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Elementary Education Program


Teacher Candidate: Melissa Mielko Subject/Grade/Program Type:


Date: 4/21/17 Title of the Lesson: Erosion lab

Lesson Essential Question: How does the force of Topic or Big Idea: Erosion
water affect the amount of erosion on Earths rocky

Unit Essential Question: How does weathering,

erosion, and deposition change the Earths surface?

Introductory/Acquisition Extending Thinking Assessment Lesson

Lesson : XXXXXXX Lesson

**The delivery of your lesson is always contingent upon the content you
intended to deliver. Sometimes you may address all of the elements in the
template and sometimes you may not. This template is a guide to ensure you
are addressing the essential elements of a lesson plan to ensure students will
be able to demonstrate enduring understanding.**

Focus Students Student Learning Outcome(s): What should students know and
Attention do as a result of the lesson? (Component 1C)

Content Outcome Students will know:

How the force of water affects the amount of erosion on Earths

rocky surfaces
Outcome Students will be able to:

Describe how erosion changes the Earths surface.

Content Standard(s): What are the standard(s) addressed by this lesson?

Standards Does the lesson have an interdisciplinary focus? (Component 1A)


Deduce the story of the tectonic conditions and erosion forces that
created sample rocks or rock formations.


Explain how chemical and physical mechanisms (changes) are

responsible for creating a variety of landforms.

Common Core Relevance/Rationale: Why are the outcomes of this lesson

Focus important in the real world? Why are these outcomes essential for
future learning? (Components 1A,1C)
Children love the outdoors regardless of whether they are in their
backyards or meandering through a city, state, or national park. Yet
few children understand the geographical features of the landscapes
they find so fascinating. Erosion represents a significant force in the
creation of these landscapes. Learning about erosion will help
children to not only identify one factor that sculpts the earths
surface, but students will also be able to strategize means to
preserve our natural treasures. Natural wonders are not the only
structures that merit saving, but many man made structures benefit
from scientists understanding of erosion. The quality of sidewalks
and roads each depend upon our understanding of erosive forces.
Numerous accidents each year could be prevented if our technology
to guard against such forces improved. Erosion causes great
personal and monetary damage each year due to landslides,
overflowing rivers, acid, rain, and extreme temperature changes.
Developing better methods and materials to deal with such
disasters could save money, and, more importantly, lives. In the
future, if students are interested in studying geography, geology,
meteorology, climatology, biology, or even history, some knowledge
of erosion would be required.

Language Statement of Language Objective: How will the student

Objective demonstrate understanding using the four domains of reading,
writing, speaking, and/or listening? (Components 1B, 1C)
(Classes with ESL


Model of Statement of Adult Roles: How will the other adults in the
classroom support students (aides, paraprofessional, special
Co-teaching educator, resource teacher, etc.)? (Component 4D)

As the student teacher leads the lesson, the cooperating teacher

will be walking around monitoring student progress and
participation. The student teacher and the cooperating teacher may
switch roles throughout the lesson to ensure student understanding
and to provide appropriate instruction to those who need extra time
or help. Also, when one teacher is giving directions, or explaining,
the other teacher can be utilized by handing out lab packets and
helping students stay on task. When students move on to the lab,
one teacher may monitor them while the other teacher continues to
help those who are struggling.

Anticipatory Do Now / Warm-up: How will you engage students in learning?

Set /Activating How will you connect the lesson to their prior knowledge?
Strategy (Component 1E)

1. As a class, we will go over the weathering homework questions

from the weathering lesson and lab.
2. Once we have gone over the homework, we will shortly read
about water and erosion. I will then go over the steps of the
scientific method as a review with the class.

Introductory / Teacher Directed Activities: (Teaching of the new concept):

Short Lecture/ How will you aid students in constructing meaning of new concepts?
and/or How will you introduce/model new skills or procedures? What
Developmental instructional strategy(ies) will you introduce, re-introduce or utilize
Activities to ensure comprehension? (Component 1E)

3. After, I will ask the question How does the force of water affect
the amount of erosion on Earths rocky surfaces? Then students will
have a chance to discuss/come up with a hypothesis for this

4. Next, I will write the materials on the board while showing the
class an example of each material. As I am writing and introducing
these materials, students will also be writing down the materials
they will need in the materials section of their lab packet.


1) 1 Beaker with 200mL of water (per group)

2) 1 Pipette (per group)

3) 2 Skittles (per group)

4) 2 Styrofoam plates (per group)

5) 1 Timer (per group)

5. Once we have gone over all of the materials, I will assign each
student a number within their group. After each student has a
number, I will assign a job to each number and will explain the
duties of each job.

6. Then, one student from each group will gather their groups
materials from the blue table.

Teacher Guided Teacher-Monitored Activities: What will students do together to

Practice use new concepts or skills? How will you assist students in this
process? (Component 1E)

7. Before beginning the experiment, I will go over the procedure

verbally with the class.


1) Place each candy on a separate plate. Label one plate FAST

and the other plate SLOW.

2) Fill the pipette with water from the beaker. Use the pipette
to drop one droplet of water on the SLOW candy every 15
seconds for minute.

3) Document the results.

4) Repeat step 2 for one more minute.

5) Document the results.

6) Repeat step 2 for one more minute.

7) Document the results.

8) Complete Steps 2-7 for the FAST candy; however, drop one
droplet of water on the candy every 5 seconds for each

Independent Practice Activities, Refinement, and Extension: What

Practice or opportunities will students have to use the new skills and concepts
Activities in a meaningful way? How will students expand and solidify their
understanding of the concept and apply it to a real-world situation?
How will students demonstrate their mastery of the essential
learning outcomes? (Components 1E, 1F)

8. Finally, students will have a chance to conduct the experiment.

Each group will go at their own pace as I remind them to document
after each minute of water droppings.

9. Once the groups are finished experimenting, they will document

their final results and analyze their data in the conclusion section of
their lab packet.

10. Students will be given the Candy Crush Erosion Quiz for
Assessment/ Formative Closure Activities: Summative
Assessment: How will you assist Assessment: How
Closure How will you & students in reflecting will you ensure that
your students upon what they learned all students have
What does success
know if they have today and are preparing mastered the
on this lessons
successfully met for tomorrows lesson? identified learning
outcomes look like?
the outcomes? What homework will be indicators? How will
What is the What specific assigned to help you assess their
evidence of criteria will be students practice, learning daily? How
learning? met in a prepare, or elaborate on will you assess their
successful a concept or skill learning at the end of
product/process? taught? a unit?

For this lesson, Students will verbally be

students will asked to come up with
receive one thing they learned
homework as today.
their formative
Completion and
accuracy of
homework will be
used to decipher
whether or not
they understand
and can apply the

Resources/Materi What texts, digital resources, & materials will be used in this lesson?

TeachersPayTeachers Lab activities

TPT Erosion lab packet

1 Beaker with 200mL of water (per group)

1 Pipette (per group)

2 Skittles (per group)

2 Styrofoam plates (per group)

1 Timer (per group)

Erosion Quiz homework


Student Job cards

Scientific Method Poster

Access for All: How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)

Students with IEPs:

Both the student teacher and the cooperating teacher will check
students periodically during the lesson. Both teachers will also
monitor the students comprehension of language used during
instruction. If needed, one teacher will assist privately while the
other teacher continues with the class. We will also familiarize the
student with any new vocabulary before beginning the lesson to
ensure that they are comfortable and aware of what will be
addressed. We will also repeat oral directions several times when
needed. Teachers will also assist during independent work if
students need extra one-on-one instruction. Students will also have
the opportunity to conference with resource room teacher to
monitor student progress.

Differentiation: What curriculum modifications and/or classroom accommodations

will you make for Students with learning differences in your class?
Be as specific as possible. (Component 1B, 1D)

Students with IEPs:

Grading for homework will be modified. Student will be given the

chance to make corrections on returned homework for additional
credit. Students will also be given extended time for the homework
if needed. Students will also get time in class to complete the
homework. Student will have the opportunity to work with special
education teacher on assignments.