LBS 405

5E Lesson Plan with Arts Integration

NAME: Shakira Johnson

------------------------------------------------------------------------------------------------------------------
GRADE LEVEL (S):
4th Grade
------------------------------------------------------------------------------------------------------------------
STANDARDS:
4- ESS3-2: ​Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans.

------------------------------------------------------------------------------------------------------------------
LEARNING OUTCOME/ OBJECTIVES:
Students will be able to:
1. Describe the causes of earthquakes and identify where they are likely to occur.
2. Explore the effects earthquakes have on the geology of an area.
3. Describe how earthquakes can damage property, and explain why it is important to be
able to predict their occurrence.
4. Identify some of the factors that make buildings earthquake-proof and model an
earthquake- proof structure using simple materials.
------------------------------------------------------------------------------------------------------------------
RESOURCES/MATERIALS:
● Bill Nye Youtube video(plate tectonics and earthquakes)
● Earthquake Science Journal
● Vocabulary
● CardStock
● Popsicle Sticks
● Double-Sided Tape
● Glue (as needed)
● Tissue cardboard rolls
● How we Design Buildings to Survive Earthquakes

------------------------------------------------------------------------------------------------------------------
CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of
instruction):​​The process is actually very important to life on Earth. Several billion years ago,
the surface of our Earth began forming into puzzle pieces called plates. Students explore the
causes of earthquakes, including the role of tectonic plates and consider the efforts scientists are
making to better understand and predict these sometimes deadly events.

------------------------------------------------------------------------------------------------------------------
ENGAGEMENT
● Describe how the teacher will capture students’ interest.
● Teacher will capture students interest by first showing students a picture of
Pangea without any context.
● Next the teacher will make a KWL chart ( Know, Want to Know, and Learn) on
the board and will pass out three sticky notes to each student. Each student is
required to write what they know on about Plate tectonics/earthquakes on one
sticky note and what the want to know about plate tectonics/earthquakes on
another one. When they're done students can stick them under the correct
category. Then as a class we will review the different sticky notes and have a
discussion on what the students know and want to know.
● Then I will show a video on Earthquakes and Plate tectonics ( Bill Nye Plate
Tectonics and Earthquakes)
https://youtu.be/1PVMs2NSdmc
● Once the movie is over students will write what they learned about plate tectonics and
earthquakes on the last sticky note. Then add it to the Learn part of the chart.
● After that we will have a class discussion about what new things students learned about
plate tectonics and earthquakes. Also any key vocabulary they might have heard during
the video.
● What kind of questions should the students ask themselves after the engagement?
o How does plate tectonics affect the earth?
o How does tectonic plates work ?
o What are the three major types of fault boundaries ?
o Which boundaries do you think produce the most earthquakes?
o What are P waves?
o What is an Epicenter?

● To complete to whole class discussion I will ask the class if they were an engineer how
would design your building so that it could withstand an earthquake?

Grouping​​:
Before the students are paired up, students are to respond to this question: “How would you
describe the importance of plate tectonics, what are two or three things you would tell them?”
After students will Hand up, pair up with two other people and compare their responses.

Accommodations/Modifications for EL Student-Expanding Proficiency:

Some accommodations/ modifications for ELL students is for me to make sure that directions
and procedures are on the board for students to see clearly. For thing that may be challenging
such as creating their journal, there will be a diagram with pictures. Modeling what i want to
students to do will help my EL students see what all he steps are and the finished product.

Accommodations/Modifications for Student with Auditory Processing Disorder:

Some accommodations/modifications for students with auditory processing disorder are to seat
the student(s) near my work station where the student will be able to see the board. I will give
out a signal when there is something important the student should be listening for. I will assist
students as needed because I want my students to be comfortable asking for the extra help and
know its okay.

------------------------------------------------------------------------------------------------------------------
EXPLORATION
● Describe what hands-on/minds-on activities students will be doing.
● List “big idea” conceptual questions the teacher will use to encourage and/or focus
students’ exploration.

As I begin my lesson, I will lead the class with a discussion about why we practice earthquake
drills in school. I will ask students to discuss how our school is safe and if they are aware of the
things in our schools like special earthquake proof windows. I remind students that cause
earthquakes can cause walls to crack, foundations to move and even the entire buildings to
crumble. Earthquake-proof buildings are intended to bend and sway with the motion of
earthquakes, or are isolated from the movement by sliders.

Students will discuss with their peers the following questions:

o What is an earthquake and how does it affect buildings?
o How strong should building be made?
o What shape is best for an earthquake proof building?
o What can engineers do to help prevent structures from collapsing during
earthquakes?
o What materials are used to build earthquake buildings?

I will inform the students that they will be working as engineers. Engineers come up with an
idea, test it, and then re-engineer the structure based on its performance. Students will make
models of buildings and conduct an experiment to test how well their structures stand up under
the stress of an earthquake. Students will be broken up into groups and each group will
brainstorm how they will build their structure.

Students are to draw their structure blueprint and label all parts and the purpose of parts in their
earthquake science journals. I will be going around asking questions to have the students think
all the different aspects going into building a structure:
● How tall is your structure going to be?
● If you make it taller what strategies will you put into place so that your structure will
withstand the shake?

Grouping: ​Students will raise their hands if they would like to share their responses. Students
also will write down all vocabulary in their journals.
Accommodations/Modifications for ELL Student-Expanding Proficiency: ​Some
accommodations/ modifications for ELL students are to have visuals to help understand how
earthquakes are predicted and why the damages are so severe. Showing the students a visual
of the basic direction will help them see what to do and write down any notes that they will
need throughout the lesson.

Accommodations/Modifications for Student with Auditory Processing Disorder: ​Some

accommodations/modifications for students with auditory processing disorder are to seat the
student(s) near my work station where the student will be able to see the board. I will give out a
signal when there is something important the student should be listening for. I will assist students
as needed because I want my students to be comfortable asking for the extra help and know its
okay.

------------------------------------------------------------------------------------------------------------------

EXPLANATION

● Student explanations should precede introduction of terms or explanations by the teacher.

What questions or techniques will the teacher use to help students connect their
exploration to the concept under examination?
● List higher order thinking questions, which teachers will use to solicit student
explanations and help them to justify their explanations.

The students will present what will make their building withstand the shake to the class.
Students will discuss why they feel that their earthquake-resistant construction techniques will
work. Once all groups have presented their blueprints, I will present some key words used in
earthquake-resistance construction such as reinforcement, base isolation, moats and toned mass
dampers.

● What is reinforcement? How will it help my structure?

● What materials will i need to add in order for my structure to be earthquake safe?
● Since engineers continue to work hard at improving earthquake resistant structures, how
am I able to improve my own?

After students have shared their findings, we will watch a video ‘How We design Buildings to
survive Earthquakes’ showing real earthquake resistance engineering at work:
https://youtu.be/c4fKBGsllZI

Once the video is over, I will have students do a Hand up, Pair up and share 2-3 things they
found interesting about the video.
● How can I improve my design?
● What will be my foundation?
● Will my structure withstand a shake longer than 20 seconds?
Grouping:​​ Students will continue to work in groups throughout this lesson. I will direct students
when they should be working independently.

Accommodations/Modifications for EL Student-Expanding Proficiency:​​ Some

accommodations/ modifications for ELL students is to place students in groups with other
students to assist them. This is a big step in group work for the students because the students are
able to learn from their peers without feeling left out.

Accommodations/Modifications for Student with Auditory Processing Disorder:

Students who may need accommodations will be provided a key vocabulary list to help them
prepare for the next part of the lesson. I will also have time to ask questions about any part of the
lesson.

----------------------------------------------------------------------------------------------------------------
ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.
● What vocabulary will be introduced and how will it connect to students’ observations?
● How is this knowledge applied in our daily lives?

Students will break off into their groups again and will get to build their earthquake-resistant
structures. This challenge is to make the structure as tall as possible while making any
adjustments to the structure as they find during building them that the structure may benefit from
a change. Students will record these changes in their journal.

● How do plate boundaries impact earthquakes?

● How are stresses in rocks related to faults?
● What are the characteristics of different types of seismic waves?
● How are epicenters determined?
● How do tsunamis form?
● How are earthquakes measured?
● How can humans prepare for the impact of an earthquakes?

Students will develop a more sophisticated understanding of earthquake-resistant design, after

they conduct their test. They will record their observations in their journals and any new
vocabulary in the lesson.
● S-Waves​​: one of the three of seismic wave. S-waves vibrate from side to side and up and
down.
● Magnitude​​: ​Measure of an earthquake's strength based on seismic waves and movement
along faults.
 ● Plateau:​​ A large area of flat land elevated high above sea level.
● Richter Scale:​​ one of three scales used to measure earthquakes. Rates earthquakes
according to the size of seismic waves measured by a seismograph.
● Seismograph:​​ Instrument used to measure and record the vibrations of seismic waves.
● Tsunami:​​ A large wave that spends out from the earthquake’s epicenter and rushes
across the ocean.
● Aftershock:​​ A a smaller earthquake that occurs after a larger earthquake in the same
area.
● Seismic wave:​​ Vibration that moves out from the force in all directions carrying the
energy of an earthquake away from the focus, through Earth's interior and across the
surface.

Grouping: ​Students will work in groups, in pairs or individually to answer these

questions.

Accommodations/Modifications for EL Student-Expanding Proficiency: ​Some

accommodations/ modifications for EL students is to repeat the major parts of this lesson.
Many students get behind or forget what to do during the lesson. I will encourage
students to use the models and visual guides if they need help and I will step in if they
need more assistance.

Accommodations/Modifications for Student with Auditory Processing Disorder:

Some accommodations/modifications for students is for the students to be prepared for
the assessment. Students will be given opportunities to go over vocabulary and be able to
I will provide more time and break down the test so they are not overwhelmed.
---------------------------------------------------------------------------------------------------------
EVALUATION
● How will students demonstrate that they have achieved the lesson objective?
● This should be embedded throughout the lesson as well as at the end of the lesson

Students will demonstrate that they have achieved the lesson objective by creating and
improving their design. Students will get into groups of two and help each other improve their
designs and figure out what worked and what did not work. Both students are to write down the
observations and what they improved on. As a class, students will present their designs and their
observations. While students present their designs, their peers are to taking notes on how other
designs are put together. In the end, the class will now be able to create earthquake resistant
structures with the necessary tools.
----------------------------------------------------------------------------------------------
VAPA INTEGRATION & COMMENTARY (5 points)

The arts instruction in this lesson accomplishes more and more students should be exposed to

through the science and other subjects. By applying arts in lessons, students are able to use the

skills they have learned to certain subjects. Many students and their hobbies get overlooked and

sometimes students will not want to continue with it because how teachers become frustrated

with students when they are unable to look for different solutions, think outside the box, or

develop interesting writing. Keeping students minds going and very active is important. Teachers

who value the arts, often integrate them with other subjects and teach through a much bigger

lens. Art integration helps develop self-esteem, to be self-expressive, and to apply their

knowledge of other, more academic subjects in creative ways. Pairing the arts and science

encourages engagement and assess learning in a hands-on but meaningful way.

Teachers are able to take advantage of every moment and make it a teachable one to foster

children’s powers of observation, their willingness to discover and experiment, and to increase

their knowledge of the scientific world. I want to be able to encourage my students to strive for

their goals and to take their time. Sometimes students rush through assignments and may not

retain the information. It's important for me to make sure that I tend to the students needs and

provide experiences designed to develop children's natural, spontaneous explorations of their

world into scientific investigations.