Learning Plan

Name:Julie Bouchard and Erin Taylor

Mentor name & grade: Eve Evans, 5th grade
Class: Science
Time allotted for lesson: 45 mins (Wednesday)
Enduring Understanding: Water changes land around it, over time, in
different ways. We can create models that demonstrate these changes,
impacts. Different kinds of land use impact the surrounding quality of water.
Specific Learning Outcomes: Students will be able to identify the
characteristics of residential, industrial, agricultural, and commercial.
Student will be able to plan a model based off the characteristics of one of
the four areas. (Residential, industrial, agricultural, and commercial.)
Academic Standards:
S5.A.3.2.1: Describe how models are used to better understand the
relationships in natural systems (e.g., water cycle, SunEarth Moon system,
ecosystems, observe and draw a diagram to show the effects of flowing
water in a watershed).
Pre-Assessment: (What do they know about terms?)
-

Formative Assessment:
Student will be identifying areas from around State College. The students
will be relating them into the four land area categories. Students will also
justify why they think that area belongs in each category.
Summative Assessment:
-Students will build models of their specific land use. The students will be
able to explain their model to the teacher and their classmates. Students
must follow guidelines and use materials appropriately to build a duplicate of
the land.
Interest Generator / Hook:
Today we will be talking a lot about 4 distinct categories of land. I want you
guys to be thinking about how these categories relate to our state college.
These four areas are Residential, industrial, agricultural, and commercial.
(Writes on board) By just looking at these words, what might be some things
you would expect to see in each area?
Plan to Engage Multiple Learners:
Ian, Katelyn, Maggie, Tiffany: These students have exhibited leadership
qualities with class projects before, so I specifically wanted to give them a
chance to step up as the leader in this project. They will all be in separate
groups.

Team
Team
Team
Team

1:
2:
3:
4:

Ian, Sophie, Griffin, Emilia, Diddi

Katelyn, Nathan, Brian, Madison, Jenalie
Maggie, Jessie, Nicholas, Jeb, Emily, Dominic
Tiffany, Julien, Elaina, Toutou, Adam, Davon

Learning Activities: Include time each activity will take and what the
teacher and students should be doing during the activity. Also include
specific questions to ask throughout the lesson.

Time
Teacher does:
Student does:
0:00- I need everyone to clean off your area and come back to the carpet
with your science notebooks and a pencil.
0:02- Today we will be taking a lot at 4 distinct categories of ways we use our
land. I want you guys to be thinking about how this relates to our state
college. Here are 4 pictures of different kinds of ways we use land. (Put four
pictures on the board) What do you guys observe about these pictures
0:05-Write student suggestions under each picture. After students are done
describing, come up with one solid sentence distinguishing each area.
0:08- Introduce building of land model. Announce groups to the students are
have them sit together. Hand job sheet out with description of each job and
who is doing each job. This sheet will also have the type of land model they
are to build.
Engineer: This person(s) will be responsible for the overall planning of the
group.
Construction Foreman: The main builder of the model. Other can help but
need to follow direction of construction foreman.
Drawer: This person will be responsible for drawing out their model on their
blank sheet of paper, and keeping track of any changes to the model during
construction.
Materials Manager: This person will be in charge getting and putting away
the materials for their group. They will also be in charge of proposing what
materials their group wants to bring in to add to their model.
0:15- Introduce the different materials available for the students to build
their models with. Explain that they do not have to use all of the materials,
just use the ones that they feel correlate to their specific land use.
0:20- Explain to students that before jumping into building their models, they
needed to draw up a plan of their area and what structures they would like to
build. Students will wait to start building until they have discussed and
explained their model to one of the teachers to make sure they are on the
right path. Have them include a key of what materials are needed for each
structure.
0:22- Sample on the whiteboard what planning out their models will look like.
0:27- Allow the students to go back to their seats and start planning their
model. Students have the rest of the class time to plan and build. As the
teacher, we will go around and make sure all groups and appropriately
representing their model. If students are not following what they should be

(land use wise), scaffold the students back to the appropriate direction to
make sure the model is accurate.
0:27-0:32: Students will be working their construction plan. Teacher will be
walking around to monitor progress.
0:45-Tell students to bring in any materials they may want to add to their
models by tomorrow morning because they will be finishing their building
tomorrow.
(If group finishes early, the group will put their sketch on the back board to
present to the class and talk about their land use area)
Wrap-Up & Transition: So I can see that some of you have already
started to build your areas, and some of you are still working on your plan,
which is great. Can I have some example about why some certain decisions
were made? For example: Why did your group choose to include trees? Why
did your group decide to not choose trees? Tomorrow we will be finishing up
building our models. If you and your group have thought extra materials you
might want to bring in, you need to get approval from either me or Mrs.
Evans. (What makes your model different?)
Anticipated Confusions for Students and Prepared Responses:
Materials needed: Whiteboard, whiteboard pens, students science
notebook, laminated paper, cubes, dirt, rocks/gravel, grass, straws legos.
Notes:

What surprised you?

The students were so engaged for the entire process
of this project, especially for the building section. They
just wanted to keep making their areas better and better.

What would you change if you did this again?

I forgot to show the stream tables before sending the
groups back to design so I had to go around and talk to
each group individually to make sure their design
included the river in the center. Also maybe spending a
bit more time making sure they understand the main idea
was runoff. After when we got back together later in the
day, I went back over the topic to make sure we were all
on the same page.

What did your students learn and how do you know

that they learned what you taught?
With the re-centering on the carpet, the students
participation was my clue that everyone had done their
work and understood how the areas used their land.
How did the lesson go for the individuals stated
above?
They did very well! Each person really stepped up to a
leadership position in their groups. I was especially proud
to see none of the students were overstepping any role.
Every student was involved at every step of the project
making each group successful.

Picture