Quick Landform Changes Lesson Plan Teacher Candidate: Riley Winningham Grade: 3rd Subject/EEDA/SSCA: Science Date/Time of Lesson:

3/25/13

Learning Objective (Goals): Students will be able to identify the position of objects relative to a reference point. Antecedent: When given an item Behavior: students will be able to identify Concepts: positions of objects using a reference point Degree: with 90% accuracy. Alignment with Standards: 3-5.1 Identify the position of an object relative to a reference point by using position terms such as above, below, inside of, underneath, or on top of and a distance scale or measurement. Developmental Appropriateness (Science ideas): This concept is one that the students have had prior experience with in 1st grade (1-5.1), students identified the location of an object relative to another object. This will be the first time that the students have worked with the concepts of identifying positions and motions of objects with terms and measurements. Students will further develop this concept of position in 5th grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed. Assessment(s) of the Objectives (Evaluate): The students will be evaluated on their responses during class discussion and participation in groups by a check off list. The students beginning drawings will be collected and their science journals will also be collected at the end of the lesson to evaluate their illustrations of quick land changes. Accommodations: Students with vision problems will be allowed to come to the carpet during instruction time for easier viewing of the board. Students who are easily distracted and are not on task will be accommodated for by my walking around the class to ensure that they are on task. Materials: Science notebooks, pencils, constructions paper, crayons, transparency papers for each student, tape, sharpies Procedures: 1. Hook: Last night I was on the phone with my friend Oriphin who lives in Thailand and she was telling me about an earthquake that occurred in her town. So, I was thinking what my house would look like if there was an earthquake in Greenwood. 2. So, I need everyones help to decide what our houses would look like if they went through a fast land change like an earthquake.

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a. * I would do this first to see if the students have any misconceptions about quick land changes and to build upon prior knowledge. I am going to pass out a piece of paper to everyone. First I need to you draw a picture of your house. a. I will walk around the room to make sure that the students are on task. After about five minutes I will redirect their attention. Now I will give everyone a clear sheet of plastic. I want you to tape this on to your drawing. Now draw on this plastic what your house would look like if an earthquake came through. a. I will walk around the class room to make sure everyone is on task. I will ask if anyone wants to share out with the class. I will get three or four volunteers, and then I will continue on with the lesson PowerPoint. Then I will put up a collage of photos on the Smart-board. I will ask What do all of these photos have in common? I will tell the students all of these pictures have something in common that is related to our lesson today. a. I will ask them to guess what all of these pictures have in common. b. If they arent able to guess I will ask them describe what you think is happening in each picture. c. Does anyone know the names of these types of changes? Which ones do you know? d. Now can guess the pattern or what they have in common? If not we will go on. (All of these pictures show something that is changing the surface of the earth (quickly). e. Ok everyone we will come back to this slide later and then everyone will be able to tell me what is going on We will start by discussing earthquakes and then I will show them an image of an earthquake. We will then work on our illustrations and definitions in our science journals. a. I will tell the students An Earthquake is a sudden motion in Earths Crust that causes the ground to shake. b. This shaking can cause land features to change as rock and other materials crumble. c. I will then show the two images of an earthquake and ask the students What do you see happening in this picture I will get a few responses before moving on. d. We will then get out our science notebooks and write our working definition of an earthquake and draw our illustration. i. Earthquake- Sudden motion in Earths Crust that causes the ground to shake. ii. Then we will draw our illustration.

9. We will then work on landslides and I will show them the images of a landslide. We will then work on our illustrations and definition in our science journals. a. I will tell the students Gravity causes bits of rocks and soil to be pulled down. b. And that Sometimes large amounts of materials travel quickly downhill causing a landslide. i. So you can think about a bunch of rocks and other materials that are at the top of a mountain and are pulled down quickly. c. Landslides can happen when heavy rains or earthquakes loosen material on a steep slope. d. Then I will show two images of a landslide. Then I will ask the students What do you see happening in this picture? I will get a few responses and then move on. e. We will get our science notebooks and write down our working definition of a landslide and draw our illustration. i. Landslide: Bits of rocks and soil being pulled down by gravity quickly. ii. Then we will draw our illustration. 10. We will then work on volcanic eruptions and I will show them images of a volcanic eruption. Then we will put our definition and illustration in our science notebook. a. So everyone, when a volcanic eruption occurs ash, hot gas, and lava can explode suddenly onto Earths surface. b. The ash and lava can cover an area and quickly change the mountaintop and the land around it. c. Then I will show the two images of a volcanic eruption. I will ask the students What do you see happening in this picture? I will get a few responses and then move on. d. We will get our science notebooks and write down our working definition of a landslide and draw our illustration. i. Volcanic eruption: When ash, hot gas, and lave explode onto Earths surface and change the land around it. ii. Then we will draw our illustration. (and move on to floods) 11. We will then work on floods and I will show them two images of a flood. Then we will put our definition and illustrations in our science notebooks. a. So, a flood happens when a lot of water quickly covers land that is usually dry. b. Floods can happen after long periods of heavy rain, when a lot of snow melts quickly, or during hurricanes. c. Flood waters carry large amounts of eroded material and then deposits the material somewhere else. d. I will then show them the two images of a flood, and ask the students What do you see happening in this picture? I will get a few responses and then move on. e. We will get our science notebooks and write down our working definition of a flood and draw our illustrations.

i. Flood: when a lot of water quickly covers land that is usually dry. ii. Then we will draw our illustrations. 12. We will then go back to our beginning slide with the images of the quick land changes. a. I will tell the students remember all of these pictures have something in common related to our lesson today. b. I will ask them to explain what all of these pictures have in common. I will get a few responses. c. Who knows the names of these types of changes? I will get a few more responses. 13. I will wrap up this lesson by telling the students remember all of these images are images of QUICK land changes that occur a lot faster than the slow land changes we learned about earlier this week. References: SC State Standards Science Support Document