Supervisor Observation 2

USF Elementary Education Lesson Plan Template (S 2014) Name: _______Lauren
Gomez________________
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 3/2/17
4th Size:21
Lesson Content
What Standards (national
or state) relate to this
lesson? SC.35.Cs-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or
(You should include ALL question using age-appropriate technologies.
applicable standards. Rarely SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are
do teachers use just one: either renewable or nonrenewable.
theyd never get through
them all.)
Essential Understanding Big idea:

(What is the big idea or
essential question that you Essential Question: How does mining for renewable and non-renewable resources affect
want students to come away the Earth?
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you

teaching?
(Student-centered: What will SWBAT explain how renewable and non-renewable resources are mined.
students know and be able to SWBAT tell the affects of mining on Earths surface.
do after this lesson? Include SWBAT explain that humans need these resources such as coal, limestone, etc.
the ABCDs of objectives: SWBAT identify and collect data on coal or ore found in their cookie to represent the
action, behavior, condition, mining process.
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
Gomez________________
4th Size:21
future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following Students have just covered a lesson on erosion and weathering as well as being able to
questions: identify different kinds of rocks. This unit will build upon what they know about the Earths
Why are you teaching this formations, landforms, and the different rocks and minerals found within the Earths
objective? surface.
Where does this lesson fit
within a larger plan? I am teaching this way to help students get a hands-on approach to resources found on
Why are you teaching it earth and the affects of mining these resources.
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will I will know that students have mastered this concept once they have completed this
you know students have simulation and the associated work page Mining for Ores. This will be used as a formative
mastered your objectives? assessment and any children not able to complete this with 70% mastery on the subject
will be given scaffolded instruction before the formative unit test.
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
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4th Size:21
What Content Knowledge

is necessary for a teacher
to teach this material? Information on renewable and non-renewable resources.
How the Mining for ores lab will take place in the classroom.
What students work well with each other.
Children with 504 plans that need extra questioning (LM)
ELL students (GV, and EN)
What background Content knowledge includes:

knowledge is necessary for Weather and erosion and how it affects Earths surface.
a student to successfully What a renewable and non-renewable resource is.
meet these objectives? Igneous, metamorphic, and sedimentary rock.
How will you ensure Given the unit exams on Erosion, Weathering, Rocks and Minerals over the last three
students have this weeks, I know that most of my learners have the knowledge they need to move forward
previous knowledge? in this next unit on renewable and non-renewable resources. Students who did not
Who are your learners? receive at least 70% mastery on these unit assessments will receive extra scaffolding
What do you know about from me in the form of conversations, taping prior knowledge, reminding of vocabulary,
them? and asking questions about the lesson to ensure they are understanding of it.
What do you know about
their readiness for this
content?
What misconceptions
might students have about Students might misunderstand the way the ways the 3 different rocks are formed.
this content? What an ore is
What the cookie parts represent in the simulation
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4th Size:21
Understanding of how the cookie that is fallen or broken represents the earth and
the reclaiming process
Lesson Implementation
Teaching Methods
(What teaching method(s) will Direct instruction, I do-you do, simulation, 5 Es (Engage, explore explain, elaborate, and
you use during this lesson? evaluate.)
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
Where applicable, be sure to Start lesson by introducing the essential question. Have student
address the following: read, Essential Question: How does mining for renewable and non-
What Higher Order renewable resources affect the Earth?
Thinking (H.O.T.) questions
Gomez________________
4th Size:21
will you ask? Ask students to turn-and-talk with a partner about the essential
How will materials be question.
distributed? Engage students in a discussion about the EQ by asking:
Who will work together in What does it mean to mine?
groups and how will you Remembering what we learned yesterday, what is a renewable and
determine the grouping? non-renewable resource?
How will students So how do you think mining for these resources affect the earth?
transition between Think about what we know about Weathering and Erosion and
activities? different types of rocks.
What will you as the
teacher do? Introduce the simulation:
What will the students do? Tell the students they will be mining for their own resource, gold.
What student data will be Show them they different materials they will be getting to do this
collected during each lesson.
phase?
What are other adults in Go through the lesson before handing out material.
Say Some rocks contain large amounts of minerals these rocks are
the room doing? How are
called mineral deposits and they can be mined for profit. You will be
they supporting students
mining for your own minerals today. However keep in mind what
learning?
happens to Earths surface as you mine. Digging up large areas of
What model of co-teaching
land can cause environmental problems.
are you using?
Show them exactly what they will be doing when they get their
materials,
Drawing a picture of the digging site before they mine on
their worksheet.
Filling in their data chart on the number of surface deposits
they see and predicted the number of underground deposits.
Once they are done with this they will be working alone to dig
as many of the chocolate chips from the cookie. Only whole
chips removed are worth money so they have to be careful.
They will only be allowed to touch the cookie with the
materials given to them (paper clip and a toothpick)
The students will have 10 minutes to mine.
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After 10 minutes is over students must fill in the number of

whole chips they successfully removed.
Students will get pride bucks for each whole chip
successfully removed.
Students must then put the cookie back together as best as
possible so they can reclaim the land. Ask students what
does it mean to reclaim the land? Explain it is the process of
restoring land that has been degraded by human activities.
Have students draw a picture on their handout of the digging
site after they restored it.
Ask students to clean up and throw away their cookie, paper
towels, and toothpicks. Hand in paper clips.
Have students work with their table groups to complete the
four questions on the second hand out.
How did the land areas change as a result of your
mining?
What problems did you encounter trying to reclaim
your land?
Relate these problems to the problems that mining
companies face. (ask, loosing money trying to reclaim
land, what about erosion, does erosion create any
problems for mining companies?)
Consider whether mining should be permitted in areas
that cannot be successfully restored. (Ask, Keep in
mind that humans need the recourses that are mined,
does this change your answer?)
Facilitate a whole group discussion about these questions
with the students after they complete the hand out with their
group.
Have students hand in paper.
Hand out cookies for students to eat.
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4th Size:21
What will you do if a student struggles with the content?
Struggling students to need help with the content will be allowed to use their books to
help them understand the need for resources. I will walk the room to check for
understanding as to what each part of the simulation represents. I will also be grading
holistically.
What will you do if a student masters the content quickly?
If students finish their worksheet quickly they will be allowed to roam the room to
talk with others about the outcomes of their lands.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
Children are familiar with the resources, both renewable and non-renewable, that they
use everyday such as coal, gas, diamonds, and other crystals.
If applicable, how does this lesson connect to/reflect the local community?
Local community and citizens will find this interesting. Not much mining goes on in our
community so the children should find this intriguing. Children are familiar with the
resources, both renewable and non-renewable, that they use everyday such as coal, gas,
diamonds, and other crystals.
Gomez________________
4th Size:21
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
f students master the content quickly they will be asked extra questions by me as I walk
the room to extend and enrich their thinking on the matter such as:
Justify your thinking for whether mining should be permitted in areas that cannot
be successfully restored
Suppose you are a mining company, based on your result from the number of
chips you successfully mined from the cookie and the land you reclaimed, do you
think your company made profit (a lot of money)? Explain your thinking
Find a partner and compare your land, explain the difference in land if this was a
real mining site. For instance, who made more money from their land and why?
What land was more successfully reclaimed, why?
Would your answer change to the question, consider whether mining should be
permitted in areas that cannot be successfully restored, if the source was
renewable or non-renewable? What if the resource that was being mined was a
necessity for humans such as gas, coal, or limestone, rather than a luxury resource
such as diamonds?
How will you differentiate instruction for students who need additional
language support?
ELL (GV, EN) ensure vocabulary words are displayed and talked about at the beginning of
the lesson. Question them for extra understanding. Allow spelling and grammatical
errors on worksheet with no consequences.
Accommodations (If ELL (GV, EN) ensure vocabulary words are displayed and talked about at the beginning of
needed) the lesson. Question them for extra understanding.
(What students need specific
accommodation? List
individual students (initials),
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4th Size:21
and then explain the

accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Chocolate chip cookies (80)
Why did you choose these Toothpicks (1 box)
materials? Include any Paper clip (50)
resources you used. This can Paper towels
also include people!) Mining for Ores worksheet (43)

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USF Elementary Education Lesson Plan Template (S 2014) Name: _______Lauren

Essential Understanding Big idea:

Objectives- What are you

future tense D: with no errors

What Content Knowledge

What background Content knowledge includes:

After 10 minutes is over students must fill in the number of

What will you do if a student struggles with the content?

What will you do if a student masters the content quickly?

and then explain the

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