COHORT L LESSON PLAN

Student Teacher C.T. Name/Grade Level Subject/Lesson

Andy Tenberg
Notes/Comments:

Ruth Powers/3rd

Science - Weathering

Brief Description TEKS/PK Guidelines

Students will use sugar cubes and containers full of small rocks to simulate the weathering process.
3.7A Explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains

2.7A Observe and describe rocks by size, texture, and color.

3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data.

3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Transition Plan

To activity: Move to carpet To the next activity: Put away science journals and get ready for lunch. Container w/ small rocks Sugar cubes Science Journals Observations sheet (to be glued into their journal) Today we will be simulating the weathering process. What is the weathering process? What does simulate mean? What do the sugar cubes represent in this simulation? What do the rocks represent? Demonstrate what we will be doing by using a sugar cube in water. Do you think that the rocks will have a different effect? Why? I will model how to do the experiment, and we will talk through together how to record our observations. The students will help me draw a picture and record observations of the cube before we put it in the water. I will place the cube in the container and shake for a while. Once I am done shaking, I will show the cube under the document camera. We will now record our observations of the cube after it has gone through the simulation. Before they begin on their own (in groups), I will explain that they need to be careful when shaking. There is no need to shake the container excessively. Anyone seen

Materials Needed

Opening

Procedure and Modeling

doing such, will not participate in the shaking. They will get up by table groups and go to their table to begin recording their observations before and after. There will be several rounds of shaking followed by recording their observations, discussing and predicting what will happen next.
Closure

Evaluation

Bring back to carpet for discussion once they are done. What observations did you make after the first round of shaking? After the second? Etc. If we continued to shake it indefinitely, what do you think would eventually happen? How do our cubes shaken in rocks compare to those that were shaken in water? What conclusions can you draw about the weathering process? Teacher observations while they work in groups and listening to their ideas and conclusions during class discussion. I will also be able to see what they have recorded in their science journals. Small groups and hands-on exploration will help students who need extra support. Aaron IEP objective is that he keeps his head up, is listening and/or reading at his desk; he is not disrupting the class. There are no children working above grade level.

Differentiation Plans English Language Learners? Children working above grade level? Children who need extra support?