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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:


Subject/Content: Earth
1st
Science
What Standards (national or
state) relate to this lesson?

Essential Understanding

Objectives
Rationale

Evaluation Plan

What Content Knowledge is


necessary for a teacher to
teach this material?

Group
Size:19

Name: Rachael Doyle


Date of Lesson: 11/17/2015

Lesson Content
SC.1.E.6.3 Recognize that some things in the world around us happen fast and some
happen slowly.
SP.PK12.US.1.2c - Apply skills and strategies (scanning, predicting, paraphrasing/
summarizing, rereading, inferencing, retelling, self-questioning, note taking, outlining,
and interpreting text structure) to gain information from a variety of media sources and
instructional presentations.
Why is it important for students to know how their planet Earth changes? They will be
living on planet Earth for the rest of their lives. Some changes happen fast while others
happen slow. This connected lesson will explain the science behind the fast and slow
changes.
Students will be able to identify fast changes in Earths land.
Students will be able to identify slow changes in Earths land.
Students will be able to match items to their changed forms.
Natural disasters and weather and erosion are constantly occurring. Its important for
students to know what is the cause and result of these fast and slow changes. None of
them pop out of thin air as they might be led to believe at an early age. Natural disasters
have both good and bad results they damage the environment and can even be
deathly. But, wildfire for example, after it takes places, theres rich soil in the ground for
seeds to be planted and new life can replace it.
Pre-Assessment (11/17)
Students will be given a worksheet titled Changes. The worksheet gives the students a
definition of change (becoming different over time). The students will have to match the
five different items to what they change to over time.
Formative Assessment (11/17)
Students will be filling out a note-taking guide based off the Big Book read aloud. It will
be completed as a class as I go along and read the book.
Teachers will need to have a knowledge of how the following things are caused and the
result of:
Volcanoes
Earthquakes
Weathering
Landslides

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught:
Subject/Content: Earth
1st
Science

What background knowledge


is necessary for a student to
successfully meet these
objectives?
What misconceptions might
students have about this
content?

Group
Size:19

Name: Rachael Doyle


Date of Lesson: 11/17/2015

Flood
Erosion
Glaciers
This is completely new content for the students. The pre-assessment will give the teacher
an idea if a student has previous knowledge of the concept of change, not necessarily
immediately diving into land changes. I have a wide range of students on all achievement
levels. With the information and activities being completed in the lessons, I believe that
regardless of their ability level, there is enough scaffolding for all of the students to be
successful.
Misconceptions about erosion:

Rocks do not change.

Weathering and erosion are essentially the same thing. The two words can be used
interchangeably.

Erosion happens quickly.

Erosion is always bad.


Misconceptions about volcanoes:

Volcanoes are randomly located across the earths surface the cause of them in
plate tectonics. Students dont learn the concept of plate tectonics isnt taught until
middle school

Volcanoes are found only on land.

Volcanoes are found only in hot climates.

All volcanoes erupt violently.

Volcanoes only erupt straight up through the top vent.

If a volcano doesnt erupt for a hundred years, its extinct.

If a volcano does not produce lava, it is not dangerous.


Misconception about earthquakes:

Earthquakes happen randomly across the earths surface.

The ground opens up during an earthquake.


Misconceptions about flooding:
It wont flood during a drought

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught:
Subject/Content: Earth
1st
Science

Group
Size:19

This property has never flooded


Im on a hill so I cant flood

Im not on a creek or river


Im above flood level

Protected by levees

Name: Rachael Doyle


Date of Lesson: 11/17/2015

Misconceptions about landslides


Only caused by human impact

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan

Lesson Implementation
Day 1:
Direct Instruction
Recitation
Day 2:
Student movement
Demonstration/Group Experiment
Test
10:15

10:30

11:00

11:30

Teacher &
student

Teacher
and
Student
Teacher

Teacher

1. Pre-assessment: Teacher will pass out Changes worksheet.


The teacher will explain that not everything stays the same.
In front of you is a worksheet with different changes on
them. You will have to draw a line from one side to the item
that it changes to on the other side. Dont worry, this wont
be graded!
2. The students will be called to the carpet and have a seat on
their name. The teacher will sit in front of them with the Land
and Water Big Book.
3. The teacher will connect the worksheet to the book using
examples on the worksheet (caterpillar -> butterfly, snowman
-> water). Mention the volcano -> mountain. This is an
example of a land change. Can anyone think of another land
change before we learn about them in the big book?
4. Before we start reading, let me tell you guys some exciting
news. For this read aloud, you are going to become reporters
like the weathermen/women you see on TV? So your job is

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught:
Subject/Content: Earth
1st
Science

Group
Size:19

Name: Rachael Doyle


Date of Lesson: 11/17/2015

going to be to report the information you hear about in the


book to the teacher so she can let everyone in the school
know about fast changes and slow changes.
Teacher
5. Teacher will pass out report paper and make her own copy on
and
the white board.
Student
6. Teacher will read aloud the pages, stopping after the end of
each page and asking the students what would be a good
piece of information to write down on their report. The
consensus will be whats written on their report/notebook.
7. At the end of the read aloud, the teacher will ask the students
if they feel like they have good/enough information to report
back to the rest of the school. The teacher will then use the
class smileys (red, yellow and green) to get a class consensus
on how they all performed on the days lesson.
a student struggles with the content?
Show them brain pop videos that explain the information in a more visually moving way
maybe the pictures in the big book isnt a good enough explanation for them?
a student masters the content quickly?
Ask the students if there are any other land changes that werent mentioned in the big
book have them extend/research their learning.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Maybe there are students who want to become weather reporters when theyre older?
Teacher

What will you do if


What will you do if
Meeting your students needs
as people and as learners

If applicable, how does this lesson connect to/reflect the local community?
Thankfully landslides, earthquakes and volcanoes dont happen in Plant City. But with the
amount of rain that Florida gets in the summer, its possible that some flooding can
occur! Weathering and erosion is happening all around them, slowly but surely on a daily
basis.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For the summative assessment at the end of the connected lessons, everyone will have
to explain at least one land change. Students who need further enrichment will have to
explain land changes that werent explained in the lessons to further their thinking
(glaciers, wildfires, etc).

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught:
Subject/Content: Earth
1st
Science

Group
Size:19

Name: Rachael Doyle


Date of Lesson: 11/17/2015

How will you differentiate instruction for students who need additional
language support?
Accommodations
Materials

Changes worksheet
Land and Water Big Book
Land Changes Report sheet
Pencil
Resources:
Changes Worksheet: Lauren Bright One Bright Classroom on
teacherspayteachers.com https://www.teacherspayteachers.com/Store/LaurenBright-One-Bright-Classroom
http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/commonmisconceptions-about-weathering-erosion-volcanoes-and-earthquakes
http://www.floodvictoria.vic.gov.au/centric/faq/common_misconceptions_about_floo
ding.jsp

baby

mountain

plant

water

boy

butterf ly

Group
Size:19

volcano

caterpillar

seed

snowman

Draw a line to connect the things on one side to the things that they change to over
time.

Think about all the things you have seen today. Are they the same as they were
yesterday when you saw them? Are they the same as last month when you saw them?
A year ago? Things change. Change means becoming dif ferent over time.

Changes

Name: ________________
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
Subject/Content: Earth
1st
Science
Name: Rachael Doyle
Date of Lesson: 11/17/2015

Group
Size:19

F ast Changes

USF Elementary Education Lesson Plan Template (S 2014)


Grade Level Being Taught:
Subject/Content: Earth
1st
Science

Name: Rachael Doyle


Date of Lesson: 11/17/2015

Land Changes Report

Sl ow C hanges