Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

4.7A Properties of Soil The student is expected to examine properties of
soils, including color and texture, capacity to retain
water, and ability to support the growth of plants.
Specific Measureable Attainable Relevant _Time
Grade: 4th grade Subject: Science

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Teaching vocabulary: We will write down definition of 1) Nearpod
each vocabulary and student will draw related picture. 2) Simulations activity
Small group table activity. Simulations activity.
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
1) Quiz at the end of the Nearpod
Anchor Nearpod
Visual2)– Exit ticketchart
Different kindLearning
of soil Strategies: 1AE Use prior
Auditory –
4.1C ExpressSimulation supported by accurate information,STEMscope simulation and experiences to understand
an opinionactivity knowledge
employing meanings
Anchor chart paper in English
for each groupAND internalize new
Kinesethic – eye contact, speaking rate, volume, enunciation, and the
Group activity: touching the soil to
understand properties of soil.
Higher Order Questions to ask: (C6)

1. Which soil type did not support plant life? Why?

2. What is the relationship between particle size and water retention?

3.
Predict what would happen if all soil was only made up of one type of sediment.

Hook: (C7) Closure: (C7)

A Tale of a Puddle Begin the conversation, once upon a
time, there was a puddle. Then have students write a
passage describing the fate of their puddles. They may
soak into the ground, evaporate, run down the street,
or any other options students think of and can describe.
Students create graphic representations (anchor chart)
of their learning and post them. Each group will explain
their anchor chart and explain what they learn today.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
By using Nearpod presentation with different activities, I will do my direct instruction.

2. Student Activities / Guided Practice: (C6)

Each group will have 4 different kind of soil such as Clay, Sand, Gravel, Loam. As a group they need to discuss which
properties of soil can observe. They need to prepare their ANCHOR CHART about properties of soil.

3. Independent Practice: (C6)

Students will use STEMscope simulations programs to experiences to properties of soil such as
 Texture
 Color
 Particle size
 Ability to retain water

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name: Yasemin Gok
DELIVERY PLAN (C8)
OBJECTIVE: The student is expected to examine properties of soils, including color and texture, capacity to retain
Rigor water, and ability to support the growth of plants.

OPENING:
Retrieval A Tale of a Puddle Begin the conversation, once upon a time, there was a puddle. Then have students write
a passage describing the fate of their puddles. They may soak into the ground, evaporate, run down the
street, or any other options students think of and can describe. Have students share responses within
groups or with the class. Lead the discussion towards types of soil and how the properties of soil may affect
TEACHER INPUT:
Relevance Understanding soil properties plays a role in preparing students for fifth grade experiences with the
importance of soil as part of an ecosystem (living and nonliving parts of the environment). Students had
MODEL: prior experience with soil in the third grade. They explored and recorded how soils were formed by
Routing I will ask some recall question to students to help students determine the uses of various soil types.

GUIDED PRACTICE:
Retaining / Rehearsing
By using different kind of soil to check the properties of soil.

INDEPENDENT PRACTICE:
STEMscope simulation activity

CHECK FOR UNDERSTANDING:

Recognizing
Nearpod quiz activity

ASSESSMENT:
Exit ticket

RESOURCES / MATERIALS:
Nearpod
Simulations activity
Anchor Chart
CLOSURE:
Re-exposure
Students create graphic representations (anchor chart) of their learning and post them. Each group will explain their anchor
chart and explain what they learn today.