1.

Learning Objectives and Expected Outcome

4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change the
shape of the land.
2. Habits of Mind/Ground Rules Being Emphasized
Scientific Method: Purpose, Research, Hypothesis, Experiment, Analysis, Conclusion, and Discussion.
3.

Conceptual Theme Most Important to This Lesson

Students will need to have a general idea of what an earthquake, volcanoes, and landslides are.
4.

Specific Content

4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change the
shape of the land.
5.

Sources and Resources Needed/Available

Science Book
All the materials that are needed for the volcano, earthquake and landslide experiements
Paper
Pencils

6.

Potential Roadblocks to Learning

The experiments turning out for all of my students, so that it can show them why these things
happen. Trying to explain it in 5 year old terms will be a bit challenging especially when they ask the
famous questions WHY.
7.

Inquiry Attributes Already Possessed by Learners

Can they tell me the difference between earthquake, volcano, and landslide.
Can they tell me why these things happen?
Can they tell me where at in the United States that these things most occur?
8.

Questions and Types of Questions to Be Raised and Explored

Can they tell me the difference between earthquake, volcano, and landslide.
Can they tell me why these things happen?
Can they tell me where at in the United States that these things most occur?
9. Ongoing Assessment
Keep Written records of how each student started and their attitude and skills towards it at the beginning
of the week and then record them again and their thoughts at the end of the week.

10.

Appropriate Sources and Resources to Effectively Monitor Progress

Reports, Quiz, Discussions and etc.

11.

Professional Preparation

Students will need an hour each day to do the required lessons and experiments.

12.

Long-Range, Medium-Range, and Short-Range Goals

For them to understand things about weather and why these certain things happen and what to do if
these things ever happen to them.
13. Plans to Help Advanced Learners Become Facilitators for Learners Needing Additional
Help
I would group some of my advanced students with students that I knew were struggling so that they
could help the others in their group know what to do and also be in a social atmosphere and facilitate
without even knowing that they are facilitating.