Ferris State University

Lesson Plan Template

Lesson Information

Name: Rachele Smith Date:12/07/2022

Curriculum/ Course: Integrated science Grade Level(s): fourth grade

Time/ Period: 11:00 to 11:55 -One 55-minute Materials:

block Pencils
Worksheet for Sugar Shake Data
Sugar cubes (20 cubes)
Markers
Tupperware container with lids (3 sizes)
Document Camera
Computer
Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)
There are 26 students in the classroom. The majority are graded as 4 th graders, with a few 5th graders. The ages range from older 8 to
younger 11. The class has 14 girls and 12 boys. Additionally, the class is predominantly African American. The socioeconomic status of the
school qualifies everyone for free breakfast and lunch. 4 students receive Heggerty intervention and small group reading and writing. 1
student is receiving special education services, one student is being tested, and one student is in the process of getting a 504.

Standards Alignment

Create a table line for each standard
Content Standards:
1.
4-ESS2-1. Make observations
and/or measurements to provide
evidence of the effects of
weathering or the rate of erosion
by water, ice, wind, or
vegetation.
Objectives (both ABCD with
teacher language and “I Can”
with student language)
1. Students will be able to make
observations and draw evidence
of the effects of erosion.
I can observe and draw
evidence of erosion.
2. Students will be able to identify
patterns of different changes in
the landscape due to erosion over
time.
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Appropriate Assessment(s) (formative and/or
summative)
1. Formative- During student conversations or group
sharing, I will be listening to see which students have
grasped the concepts.
2. Summative- Worksheet of Sugar Shake Data: Students
will be drawing evidence and then explaining their
understanding of the evidence regarding wind erosion.
4-ESS1-1. Identify evidence I can find evidence of erosion
from patterns in rock formations over time.
and fossils in rock layers to
support an explanation for
changes in a landscape over
time.

Technology Standards 1.N/A 1.

MiTecs/ISTE
1.
SEL Competencies 1.N/A 1.
1.

Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
I know how excited you have been to be exploring more science. (The fifth graders will need to gather their supplies (this differs day to day,
depending on how far they have progressed the previous day) and go with Ms. Speed for their lesson (depending on their needs they may be
in the library or back of the room.) (While I believe that the fifth graders may be attending my lessons so that Ms. Speed can observe me
The fifth graders may have other work that needs to be done.) Fourth graders, I need you to have a pencil at the ready. Today we are going
to be at the learning spot, so I need Annaliese to pass out white boards. Once you have your whiteboard, I need you to come to the learning
spot and make sure you’re in a place for success.
What happens to Mountains? Will they last forever? Whisper talk to your neighbor and tell them what you think.

Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be
doing? Identify the core teaching practice(s) and SEL competencies utilized)

1. Once students are all seated and have had 2 minutes to talk I will call on a few raised hands to share their thoughts.
2. Play video 1: Talking points at the end What do you think is going on here? What do you think happened to this pyramid? “I would
like you to talk together about these questions amongst yourselves.” Give them 2 minutes or less, and then call on students to share.
3. Play video 2: Have you ever heard not to put a can of soda in the freezer? Why do people say that? Don't put a can of soda in the
freezer. “Again, I’d like you to take 2 minutes and talk amongst your self about this.” Call on a few raised hands to share.
4. Play video 3: “Today I am going to you the document camera and demonstrate what erosion looks like. Thumbs up if you think I
have the strength to erode a regular rock using just my body? Thumbs down if you don’t. That’s right not without additional tools.
Even using another rock would be using a tool. So today I am going to be using sugar cubes. Use your pencil to draw what the cube
looks like on your paper in the first square. When your done, I need you to predict what the cube will look like if I shake it in this
Tupperware 200 times. That goes in the second square. Do your best, you don’t have to be an artist to be a scientist.”
5. “How many edges does a sugar cube have?” Call on a few students to answer. “I am going to mark them with this marker, and we
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 can count together. One -12 edges.”
6. “Each Tupperware I have represents a different sized mountain. One that is smaller, one medium, and one that is tall. Why do you
think I chose different sizes?” Call on a few hands. The answer I am looking for is that is shows different types of erosion.
7. “So, to be a good scientist, we need to make sure that we follow the instructions. Each time we shake our cube we have to count
together and out loud. Each trial will be shaken for 40 times. A shake looks like this. (Use an extra cube and count to 10 to show
expectations). I want you scholars to be able to take turns shaking the cubes, so I’m going to try to let everyone have a turn. I’ll call
you up to shake, so you don’t have to raise your hand.”
8. “Each Tupperware has a marked sugar cube. Lids are on tight.” Pick 3 students and hand them a Tupperware. “Remember, we are
going to count out loud together.” Count to 40. “Alright let’s see what happened! In the small container… (take off the lid and show
on the document camera). In the medium container… (repeat). In the large container…(repeat). Now in the third row on your data
sheet, I need you to put which container you are focusing on above it. Small, medium, or large. Once you picked the cube to focus
on, describe the changes that happened to the cube. How did it change?” (Give the students two minutes.)
9. Repeat the shaking 40 more times following step 8 4 more times.

Extension Activities:
This lesson is timed, and there should not be any quick finishers. Students that would like additional information can look up erosion,
volcanoes, and earthquakes on Epic! to read more on the subjects.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of
the lesson.
10. “Now that we are done with the shaking, we need to decide what actually happened? Talk in a whisper voice with your nearest
neighbor.” Give them two minutes to talk. “I’d like you to share your thoughts.” Call on students to share out. (Things I’m looking
for are; There was erosion that happened. It looks like its broken and fell down a mountain.)
11. Now we need to think about the questions on the back. I am going to give you 10 minutes to answer the questions you can work with
a partner but I need you to make good choices. Tomorrow we will talk about them.

Diversity/Equity/Inclusion/Belonging
Whole group Individual
Differentiation Accommodations Modifications (if needed)
Instruction Student None are needed. None are needed.
Content/Activity/ Readiness/Interest/Lea
Product/Environment; rning Profile/Affect

I would love to be To engage students

able to do this that seem
experiment in small disinterested, I
groups with enough would begin the
supplies for every lesson by handing
student to be their them a rock and
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own force of nature. asking them to
change it in any way
Additionally, I could they could. This
take control with should increase
the experiment, and both the students
then just show the that are not
students the results. interested and those
This experiment is that are and are
really flexible excited to give it a
depending on the try.
classroom you have.

Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community
attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their
knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples.

The students are super excited to get back into science. They have asked several times when we will get back into science. They have also
been guessing about what we will be learning. While the students have some background knowledge about erosion and the crust of the
earth, they will be getting new information. This means that I have to be explicit in my instruction and think about misconceptions that
students might bring with them. Additionally, I’m not sure if any of the students have had any experience with this phenomenon before.
This reinforces that they may not have knowledge that they can scaffold with.

Technology
Integration Select the appropriate For each ISTE Educator role you selected, provide a description explaining how you played this role(s).
of ISTE Educator role(s) you
technology used to design digital
for designing experiences:
and/or 1. Learner
delivering 2. Leader
the Lesson 3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst

Student Select the appropriate For each ISTE Student role you selected, provide a description explaining when/how the students will be
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technology ISTE Student role(s) in this role(s).
experiences students will use:
during the 1. Empowered Learner
lesson 2. Digital Citizen
3. Knowledge
Constructor
4. Innovative Designer
5. Computational Thinker
6. Creative
Communicator
7. Global Collaborator
Reflection/ Teacher Notes:

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