Lesson Plan

Topic: Earth Structure Guided Reading Lesson

Grades: 4th grade Date:
Standard(s): Time:
SC.4.E.6.4, SC.4.N.1.3, SC.4.N.1.4, and SC.4.N.1.6 HOT Questions:
Describe the basic differences between physical weathering 1. What is the difference
(breaking down of rock by wind, ice, temperature change, and between Weathering,
plants) and erosion (movement of rock by gravity, wind, water, and Erosion, and
ice). Deposition?
Objective: Knowing the differences between Erosion, Weathering,
and Deposition. Being able to identify Weathering, Erosion, and
Deposition through small guided reading lesson and hands on
activities.
Vocabulary:
Weathering, Sediment, Deposition, and Erosion
Living Things, Ice, Moving Water, and Wind
Materials: Assessment:
Guided Reading Materials Type of assessment:
Article on Weathering and Erosion. Vocabulary and
Comprehension
Weathering, Erosion, and Deposition definitions
Weathering, Erosion, and Deposition cards
How will this assessment
Heading cards and Answer Key show you that students
have mastered the
Experiment Materials
objective?
Science Journals, scissors, glue sticks, Charcoal, rocks, water bottle,
Working in a small guided
glass with frozen water, and sandpaper.
reading group, I will be
Opening (Engage) able to make formative
assessment on five
Time Task students using definition
10: am Open up the Science Lesson watching a YouTube video cards on Weathering,
on Weathering and Erosion. Erosion, and Deposition. I
https://www.youtube.com/watch? am also assessing their
10:10 am v=exS9gFXgib0&t=131s ability to read an article
and answer questions
Introduce Vocabulary Foldable to the students. I had referring back to the article
them fold a page in their Science Journal vertical and we just read as a group.
cut three lines on their paper: Which will hold the
10:20 am words: Ice, Wind, Living Things, and Moving Water
(Weathering).
Introduce Article, What is the difference between Exit Question: Can you tell
weathering and Erosion? Link is posted below. Five me the difference between
 students will go into small guided reading lesson Weathering, Erosion, and
with me and the rest of the students will stay at Deposition?
10:25am
their desk reading the article in silence.
Small guided reading group is introduced to article. We
10:35 am are doing Round Robin.
Introduce small guided reading to Key terms of
Weathering, Erosion, and Deposition game. This assess
their comprehension from the article and lessons
vocabulary.

Building Understanding (Whole Group Exploration / Core):

Time Task
10:45 am- Giving directions to students about their group work
11:05 am and activities being presented.
Explain that they will be taking their science journal to
each center and gluing in that stations definition and
picture representation of that center. (My vocabulary
foldable is below lesson plan)
Explain what each center is and what they will be
learning in that center. Each center has 5 minutes at
each station.

Station 1: The students hammer charcoal while

wearing goggles to demonstrate weathering by
living things.
Station 2: The students weather their rock piece
by rubbing it with a 2X2 piece of sandpaper. This
simulated the wind driving sand against a rock
for a long period of time.
Station 3: Each student took turns shaking rocks
together in a container to show weathering by
moving water. When the shaking was done, the
rocks were smoother and rounded. We also
observed sediment on the bottom of the jar to
show the bits of rock that had weathered away
Station 4: A day before the lesson I put two glass
jars with water into the freezer. I placed them in
a zip lock bag. When we took ours out of the
freezer, the lid was forced off and the water had
frozen in a column coming through where the
cap was. The expanding ice broke out the bottle
of the bottle, too. There were also noticeable
cracks in the bottle from the expansion of ice.
 Because broken glass involved, I walked around
with the bag to allow each table group to view it.

Lesson Closure
Time Task
11:10 am Ask students to write down Science Journal prompt on
the board. Which was to explain to me which activity
they felt helped them learn about Weathering and
Erosion and why? This gives me a feel for each student
learning strategy. In this Lesson, I presented them with
Auditory Learning Strategy (Video), Visual Learning
Strategy (Article, Vocabulary Foldable, and station 4),
and Tactile Learning Strategy (Station 1,2, and 3).

Differentiation:
The teacher will differentiate and provide support in the following
ways:
Reteach (Greatest Support)-I provided greatest support through
small guided reading lesson.

Enrich (Least Support) - I provided least support through silent

reading (the rest of the class at their desk).

Accommodations:
(What students need specific accommodation? List individual students
(initials), and then explain the accommodations you will implement for
these unique learners.)

Students I had in a small guided reading were provided with the

accommodations for this lesson. They were pulled back into a small
guided reading lesson so I am implement more one on one with
these individual students.
MV- Tier 1 Reading Comprehension BOY (38) RR (97) DRA (A)
NB- Tier 1 Reading Comprehension BOY (38) RR (98) DRA (A)
TO- Tier 2 Comprehension Enrichment BOY (40) RR (98) DRA (A)
EM- Tier 2 Comprehension Enrichment BOY (38) RR (98) DRA (S)
JO- Tier 2 Comprehension Enrichment BOY (40) RR (97) DRA (A)

Connections:
How does this lesson connect to the real world? How does this lesson connect to the interests
and/or cultural backgrounds of your students?
This lesson connects to the real world by demonstrating and explain our Earths Structures and
why our Earth is constantly changing over time. This lesson connects to students through their
interest by allowing them to work hands on with different objects and explore different options
for which learning strategy they like best. This lesson demonstrates how our Earth is changing
which effects their cultural background because a majority of these students parents are
migrant workers and they can see how the Earth is changing over time and can affect farming as
well.

Notes for Teaching:

Here is the link for the articles website I used during my lesson:
http://www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/
grade_two/handouts/earth_science/weathering_erosion_pictures.pdf

My Vocabulary Foldable:
My reflection on my CTs notes-
My CT was very happy with the lesson I put together for her class. I like that she took
notes during my lesson and gave me great feedback on my lesson. One thing she stated I wish I
would have thought of was: Could have used more questioning and discussion about article.
She is right I could have passed out a worksheet based on the article for the students to
complete when they were done with their silent reading at their desk. I thought that when I was
back in my small guided reading group. I was only allotted a certain time for Science in her class
and she went over in her math lesson that morning. Which is fine because that is a great
example of my CT doing flexible teaching. She also stated in her notes, Easily altered plans
according to student needs. This was referring to me cutting out the worksheet because I was
trying to get this lesson squeezed in before they had to go to lunch. I wish I was able to give
them that worksheet but time was not on my side for this lesson. I wanted the students to hear
about Weathering and Erosion through video and description from me. I wanted them to read
about Weathering and Erosion and see the vocabulary words for this lesson (Ice, Wind, Living
Things, and Moving Water). I also wanted them to work hands on demonstrating weathering in
their centers. For this lesson in my future class I would like to work just on Science this day and
skip math for the day or break this lesson up into three different days instead of cramming it into
one day.
All in all I loved doing this lesson. The students really enjoyed me teaching this lesson to
them. They were all engaged in learning and was excited for my first lesson teaching them. I
think this was a great lesson for them to do. They are fourth graders and I expected a lot out of
my Scientists (Students). I also think this was a great lesson because now they know how my
teaching style is and they can feel more comfortable with me teaching them. My teaching style is
applying knowledge into student performing the knowledge I am trying to teach them. I like for
students to DO the material and apply their knowledge. Which I feel creates a great learning
environment.

Below is a cut out of the small guided reading materials:

Below are my two pictures for examples of my Stations:

Here is the Link to my YOUTUBE Videos of this lesson:

Small Guided Reading Lesson:
https://www.youtube.com/watch?v=YP1lXDpdSeY
Plickers (A Different Lesson my Assessment ) Technology
https://www.youtube.com/watch?v=KEvKOAQkSl0&t=69s
Whole Group Lesson
https://www.youtube.com/watch?v=phPOghcW4cM