Jennasciencelessontemplate
Jennasciencelessontemplate
Jennasciencelessontemplate
Driving Question: How does water change Earths surface as it flows from high
places to low place?
Ideal Response: Stream channels change over time. When water that is flowing
faster, the river or stream will be deeper and straighter. The water picks up earth
materials and carries them along before dropping them again. If a lake forms at the
downhill end, the speed of the stream slows and the slow moving water deposits
the sand.
Connections to Standards
NGSS Performance Expectation:
4-ESS2-1.
Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification
Statement: Examples of variables to test could include angle of slope in the
downhill movement of water, amount of vegetation, speed of wind, relative rate of
deposition, cycles of freezing and thawing of water, cycles of heating and cooling,
and volume of water flow.] [Assessment Boundary: Assessment is limited to a
single form of weathering or erosion.]
Cross-Cutting Concept:
Everyone must include patterns. Your second one should come from your
performance expectation.
1. Patterns
2. Cause and Effect
NGSS Practices:
Include no more than 3. The first one should be from our performance expectation.
1. Developing and using models
2. Planning and Carrying Out Investigations
3. Analyzing and Interpreting Data
Arizona State Standard: (include strand, concept, and PO)
Learning Goals
KNOWINGS: This is what students must know in order to meet the standard. Think
of this as the knowledge part of learning objectives. Include no more than 3.
DOINGS: This is what students will be able to do with what they know. Note, this is
more than just what they do in the lesson. It is about how they will be able to use
the knowledge. Think of this as the behavior part of learning objectives. Include no
more than 3.
Language Goals
Goals for ALL students for speaking, reading, and writing in science.
1. Students will talk in small groups about how water changes the Earths
surface
2. Students will record observations in their science notebooks.
Observations and explanations should be evidence based and include words
and pictures
Considerations for English Language Learners
1. ELLs may talk with a language buddy
2. ELLs may use a word wall or pictoral cards as an aid when writing
explanations
EPE Table
Experiences (with Patterns Explanations (ideal
phenomena) answer; explains how
and why)
Inquiry
Application
Summative Assessment
What activity will you use to determine if students have met your learning goals?
- Students will write one paragraph explaining how a river changes the
Earths surface
What will you look for in student performance that tells you if they met the learning
goals? Be sure to have at least one indicator for each knowing and doing.
- Paragraph includes:
- How faster moving water picks up materials
- How materials are deposited along the river
- How the earths surface is affected by downhill flowing
water
Reflection / Contributions (done separately if working with a partner)
a. What did you learn about learning goals from working on this assignment?
Learning goals are connected to all parts of the lesson. The state standards, the
NGSS, the driving question, and the assessment should all relate back to the
learning goals and help the student to reach a deeper understanding of the
concepts.
Learning goals help us to plan and implement our lessons. They make sure that we
as teachers keep our students on track and can change our instruction accordingly
so that our students have the opportunity to experience the phenomena they are
learning about.
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Time Needed: 50 minutes
Lesson Overview
This lesson is about studies streams and how water changes earths surface.
Students will be working in small groups of 4 students (their table groups) and
will conduct the experiment in these groups. This lesson fits into a sequence of
lessons that the students are doing on stream studies and is towards the end of
the changing earth unit. Students will use the materials to create a stream bed
and will model multiple events that they will observe and study for patterns.
Materials
Teacher Materials:
Lesson plan
Teacher guide book
Extra trash bags
Water supply for students
Preparation
Students will be grouped in teams of 6 and be working at their desks
(use regular table groups for support students).
Items and materials will be arranged in the back of the room.
Roles will be assigned with playing cards and responsibilities will be
written on the whiteboard.
Manager=1 (responsible for collecting all the materials for their team)
Messenger=2 (asking any questions/voicing concern/communication)
Supervisor=3 (making sure teams area is staying tidy throughout the lesson)
Clean up crew = 4 (return all the materials to the back of the room)
Water refill= 5 (refilling water jug after each event)
Stream cup= 6 (holds the stream cup for each event)
Safety
Make sure that students do not put sand down the drain.
Students will need to be cautioned about pouring water and the
teacher should demonstrate how to do so before the students begin.
Monitor students being sent to restroom to wash hands
General safety precautions and responsible behavior are expected.
Lesson
Assessment:
Pre-Assessment:
What are students initial ideas about how water changes the
earths surface?
Are they using scientific talk and referring to concepts such as
erosion or deposition?
Accommodations/Adaptations:
Level of Support/Input: orally discuss ideas with students (who need extra
support) before they write
Assessment:
Formative:
Are students noticing how the speed of water affects the sand?
Are students noticing that faster traveling water makes the channel
straighter and deeper?
Are students noticing that slower moving water deposits grains of
sand along the edges of the channel?
Accommodations/Adaptations:
Quantity/Time: add/remove events depending on time
Participation: have students switch jobs to increase participation
Assessment:
Formative: Can students identify the patterns? (from activity 2)
Are students noticing how the speed of water affects the sand?
Are students noticing that faster traveling water makes the channel
straighter and deeper?
Are students noticing that slower moving water deposits grains of
sand along the edges of the channel?
Accommodations/Adaptations:
Input: Using cues and prompting to elicit student ideas, rephrase student
thoughts
Participation: ask specific students to share their observations
Assessment:
Summative: Paragraph includes:
- How faster moving water picks up materials
- How materials are deposited along the river
- How the earths surface is affected by downhill flowing
water
Accommodations/Adaptations:
N/A- this is an assessment to gauge student understanding