Developmental Lesson Plan
Teacher Candidate: Maggie McFadden Date: 2/22/2021
Group Size: 25 Allotted Time 30 min- 2 days Grade Level 4th
Subject or Topic: science- weathering, erosion, deposition
Common Core/PA Standard(s):
Standard - 3.3.4.A2-Identify basic properties and uses of Earth’s materials including rocks,
soils, water, and gases of the atmosphere.
Learning Targets/Objectives:
The students will be able to understand and demonstrate example of weathering, erosion, and
deposition by completing worksheets and completing and inquiry based experiment.
Assessment Approaches: Evidence:
1. Weathering, erosion or deposition 1. Students will need to complete a worksheet
worksheet after the first day. Teacher will collect it.
2. weathering, erosion, and deposition inquiry 2. While student are completing the inquiry,
sheet they will also be filling out an inquiry sheet
…. that will be collected.
…
Assessment Scale:
1. WED worksheet- students will be given real world examples of weathering, erosion, or
deposition and they will need to tell what it is an example of. 8-12 correct students will
be considered proficient. 4-7 correct students will be considered basic and will be
monitored to see if they need extra help. 3 or less correct student will be considered
below basic and will need remediation.
Subject Matter/Content: Weathering, Erosion, and Deposition
Prerequisites:
Understanding what soil is
Understanding weathering
Key Vocabulary:
Weathering- The process of breaking down rocks
Erosion- The process of moving the broken down rock
Deposition- The process of dropping the broken down rock
Content/Facts:
Weathering breaks down rocks by wind, water or ice.
Erosion carries the broken down rocks.
Deposition drops the broken down rocks into a new location.
Introduction/Activating/Launch Strategies:
Remind students about how soil is made.
Ask who can remind everyone of what weathering is
Ask to explain how weathering occurs
Explain that we will be explaining weathering a little more in depth.
Show video of students doing the rock dance.
Development/Teaching Approaches
Ask students what they thought of the video.
Ask them if they want to demonstrate the dance.
Review what we saw in the video.
Ask students to summarize the important facts of the video.
Explain that weathering breaks down rocks
Explain that erosion carries rocks
Explain that deposition drops the rocks in a new area.
Have students stand up and do the rock dance and song at their seat.
Show worksheet with real world examples of weathering, erosion, and deposition.
Do one of each without help from class
Do examples all together with the class.
Have students complete a similar worksheet on their own.
Explain that they need to put W for weathering, E for erosion and D for deposition.
Explain that tomorrow we will be putting out new knowledge to work for a fun little
inquiry.
END DAY 1
Begin day 2 by playing the rock song and dance again.
Remind students that weathering breaks, erosions takes, and deposition drops.
Inform students of the activity that we will be doing together.
Explain to the kids online, that in class we are going to be doing a hands-on activity, so
students at home will be watching a video of the experiment.
Point out that on their worksheet there are places to pause the video so you can make
predictions with like the rest of the class will be doing.
Remind them that if they need anything or have any questions that they can comment
on google classroom and you will get back to them.
End zoom and focus on kids in class.
Give 5 seconds for them to get in 4 groups.
Once they are in groups, hand out baking trays with sand on one side. Make sure the
sand is damp so it is not falling all over the place.
Pass out inquiry worksheets.
Go through everything on the worksheet together as a class.
Pointing out where to make predictions.
Reminding them to put down what is actually happening.
Going through each process step by step.
Show how to pour the water.
Show where to place the ice.
Help them with the wind section.
Walking around to every group.
Answering any questions.
Go over the back of the packet together as a class.
Closure/Summarizing Strategies:
Have students take their trays to the back of the class to be cleaned.
Go over the packet together.
Make sure they have all sections filled in.
Explain that next class we will be taking about how erosion and deposition help to
create different landforms.
Accommodations/Differentiation:
I have 2 students that come in that work at a 1st grade level. They will take part in the
experiment with their group. Instead of filling out the whole packet, they will just need
draw their predictions and what actually happened.
Materials/Resources:
Day 1
Rock song and dance video
o [Link]
Weathering, erosion and deposition in class worksheet
Weathering, erosion and deposition independent worksheet
Day 2
Inquiry sheet
Rock song and dance video
o [Link]
Experiment video
o [Link]
Baking trays
Sand
Water
Ice
Books (for wind)
Pencil
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts
In Class worksheet
Independent
Inquiry
Worksheet
Name:____________________________
Today we are going to be doing a little experiment to help us understand
weathering, erosion, and deposition.
Directions- After you are placed in groups, Mrs. Hess, Mrs. C, or Miss McFadden
will come around and give you some sand. You are going to place the sand at one end
of the baking tray. Pat it down. In the middle of the sand, pull your finger trough
to make a little riverbed. (We can help you with this). Then you will be given a cup
filled with water, some ice cubes, and a book. Each of these things represents
something in nature. Your job is to make predictions and drawings and then explain
and draw what actually happened. IF YOU MAKE A MESS YOU WILL BE THE ONE
CLEANING IT UP. IF YOU MAKE A MESS YOU WILL SIT OUR THE REST OF
THE EXPERIMENT AND WRITE AN ESSAY ABOUT WHY YOU ARE SITTING
OUT.
1. First you are going to place the ice in the corner of the baking tray.
a. What do you think the ice represents in nature? (Hint- it’s exactly
what you think it is)
b. Draw a picture of what you think will happen to the ice and the sand
over time.
c. Under your drawing, explain what you think is going to happen.
d. Once you are done drawing and explaining, you can move on to the next
part of the experiment. We will come back to the ice at the end to
see what has happened.
2. We are now going to be using the cup of water.
a. What do you think the water represents? (Hint- you are going to be
pouring it out on top of the sand).
b. Draw a picture of what you think is going to happen to the water and
the sand.
c. Under your drawing explain what you think is going to happen.
d. Pick up your cup of water and slowly pour it over the sand.
e. Draw what actually happened to the sand and the water.
f. Explain what actually happened.
3. Now we are going to be using the book.
a. What do you think the book represents? (Hint: You are going to be
using the book like a fan. You are going to fan the sand)
b. Draw a picture of what you think is going to happen.
c. Explain what you think is going to happen to the sand.
d. Pick up your book and use it as a fan to fan the sand.
e. Draw what actually happened.
f. Explain what happened.
4. Time to check on our ice!!
a. Have you noticed anything?
b. If you haven’t noticed anything, what do you think would happen if we
let it sit over night?
Let’s Talk!!
What was the part of the experiment that represented weathering?
What was the part of the experiment that showed us erosion?
What was the part of the experiment that showed us deposition?
*Remember our catchy song- Break, Move and Drop… These are the things that
happen to a rock!
Online version
