Name: Amanda Obs.

#: 3
Kaercher
Subject Area:​ Earth Date: ​ 10/19/19 ​
Science; Weathering
and Destructive Forces
Time Duration: 45 Grade: 4
mins
Lesson Title: Will a Mountain Last Forever?

Unit: 1, Lesson 3

Content Standard Alignment: ​(Please also CODE and the description of the standard)

4-ESS1-1 ​Identify evidence from patterns in rock formations and fossils in rock layers to
support an explanation for changes in a landscape over time.

4-ESS2-2 ​Analyze and interpret data from maps to describe patterns of Earth’s features.

Lesson Objectives/Instructional Outcomes: ​ ​(Statements of student learning​, not student activity​ -

must include the specific ​Learning Target​ for this lesson)

Students will be able to explain if a mountain lasts forever.

Students will be able to understand how solid rock breaks into smaller pieces.

Students will be able to decipher how rocks at the top of a mountain are different than rocks at the
bottom of the mountain.

Instructional Materials/Resources: ​(Please include teacher materials and student materials. If you
are using a book, include the title; if you are using a video/video clip, include the link and/or title)

https://mysteryscience.com/rocks/rock-cycle-earth-s-processes
(If you click this link the lesson/slides I am referring to will make sense. Number Corner will walk
you through.)
Markers
Sugar Cubes
Plastic Containers and Lids
Pencils
Sugar Shake Data Printout
End of Experiment Assessment
Methods and Instructional Strategies
Anticipated Student Misconceptions: ​(Discuss with CT)​

Rocks break down from “hitting stuff”, not knowing the correct words of weathering/root
wedging or ice wedging.

Not confusion but certain students not being able to handle doing an experiment.

Some students not shaking hard enough or too hard.

Concept Prerequisites:​ ​(​What do students need to understand/know prior to this lesson)

Introduction- Have activities set up on the circle table.

Anticipatory Set: Instruct them not to mess around with it, if they do they will lose the
(May include a privilege of doing fun experiments( I believe they can handle this).
“Hook”) What will
you share with your Who can tell me what we learned about yesterday?
students about what ● multiple students answers
they will be learning? Today we’re going to learn about this and finally figure out “Will a
After your “hook”, mountain last forever?”
state your target for
your lesson. T​ his activity is hard to do a hook for it is a continuation of the day before.
That is why I believe it is best to review.

Instructional
Activities:
It is recommended that
you write what you will
do ​step-by-step​ or as a
numbered or bulleted
list,​ at least for your
first few lessons.
1. Play activity slide 1, summary, go through the rest of the slides.
2. They are not finding a partner, they lost this privilege. They will be
working with their elbow partner. Their seating
arrangements/Kagan Structure sets them up so a high academic
level is seated next to a low academic level.
3. I will have A’s come get the worksheets.
4. complete questions 1 and 2.
5. Each partner colors a sugar cube side, a different color.
6. Answer question 3.
7. A’s will start as the shaker, B’s will start as the counter.
8. Shaker puts their sugar cube in the container, along with the other
three none colored, close the container.
9. The shaker shakes the container counting 40 times out loud.
10. Open the container and write how the cubes have changed.
11. Counter count how many edges have any color left.
12. Shaker put the same cubes back in the container.
13. Switch roles/ take turns being the shaker and then the counter.
● So each person should be the shaker twice and the
counter twice.
● Finish the worksheet you will have around ten minutes.
 ● When you are done do SAS at your seat or help another
group.
14. Discuss slide 13 of 14
● Rocks at the top are rounded because they haven't hit
other objects/rocks to make them jagged.
● What are some factors that could make the rocks on the
top fall?
15. Discuss slide 14 of 14
● Smaller jagged rocks

*Key Questions: Will a mountain last forever?

(​How will you stretch Why does solid rick break into smaller pieces?
their thinking?) How is How are rocks at the top of the mountain different than rocks at the bottom
critical thinking a part of the mountain?
of your questioning?
*These may be
included in the above
section.
Wrap Up- Assessment- Students will have around ten minutes to do an end of the
Synthesis/Closure: session assessment. This is independent work.
(What will you briefly This a routine they are used to doing.
do to “end” the lesson,
to inform your
subsequent instruction,
correct any possible
misunderstandings,
and/or tie up any loose
ends. A list of ideas
will be provided).
Allow your students to
also share what they
have learned.​ ​**This
is very important in
assessing the
effectiveness of your
lesson.
Transition(s): ​(How will you move the students from this lesson to the next? Prepare them for the
transition with time left for independent practice (i.e. 5 minute warning) or other established routine.
Ms. Urban will be taking over after science. This is an off week we have no ELA in any way.
She reads Journeys to the class.
Differentiation According to Student Needs:​ (​ Be certain to consider struggling students, as well as
students who catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning
for all)
​Excelling students are sitting next to students who struggle (elbow partner).
They are sitting across from students who are their level.
This way during the experiment those who need help will get it and the students who excel
will be slowed down to help.
This also gives the excelling students a challenge or someone to debate with at their level and
the lower students a chance to also talk at their level.

Assessment (Formative and Summative): ​ ​(This is not necessarily some type of formal
assessment, but how do you plan to check for student understanding? Exit slips, Turn & Talk,
Thumbs Up/Thumbs Down, making rounds around the room are all examples, or consider
creating a quick quiz using Plickers, Kahoot, or Socrative. In addition, ​how will you
document your findings?)​

Summative/ Formative Assessment- Students will have around ten minutes to do an end of the
session assessment. This is independent work.
This a routine they are used to doing.

Formative- I will be walking around while students are doing the lesson for help and guidance.
Personal reflection on the lesson: ​Complete after you teach the lesson. Place in binder
or ​GREEN​ folder for my review the next time I visit your classroom​.
(Be thinking about questions you will ask yourself after you teach the lesson. There is no need
to type out your reflection – you are welcome to simply write your reflections at the bottom of
your lesson plan)