
1. Buckley. (2005). What Can We Learn From Fossils? In Indiana
Interactive Science Grade 3 (pp. 192-195). Upper Saddle River, New
Jersey: Pearson Education
a. This source comes from a third grade textbook. It lists the clay fossil
activity that the students will engage in. It also provides some terminology
about fossils that will be shared with the students.
2. Delmar, A. (n.d.). How Rocks Tell a Story. In Minerals and Rocks
(pp. 9-11). Glenview, Illinois: Pearson: Scott Foresman Science.
a. This source will be used when the students read informational text about
fossils. They will read in their table groups and then come together as a class
to discuss what fossils are and more content about them.

3. Google Images. (n.d.). Retrieved October 16, 2015, from

https://www.google.com/imghp?hl=en&tab=wi&ei=_usgVrFLMHTetW-gcgG&ved=0CBUQqi4oAQ
a. This website will be used to search for different kind of fossils to show to
the class. This will also be used for finding the fossil that will be used in the
manila folder for the motivation.

Lesson #4
Name: Kaitlyn Adkins

EDEL 350 Section: 3

Due Date: 10/16/15

Teach Date: 11/04/15

Practicum Teacher: Mrs. Pickett

Grade Level: 3rd & 4th

Lesson Topic: Weathering/Breakage

Writing
Email: knadkins@bsu.edu
minutess

Subject: Science,

Whole Group (4th): 45

Phone: (765) 212-1112

IN State Standard(s) and State Indicators(s):
4.2.1 Demonstrate and describe how smaller rocks come from the breakage
and weathering of larger rocks in a process that occurs over a long period of
time.
Lesson Objective(s):
Students will perform experiments showing the process of weathering
Students will analyze the process of weathering over a long period of time
Students will identify smaller rocks form from breakage
Materials/Media:
Temporary Tattoo
Powerpoint
Pie tins
Sugar cubes
Eye droppers
Plastic cups
Motivation:
Prior to coming into the classroom for the day the teacher will apply a
temporary tattoo on her arm. To introduce weathering the teacher will wipe
away at the tattoo with her hand. The teacher will ask questions such as
What is happening to the tattoo as I move my hand back and forth, is it
getting smaller? The teacher will point out that the parts of the tattoo are
still visible on her arm, they have just been taken away from the whole
picture.
Rationale for the lesson:
Boys and girls today we are going to learn how smaller rocks come from
larger rocks. By the end of the lesson you will be able to identify how
weathering and breakage form these smaller rocks.
Teach:
The teacher will show a powerpoint of different landforms that have been
affected by weathering and breakage

The teacher will show a powerpoint containing information on the process of

weathering and breakage.
Weathering is the process where rocks are being worn down or broken into
smaller pieces.
Weathering can be caused by wind, water, plants. Water freezing and
thawing has the greatest impact on breaking down rocks.
Forming smaller pieces of rocks happens over a long period of time
These smaller pieces of rock do not get moved to a new location, but instead
break down while remaining next to one another
Rocks can be broken down so much that they become dirt
The students will be shown various images of things that could cause
weathering such as wind, water, etc.
Check for Understanding:
Throughout the guided instruction the teacher will stop throughout to ask
the students to give a thumbs up, down, or sideways if they understood the
information being presented to them. The teacher will ask questions such as
can a rock be weathered down into a smaller rock by wind? Does the rock
simply move or go away forever?
Activities: Sugar Cube Experiment
The students will work in groups of two or three sharing materials.
Each group will be given a pie tin, sugar cubes, an eye dropper, and a cup of
water. (the students will be given instructions to be very careful with the
water and to not put anything in their eyes or mouth)
Before beginning the experiment groups will be asked to predict what will
happen to the sugar cubes once we repeatedly drop the water on them. The
groups will take turns stating their predictions.
Once predictions have been made students will be instructed to take turns
dropping the water from the eye dropper directly onto the sugar cube.
The students will individually record what they see happening to the sugar
cubes.
The teacher will draw the students back in for whole group discussion of the
experiment
The teacher will explain that the water is breaking the sugar crystals down,
but they still remain in the pan. The same way water breaks down rocks into
smaller pieces.
Evaluation of Student Learning: Exit Slip

Students will complete an exit slip based of the information learned today,
they may refer back to their record sheet from the sugar cube experiment for
guidance.
The Exit Slip will ask for students to:
explain in 2 or more sentences what they have learned
Answer exit question: Give one example of how weathering can occur.
Any questions for the teacher?
Review:
The teacher will refer back to the lesson objectives stating that weathering
causes rocks to break into smaller pieces, this is why there are so many
various sizes of rocks. The teacher will state that this process occurs over a
long period of time. The teacher once again asks for a thumbs up or thumbs
down about these concepts.

Annotated Bibliography:
Instructional:
Website: alex.state.al.us Showing the Difference Between Weathering
and
Erosion. Retrieved from:
http://alex.state.al.us/lesson_view.php?id=24102
I used this lesson plan to get ideas for the sugar cube
experiment to show
weathering.
Informational:
Website: onegeology.org Weathering and Erosion. Retrieved from:
http://www.onegeology.org/extra/kids/earthprocesses/weathering.html
This website was used to give information on the process of
weathering
and what can cause weathering.
Website: kidsgeo.com Weathering and Erosion. Retrieved from:
http://www.kidsgeo.com/geology-for-kids/0060-weathering.php
This website was used to explain how weathering causes rocks
to break
into smaller pieces. This website also explains the
difference between
weathering and erosion which students
sometimes get confused with one
another.

Lesson #5
Name: Charelle Brown
Date: October 16, 2015
2015
Practicum Teacher: Miss Pickett
Lesson Topic: Erosion and Deposition

Edel 350: Section: 3

Teach Date: November 9,
Grade Level: 3rd & 4th
Subject: Earth science

Section I: Pre-planning Tasks

State Standard:
4.2.2 Describe how wind, water and glacial ice shape and reshape earths land surface by
eroding rock and soil in some areas and depositing them in other areas in a process that occurs
over a long period of time.
Objective(s):
Students will define erosion and deposition.
Students will identify how wind, water, and glacial ice affect the earths land surface through
erosion and deposition.
Materials: computer; powerpoint; document camera; exit slip; sand; plastic container or pan;
cup of water; plate (optional for wind erosion demonstration); note-taking worksheets; example
of deposition mnemonic on the proper page;
Section II: Lesson Opening
Motivation: I will introduce a scenario to students that will require them to apply the ideas of
erosion to a real-life situation.
Scenario: (show a picture of me or someone on the beach and also of a coastline of Lake
Michigan so the scenario may be clear) I am considering getting a house built on the shore of
Lake Michigan near in my hometown because I love the view and the breeze it gives off, but I
want the house to last in my family for generations and generations or many, many years. I want
to do it but am not sure it would be worth my investment. Is this a wise choice for me, would you
say?
Students will complete the Pre- Lesson part of the exit slip, giving me some initial advice on
whether or not building here would be a wise decision and why or why not. Students should
format this in the form of a small letter. We will come back to the Exit Slip at the end of the
lesson so that students may revise or stick with the advice they initially gave me, given the new
information they gained throughout the presentation.

Connection to Prior Knowledge: Previously, you all talked about one of the processes that
changes the land over many years that included breaking up rocks and other larger pieces into
smaller parts called sediment. Does anyone remember what that process was called?
(Weathering) Thank you. Today we are going to build off of that and talk about two more
processes that take hundreds of years to shape the landscape. These two processes are called
erosion and deposition. So here are our objectives for the lesson today (present the
lessons objectives to the students on power point).

Explain to students how their note sheets will work throughout the lesson.
As we go throughout the powerpoint, I want students to jot down things they think are important,
especially considering our objectives. After each new topic, I will give them time to create a
picture, diagram, or other helpful mnemonic, according to the instructions I will give them, to
help them remember the important things from that section. They will put their representation in
the box provided, and the topics will be located at the top of the appropriate sections.
Rationale: Students learn about erosion and deposition to better understand the world around
them. As students encounter the landscapes and forms we discuss in the lesson, they may also
recall how these forms came to be and better understand the environments they encounter or in
which they live.
Section III: Lesson Body

** Demonstration! **
Before giving an official definition of erosion and deposition, I will take students through a
demonstration of the two processes. Using the document camera for projection, I will pack down
wet sand in a plastic container, representing a beach or rock. Next, I will pour water over the
sand so that it flows to the other half of the container, slowly at first and then with more force.
Next, I will ask students questions about what they noticed. The goal is for them to notice that
the water picked up and carried some sand with it as it flowed, exemplifying erosion, and that
when I poured it more forcefully, it could hold more sediment. After pouring the water, I will then
create waves in the water that will crash against the sand, eroding it.
Questions to ask:
How did the water affect the sand?
What do you notice about the water now? Why does it have sand in it?
Contrast the slow trickle from the fast pour.
If time permits, use dry sand and blow it gently to show wind erosion.
A.

New Information: Erosion and Deposition (powerpoint slide)

** Does anyone want to give defining erosion and deposition a shot?

1. Erosion is the process that can come after weathering. While weathering breaks larger pieces
into smaller ones, erosion describes the process of wearing the land down. This can happen by
carrying or moving these broken away pieces (use picture to explain)

a.
2.
a.
b.
c.

We will go into much more detail about each one of these, but erosion can take place through
water, ice (glaciers), and wind (plus other mediums)
Deposition is the process by which these sediments that have been carried are deposited
See if anyone is familiar with a deposit (maybe from hearing parents talk about it from bank or
something)
Deposit means to put, place, or set something down. Therefore, deposit is when the things like
water, wind, and ice put the sediments down that they carried through erosion.
Water example: Erosion is when water comes by and carries pieces of rock away. Deposition
would be when it places the rocks somewhere else. In waters case, it can carry a lot of pieces
when it is moving fast (like in our demonstration), but then, as the water starts moving slowly, it
is going to stop carrying certain things. The heavier things are the first to be set down (almost
like the water does not have the energy to carry them anymore. The water is moving so slowly,
like when we run out of energy. It is like the water is too tired to do heavy lifting).

A.
Check for Understanding:
1. Ask if there are any questions.
2. Have students create a picture or come up with a way to help them remember what erosion and
deposition are on the appropriate pages.
a. Show example, if I remember hearing my mom and dad saying they were going to deposit a
check into the bank, I would draw a picture of money being deposited (set in or placed) into the
bank and compare it to sediment being deposited.
b. Give them enough time to at least begin. They will have time to finish up notes at conclusion of
presentation.
c. Walk around and observe students pictures.
B. New Information: Erosion by Water
** Remember, we are just going to talk about some ways water changes the land
1. Water wears down the land and can pick up the broken-off pieces from weathering, carrying
them to new location.
a. Use picture
2. So, as the water moves past the edges, it slowly takes pieces with it (like the sand
demonstration) and changes the way the land looks. River carves deeper and deeper into the
rock.
a. This is the process we learned about with the sand demonstration.
i.
As the water flowed over the sand, it picked up some sand and brought it along with it (sand is
weathered material) and left indents behind (like carving a river path). In some instances, water
would continue to flow through these paths
ii.
The demo also showed how erosion happens on beaches. Waves and storms come and grab
sand from the beach and bring it to different places. It can take it very far away or it can only
move it a little ways away before depositing it
3. More speed, more sediment: Remember we talked about faster water can carrying more
sediment, and heavier pieces being deposited first
4. The end results
5. Next slide: Picture of Grand Canyon and deltas
a. Grand Canyon

i.

Before the river was there, the land used to go all the way to the top. As water began flowing
through, it wore down or eroded the land, carving it
ii.
Point out V-shape of side slopes.
b. Delta pic 1
i.
Less heavy deposited and attached to edge of river over and over again until it became part of
land.
ii.
Keeps growing and growing until we have what you see. Changes how river and land look.
c. Delta pic 2
i.
Shows how this process would look in real life.
B. Check for Understanding:
1. Ask if there are any questions about erosion by water.
2. Have students create a picture or come up with a way to help them remember what erosion and
deposition by water are on the appropriate pages.
3. Give them enough time to at least begin. They will have time to finish up notes at conclusion of
presentation.
4. Walk around and observe students pictures.
C. New Information: Erosion by Ice (Glaciers)
** Remember, these are only some of the ways glaciers affect the land
1. Glaciers actually still exist today in some places, but in other places like American, glaciers just
used to be there long ago and changed the land into what we see today.
a. Can take hundreds and hundreds of years! Some glaciers move a few feet in 1 day, while others
only move a few centimeters in one day.
2. Glaciers form when a lot of snow builds on top of each other without melting and turns to ice.
a. Glaciers move: As they move, they erode or wear down the rock between them, scraping and
breaking off some of the rock from the sides (fall onto glacier) and from the bottom. These
smaller pieces move with the rock.
b. As they move, they also do like the water and carve out pathways (picture). If the glaciers arent
there anymore, we only see the paths they left behind.
c. Notice U-shape of trough!
i.
They also push rocks and sediments in front of them.
3. As glaciers melt, they leave the rocks and sediments they carried behind.
4. The end results
5. Next slide: Pics of U-shaped valley, striations, and moraine (debris that was pushed in front of
glacier)
a. U-shaped valley
i.
Different from V shape we talked about with rivers (perhaps go back to water slides to
accentuate the difference). Some valleys are not that obvious.
b. Glacier pushing sediment forward
i.
The end result could be a formation like the one shown in the picture in front of the glacier,
without the glacier being there anymore.
c. Scrape marks/Striations
i.
From when glacier was moving over this rock and the rocks that it had picked up scraped up
against it (Fun fact!).

1.
2.
3.
4.

1.
a.

2.
3.
a.
i.
b.

C. Check for Understanding:

Ask if there are any questions on glaciers.
Have students draw a picture of the thing they found most interesting about glaciers.
Give them enough time to at least begin. They will have time to finish up notes at conclusion of
presentation.
Walk around and observe students pictures.
D. New Information: Erosion by Wind
Wind erosion is pretty self-explanatory. The wind blows sediments like sand and rock to different
locations.
Sometimes wind can blow sediments away from a place and break down whole mountains until
there is very little left, working with other things like water. Such a processes may take millions
of years!
The end results
Next slide: Sand dunes and wind-eroded mountains.
Sand dunes: mound of sand.
Third largest in China.
Ayers Rock in Australia was eroded by wind over millions of years.

D. Check for Understanding:

1. Ask if students have any questions about erosion by sand.
2. Have students create a picture of what erosion by sand looks like to them.
3. Give them enough time to at least begin. They will have time to finish up notes at conclusion of
presentation.
4. Walk around and observe students pictures.
Activity: Students will play Four Corners. Everyone stands up and I will establish what each
corner of the room represents. They will be as follows: one corner for water, one corner for ice,
one corner for wind, and one corner for erosion and deposition generally. When I give a clue,
which will include questions and pictures, students must decide which one of our topics
corresponds, and gather in the appropriate corner.
Assessment Explanation: To assess students, I will have them fill out an exit slip that I may
collect and use to gauge their understandings. I can see whether or not they apply the concepts
we learned in order to give me advice. Additionally, I can observe students during the Four
Corners game to see if they are confident in their knowledge of the topics.
Section IV: Closing
Review Information: After the game, students will return to their seats and make any additions
or corrections to their notes as we watch a piece of a YouTube video as a summary
(https://www.youtube.com/watch?v=R48zYr-S7v0 from 3:02- 8:00 or so) if time allows.
Finally, students will fill out the Post-Lesson part of their exit slips. I will collect these.
Resources:

All about glaciers. (n.d.). Retrieved October 17, 2015, from https://nsidc.org/cryosphere/glaciers
Bowen, C. (n.d.). Glacial Landforms. Lecture presented in University of Colorado Boulder.
Retrieved from
http://www.colorado.edu/geography/class_homepages/geog_1011_sum08/GlacialLands
capes_Bowen.PDF
Buckley, D., Miller, Z., Padilla, M., & Thornton, K. (2012). Earth's changing surface. In Interactive
science. Upper Saddle River: Pearson Education.
deposit. (n.d.). Dictionary.com Unabridged. Retrieved October 16, 2015, from Dictionary.com
website: http://dictionary.reference.com/browse/deposit
Earth Science for Kids: Erosion. (2015, October 1). Retrieved from
http://www.ducksters.com/science/earth_science/erosion.php
erosion. (2015). In Encyclopdia Britannica. Retrieved from
http://www.britannica.com/science/erosion-geology
Exploring Your World: The Adventure of Geography. (1989, 1993). Washington, D.C.: National
Geographic Society. Acquired from website:
http://education.nationalgeographic.com/encyclopedia/erosion/
Glacial landform. (2015). In Encyclopdia Britannica. Retrieved from
http://school.eb.com/levels/high/article/111018#49766.toc
Glaciation and geological timescales - How glaciers shape the land and what they leave behind.
(n.d.). Retrieved October 16, 2015.
Glaciers online. (2015, January 21). Retrieved from
http://www.swisseduc.ch/glaciers/glossary/index-en.html
Hewitt, P. G., Suchocki, J. A., & Hewitt, L. A. (2011). Conceptual Physical Science, 5th Edition.
[VitalSource Bookshelf version]. Retrieved from
http://online.vitalsource.com/books/9781323118085/id/ch22fig35
Price, K., & Nelson, K. (2014). Planning effective instruction: Diversity responsive methods and
management (5th ed.). Belmont, CA: Wadsworth Cengage.
Running Water- How it Erodes & Deposits kg1159 [YouTube video]. (n.d.). United States of
America: TMW media group, Inc.
Wong, H., & Wong, R. (2009). The first days of school: How to be an effective teacher. Mountain
View, CA: Harry K. Wong Publications.
Links:
o https://www.youtube.com/watch?v=ZNJe6hrdL3M (Demonstration)
o https://www.youtube.com/watch?v=SROTOaENeHs (Glaciers)
o https://www.youtube.com/watch?v=R48zYr-S7v0 (Review video)

Name ________________________________

Erosion

Notes:

Name ________________________________

Deposition

Notes:

Name ________________________________

How Water Changes the Land

Notes:

Name ________________________________

How Ice (Glaciers) Change the Land

Notes:

Name ________________________________

How Wind Changes the Land

Notes:

EXIT SLIP
PRE- LESSON
Should I build my house here? Why or why not?
Dear Miss Brown,

POST- LESSON
Should I build my house here? Why or why not?
Dear Miss Brown,

Define erosion.

Define deposition.

Lesson #6
Name: Amanda Tribolet
Date: October 12, 2015
November 11, 2015
Practicum Teacher: Ms. Pickett
Lesson Topic: Earthquakes
science

Edel 350: Section: 3

Teach Date:
Grade Level: 3rd/4th
Subject: Earth

IN Standards and Indicator:

4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change
the shape of the land.
Lesson Objective(s):
The students will retell how earthquakes shape the earth.
The students will list terms that relate to earthquakes.
The students will describe the damages earthquakes can cause.
Materials/Media:
Informational texts on earthquakes
Video of earthquake
Toothpicks
Marshmallows
6 pre-made Jell-o in pans
Oreos

Slinky
Short crossword about earthquakes
Powerpoint about earthquakes
Fact sheet about earthquakes, including faults

Motivation:
The teacher will motivate the students by showing a video about
earthquakes (https://www.youtube.com/watch?v=1kmMOHPrTsg), but not
telling the students what its about. At the end of the video, the class will try
and guess what the lesson will be about.
Rationale:
Yesterday we talked about erosion and deposition, and how its a slow
natural process that takes a while to occur. Today, were going to learn about
earthquakes. Well focus on what an earthquake is, how it can changes the
earth, and the vocabulary about earthquakes. Well also do some activities
involving plate tectonics and building your own structure to withstand an
earthquake.
Teach:
The teacher will provide informational texts about earthquakes. The texts
come from a textbook that discusses what they are and the terms that relate
to earthquakes. Ex. faults, seismic waves, epicenter. The small groups will
read the texts aloud.
The teacher will go over what was stated in the text to increase
understanding. She will use a Power point to do this.
When discussing seismic waves, the teacher will utilize a slinky with the
help of an aide to describe a seismic wave and to show how a seismic wave
moves during an earthquake.
Content involving the earths plates and plate tectonics will be taught. An
activity will follow this portion of the lesson.
The students will be shown a video about earthquake damage and will
discuss the significance of an earthquakes damage and what to do if one
occurs. An activity will follow.
Checking for Understanding:
Observation and constant monitoring of students will be conducted.
Questions will be asked throughout the lesson to check for student
understanding as well. The questions asked will deal with the content being

taught at that time. Some questions include, What is an epicenter? *Using

the Oreo* Can you show me what a normal fault is? What is the device used
to measure earthquakes? Demonstrate how seismic waves move during an
earthquake. Etc.
Activities:
There is a part of the lesson where we discuss seismic waves. This will be
done using a Slinky. It will be a short demonstration in the lesson involving
the teacher and a student volunteer.
When learning about plate tectonics, the teacher will demonstrate
different types of plate movement with Oreos. She will take off the top cookie
from the Oreo and break it in half. During the part of the lesson when plate
tectonics are discussed, the teacher will demonstrate how the plates move
by using the broken cookie side of the Oreo. There may be time for the
students to practice themselves using their own cookies.
This activity involves each table of students creating a structure made out
of toothpicks and marshmallows. The groups will connect them and make a
structure that will survive an earthquake. The structure will be put on a pan
of Jell-o to test this. The pan will be shaken to test each groups building.
The final activity is a short crossword encompassing everything taught in
this lesson. It includes terminology about earthquakes. The students can
work independently or with a partner. The crosswords will be collected for
assessment.
Assessment/Evaluation of Student Learning:
The teacher will collect the students crossword puzzles after they are
finished. Grading will be done by evaluating them and seeing if their answers
are correct. Each correct answer will receive 1 point. The students will grade
the crosswords. Other evaluation of student learning is through observation
of student discussion.
Review:
The review portion will be going over the answers to the crossword.
The teacher will make it interactive and have the students share their
answers. The children will grade their own tests and wont be allowed to
change their answers. At the end of the lesson, the teacher will wrap up.
Weve had a lot of fun learning about earthquakes. They are fast, natural
occurrences that can change the earths surface tremendously. Tomorrow,
well be talking about another one of earths processes: volcanoes.

Resources:
1. Buckley. (2005). In Indiana Interactive Science Grade 4. Upper
Saddle River, New Jersey: Pearson Education
a. This source provides information about earthquakes to the students. It
will be utilized when the students have to read informational texts about
earthquakes. They will read this section in their table groups, and then the
class will come together to have a group discussion on the content.
2. Online, Setopati. (2015, 24 April). LIVE Footage of earthquake in
Kathmandu. [Video file]. Retrieved from
https://www.youtube.com/watch?v=1kmMOHPrTsg
a. This media is used for the motivation. It shows live video of when an
earthquake actually occurred. The children can see what happens during an
earthquake and the damage they can cause.
Earthquakes for Kids. (n.d.). Retrieved October 16, 2015, from
http://earthquake.usgs.gov/learn/kids/
a. This websites is a fun tool that children can access when the lesson is
complete. It will be used throughout the lesson when teaching students
about specific facts about earthquakes, such as tectonic plates, current news
about earthquakes, etc.
3.

Other resources:
http://www.teacherplanet.com/links/redirect.php?urf=http://
http://easyscienceforkids.com/all-about-earthquakes/

Lesson #7
Volcanoes and Landslides
Janet Jenkins
Lesson #7
Teacher: Ms. Pickett
Grade: 3rd and 4th
Course: EDEL 350
Due Date: 10/16/2015

Teach Date: 11/16/2015

IN Standards and Indicator:

4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change
the shape of the land.
Lesson Objective:
Students will diagram parts of a volcano and understand causes and effects
on the land.
Students will predict how a landslide changes the shape of the land.

Materials/Media:
Toilet volcano
Toilet Volcano Worksheet
Rulers
Toilet paper
Paper cups
Baking Soda (pre-measured)
Vinegar
Red Food Coloring
Plastic tray to place volcano on
Worksheet Check It Out:
https://docs.google.com/document/d/1Tmq_fgQ_cMXYIsNd5JmyNyZr45eP42o
e3W9SRZmpN3E/edit?usp=sharing
PowerPoint:
https://docs.google.com/presentation/d/1ze2jlkkUvEbF8q7r5Nv9gjM70RvuxJ
msHQyYHREq9qM/edit?usp=sharing
Landslide demo
Clear container
Sand
2 paper cups: one with holes in the bottom
Water
4 cubes to represent houses

Motivation: Teacher will use prior knowledge about how earthquakes can
change the land very quickly. Teacher will then state that volcanoes and
landslides can also change the shape of the land quickly and affect the
Earths environment. Teacher will demonstrate a landslide using sand and
water.
1. Make a slope in the plastic tub with the sand.
2. Place gram cubes at the top and bottom of the slope to represent houses.
a. Ask students to predict what might happen when water is poured on top of
the sand.

3. Hold the paper cup with holes over the top of the slope. Pour water from the
other paper cup into the paper cup with holes.
a. Ask students to describe what happened and what they observe.
b. Ask students to predict what might happen if we continued to pour water on
the top of the sand.
c. Ask students if this is a slow or fast process of changing the shape of the
land.
Rationale: Students will understand how a volcano or landslide can suddenly
change the shape of the land and affect the Earths environment.

Teach:
Show video on landslides: http://www.sciencechannel.com/videotopics/earth-science/against-the-elements-caught-in-a-landslide/ Show video
until 2:31
Talk about landslides with a PowerPoint
Show video on volcanoes: http://www.discovery.com/tv-shows/othershows/videos/raging-planet-the-most-active-volcano-on-earth/
Talk about volcanoes with a PowerPoint

Check for Understanding:

Check It Out Worksheet with informational text about a volcano and
landslide. Ask students to draw conclusions from reading, videos, and
PowerPoint to answer the questions. Ask a few students to share answers.
First question will be about the volcano Krakatoa. Students will use cause
and effect to draw an example of how the volcano eruption might have
reduced temperatures.
Second question will be about landslides. Students will draw conclusions of
how a house might be moved by the force of a landslide. The student should
describe where a house started and then end up after the landslide.

Activities:
Groups create a toilet paper volcano. Observe and record data.
Each group will receive a toilet paper roll
Each group will choose from a picture whether they want to build a shield
volcano, stratovolcano, or cinder cone volcano.
Each group works together to build the volcano out of the toilet paper with
the cardboard roll in the middle.
Each group will add color to the volcano.
Each group will measure how tall and how wide the volcano is and each
student will document these measurements.

 Each group will describe the texture and color of the volcano.
Teacher will place paper cup with baking soda in each volcano.
Then the teacher will place magma (vinegar and red coloring) into each
volcano and the students will watch each volcano erupt.
After the eruption, measure the lava flow from the crater of the volcano to
the stopping point.
Students will compare which volcano type had the biggest and smallest
eruptions.
Assessment/Evaluation of Student Learning:
Exit Slip with index cards. Teacher will ask students to write the answer to
question 1 on one side of the index card and question 2 on the other side.
Ask students to write their name on one side.
1. Are landslides and volcanoes a slow or quick process of changing the
shape of the land?
2. Explain a benefit and a consequence of volcanoes or landslides on the
land and environment.
Needs Help
Basic
Mastery
Understanding
Question 1: Are Answers with
N/A
Answers with
landslides and
Slow
Quick
volcanoes a slow
or quick process
of changing the
shape of the
land?
Question 2:
Student does not Student shares
Student shares
Explain a benefit share a benefit
only a benefit or at least one
and a
or a
a consequence. benefit and 1
consequence of consequence.
consequence.
volcanoes or
landslides on the
land and
environment.
Review: Teacher will remind students that just as earthquakes affect the
shape of the land so do volcanoes and landslides. These are quick processes
unlike weathering and erosion, which are considered slow processes.
Volcanoes and landslides also can cause a change in environment.

Resources:
Annotated Bibliography:
Buckley, M., Miller, Z., Padilla, M., Thornton, K., & Wysession, M. (2012).
Indiana Interactive Science 4. Upper Saddle River, NJ: Pearson
Education.

This is a science textbook geared around the Indiana Science

Standards of 2010. This textbook aided my knowledge in
volcanoes and landslides and gave me examples for guiding my
students in higher-level learning.

History.com Staff. (2009). Krakatoa Erupts. Retrieved 2015, from

history.com: http://www.history.com/this-day-in-history/krakatoa-erupts
This website aided myself in creating an item to check for understanding.
The students will create a cause and effect of the Krakatoa volcano on the
climate.
KidsGeo.com. (2015). Landslides. Retrieved 2015, from kidsgeo.com:
http://www.kidsgeo.com/geology-for-kids/0071-landslides.ph
This website aided in knowledge of landslides and for creating an item to
check for understanding. The students will draw a conclusion of how a house
might be affected by a landslide.
Lane, E. (2013). Toilet paper Volcanoes. Retrieved 2015, from
inspiredelementary.com: http://www.inspiredelementary.com/
This website is a teacher blog of several different projects in numerous
subjects. This project is my activity for this lesson.
National Geographic Society. (2015). Volcanoes. Retrieved 2015, from
nationalgeographic.com:
http://environment.nationalgeographic.com/environment/naturaldisasters/volcano-profile/

 This website aided in knowledge of volcanoes. Pictures, text, and videos

helped to summarize the important concepts of this lesson.

Additional Sources:
Teachervision.com:
https://www.teachervision.com/tv/printables/dk/instantexpert/VolcanoP
arts_Worksheet.pdf
http://www.sciencechannel.com/video-topics/earth-science/against-theelements-caught-in-a-landslide/
http://www.discovery.com/tv-shows/other-shows/videos/raging-planet-themost-active-volcano-on-earth/

Lesson #8
Name: Charelle Brown
Edel 350: Section: 3
Date: October 16, 2015
Teach Date: November 18,
2015
Practicum Teacher: Miss Pickett
Grade Level: 3rd & 4th
Lesson Topic: Overview of the Earth Science Unit
Subject: Earth science
Section I: Preplanning Tasks

State Standards:

Observe, describe and identify rocks and minerals by their specific properties. (3.2.1, 3.2.2,
3.2.3, 3.2.4)
Observe, investigate and give examples of ways that the shape of land changes over time. (4.2.1,
4.2.2, 4.2.3)
Objective(s):

Students will create a study guide booklet including information on minerals, rocks, fossils;
processes that take hundreds of years to change the land like weathering and erosion; and
processes that change the land quickly like volcanoes, earthquakes, and landslides.
Students will answer questions in a review game, recalling information from the unit.
Materials: Kaitlyns powerpoint; study guide; chart for cleavage, hardness, luster, and streak;
Oreos; Volcano chart; iPad (for Janet to review interactive website); scotch tape; laptop (to show
my video); Kahoot! review game; Janets volcanoes and landslides powerpoint; motivation
powerpoint; stapler
Section II: Lesson Opening
Motivation: Start off by congratulating students for all the information and knowledge they have
gained throughout the unit, and show them pictures on a powerpoint of all the information we
have gone through, to give them a visual of what they have learned. Have them give their
neighbor a high five, give themselves a pat on the back, or give themselves a round of
applause.
Connection to Prior Knowledge: The pictures in the motivations power point will also work to
draw upon students prior knowledge.
Rationale: This lesson is important because it brings together and solidifies all the students
have learned in the unit, reviewing important parts of each lesson. This also gives the students
an opportunity to practice a beneficial study technique they may use later on in life, creating a
study guide.
Section III: Lesson Body
In order to review the information, the Ball State students will make four stations, one for each of
us. The students will break up into four groups and rotate through each of the stations, filling out
their study guides as they do so. Students can spend a little over five minutes at each station.
Station 1: Minerals
Kaitlyn will review the main points of minerals and their composition, briefly reviewing the
powerpoint and pictures she used. Students will fill out a chart to paste onto the smallest flap of

their study guide booklet to review what the cleavage, hardness, luster, streak of minerals
entails.
Check for Understanding: Observe students filling out the study guide to ensure accuracy.
Station 2: Rocks, Rocks Cycle, Fossils
Janet will review the three different types of rocks with students and relate sedimentary rocks to
fossil formation. She will also go through the rock cycle with students and have them fill out the
second flap labeled Rocks and Fossils, using the interactive website Janet used for her
powerpoint as a resource.
Check for Understanding: Observe students filling out the study guide to ensure accuracy.

Station 3: Processes that change the land over many years

I will review the processes of weathering, erosion, and deposition, along with how water, wind,
and ice are involved in these. In order to do this, I can go through each process and have the
students create 3 pictures to help them remember how water, wind, and ice change the land
through erosion and deposition. If time permits and students need the additional support, I can
also have available the weathering, erosion, and deposition video I used.
https://www.youtube.com/watch?v=R48zYr-S7v0
Check for Understanding: Observe students filling out the study guide to ensure accuracy.

Station 4: Processes that change the land IMMEDIATELY

Amanda will review processes that change land immediately with students, including
earthquakes, volcanoes, and landslides. She will repeat the activity she did in her earthquake
lesson plan that used Oreos to show plate tectonics. Additionally, Amanda can have available
the power point on volcanoes and landslides so that students may label the parts of a volcano in
their booklets. If time permits, they will also review positive and negative effects of these
processes without writing the effects down.
**Note: Students should staple their booklets together after the fourth rotation.
Check for Understanding: Observe students filling out the study guide to ensure accuracy.
Activity: Students will go back to their regular seats, which are divided into six groups. These
will be their teams for the Kahoot! game.

1. Give each of the six teams an iPad and have them come up with a team name. Then, give each
student on the teams a number, going from 1- 4.
a. Number the students in each team from 1-4 ideally, so each team is made up of numbers 1-4.
b. Explain that students will be presented with a question that will be projected onto the board. The
question will come up and 1 student from each team will have a set amount of time to answer. If
the time I give them is 30 seconds for each question, I will allow them to consult their
teammates after half the time has expired. After each team has logged in an answer, the correct
answer will be revealed and the teams will be awarded points for correct answers. The site
displays the rankings of teams according to their points, with those with the most points being
higher up.
2. Have students go to URL for Kahoot! game and enter the unique passcode that connects them
to the Kahoot! presentation.

Assessment Explanation:
We will assess students by observing them create and fill out their study guide booklets at the
four stations. We can collect these at the end of the lesson and review them.
We may also assess students by observing their participation in the review game by answering
the review questions correctly, both individually, during the beginning half of the rounds when
they may not consult their teammates, and as a team.
Section IV: Closing

Review Information: Go through study guide booklets from top to bottom, reinforcing the
connection between each of the tabs.
Minerals may be categorized according to their cleavage, hardness, luster, and streak. They are
connected to rocks because rocks are made up of many minerals. There are three different
types of rocks, all of which are related by the rock cycle. Fossils are relevant because they are
usually found within sedimentary rocks. Next, processes that change the land immediately
include earthquakes, volcanoes, and landslides. Finally, agents like water, wind, and ice also
change the land, but they do so through processes like weathering, erosion, and deposition that
occur over thousands of years.
Resources:
Price, K., & Nelson, K. (2014). Planning effective instruction: Diversity responsive methods and
management (5th ed.). Belmont, CA: Wadsworth Cengage.
Buckley, D., Miller, Z., Padilla, M., & Thornton, K. (2012). Earth's changing surface. In Interactive
science. Upper Saddle River: Pearson Education.
Exploring Your World: The Adventure of Geography. (1989, 1993). Washington, D.C.: National
Geographic Society. Acquired from website:
http://education.nationalgeographic.com/encyclopedia/erosion/