Name:______Savanah Mobley__________ Date:___5/22/17_________

Spring 2017

Georgia Southwestern State University Lesson Plan

Created by GSW School of Education

Classroom/Lesson Context

__x__ Whole Group _____ Small Group _____ One-on-One

__6/1_ Students with IEPs/504s _____ ELL Students

_11__ Other (Please specify:) ______Struggling readers______________________________

Please specify the number of students:

__9__ Girls __9__Boys

Learning Central Focus

Lesson Plan Title: _____Erosion_______________________________________

Grade Level: __5____

Central Focus:

What is the central focus for the content in the learning segment?

During this lesson, the students will learn about erosion and its different aspects (glacial,
water, wind).

Content Standard:

What standard(s) are most relevant to the learning goals?

S5E1. Obtain, evaluate, and communicate information to identify surface features on the
Earth caused by constructive and/or destructive processes.

a. Construct an argument supported by scientific evidence to identify surface features

(examples could include deltas, sand dunes, mountains, volcanoes) as being caused by
constructive and/or destructive processes (examples could include deposition,
weathering, erosion, and impact of organisms).

Student Learning Goal(s)/ Objective(s):

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
Students are to know, understand, and be able to identify different types of erosion and its
aspects.

Skills/procedures:

What are the specific learning goal(s) for students in this lesson?

The students are to learn about the concept of erosion and its different components.

Concepts and reasoning/problem solving/thinking/strategies:

What are the specific learning goal(s) for students in this lesson?

Students will develop knowledge about the concept of erosion. They will be able to identify
the different parts of erosion and be able to look at a picture and determine what type of
erosion occurred by noticing the changes that occurred to the land.

Prior Academic Knowledge and Conceptions:

What knowledge, skills, and concepts must students already know to be successful with this
lesson?

Students should already know about the water cycle and the effect water has on the
ecosystem. Also, students need to have an understanding of the layers of Earth, in this case,
the first layer, topsoil.

What prior knowledge and/or gaps in knowledge do these students have that are necessary to
support the learning of the skills and concepts for this lesson?

A couple of these students in the class are new and move around due to them being foster
kids. As a consequence, these students may not have the background knowledge of the water
cycle or Earths layers. As an opposite effect, these students may have already learned about
erosion and this will simply be a review of their prior knowledge.

Common Errors, Developmental Approximations, Misconceptions, Partial

Understandings, or Misunderstandings:

What are common errors or misunderstandings of students related to the central focus of this
lesson?

During this lesson, students may have a few misconceptions. For example, students may get
weathering and erosion mixed up. They may think that weathering and erosion are the same
things, when in fact, theyre not. Weathering occurs with no movement and should not be
confused with erosion, which involves the movements of rocks and minerals by agents such
as water, ice, wind, water, and gravity.

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
How will you address them for this group of students?

Prior to this lesson, students will have covered weathering and deposition. Hopefully these
students will have enough background knowledge to move forward with this lesson. We will
also reiterate that weathering and erosion are not the same things.

Instructional Strategies and Learning Tasks

Launch: ___5______ Minutes

As students enter the classroom, I will have them come in and pick up a sheet colored
printer paper. I will instruct them to get out a pair of scissors and a pen/pencil/marker. We are
about to make a graphic organizer. I would say: Alright, follow my directions so your graphic
organizer will be done correctly. First, fold your paper hotdog style but leave about an inch
from the edge. This is where your title will be. Next, take your scissors and cut 2 slits on the
shorter half of the fold like this (shows example). After you have your tabs cut, you will label
each as follows: the first wind, the second glacial, and the third water. On your title, you
need to write Erosion.

Instruction: ___15____ Minutes

After the graphic organizers are made, the students will write in them and use them as a note
taking method while we go through the power point I created. The students will be using this
graphic organizer over the course of this mini-unit. Attached is a copy of the power point.

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017

Structured Practice and Application: ___5_____ Minutes

After the graphic organizer is finished, I will have a crossword puzzle for the students to
complete. They will use the graphic organizer we filled out and will keep the crossword puzzle to
study.

Closure: __5_____ Minutes

After the lesson is completed, the students will get out a sheet of paper and write 2 examples
or definitions of each type of erosion. They will then turn their papers into me and I will use
those papers to determine who got it and who didnt.

Differentiation/ Planned Support

Due to there being so many struggling readers and students with IEPs, I centered this lesson
around them. The students will have visuals, along with hand written activities. This lesson is not
solely based on lecture. The students will interact with the teacher as the lesson progresses. We
will be spending 3 days over erosion, so if I see the students did not understand today, we are
going to try another approach tomorrow.

I will have online games available for the students to use at home so they can study and become
more familiar with the content.

https://create.kahoot.it/#user/9c62c4ed-17bb-400a-b5d4-d05c5fc56106/kahoots/created

https://www.plickers.com/library

Here are a few app/games/learning modules the students can download at home
and use for further learning.

https://itunes.apple.com/app/apple-store/id1001247878?
pt=1973168&mt=8

https://itunes.apple.com/us/app/geology-by-kids-discover/id811264333

These apps are very beneficial because they have the different aspects
of erosion and they also show real life examples of erosion happening.

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
https://www.brainpop.com/science/earthsystem/erosion/

Student Interactions

The students desks are already placed into groups, and during independent practice, if a
student cannot find an answer in the crossword puzzle, they will be able to ask for help from
one of their peers, but not the teacher. They can also look back into their graphic organizers.

What Ifs

What if the power point doesnt work? I will have a copy of the power point so that way we can
still have a visual and class discussion.

What if many students do not have scissors? There are extra scissors in the classroom.

Theoretical Principles and/or Research Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

These learning tasks are appropriate because every criterion is met for the types of students
we have. I have a visual with pictures on the power point. I have a written activity for them
to do that includes taking notes from the ppt.

Materials

What materials does the teacher need for this lesson?

Power point, crossword puzzles, blue printer paper, and extra scissors.
What materials do the students need for this lesson?

Scissors, markers, pens, pencils, one sheet of notebook paper.

Academic Language Demand(s)

Language Demand

The students will write information that will be useful later on during the week. The students
will give concrete examples of each type of erosion and where you could find it.

Language Function

What language function do you want students to develop in this lesson? What must students
understand in order to be intellectually engaged in the lesson?

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
Students need to develop the skill of thinking critically about topics instead of memorizing
information. Students need to construct an argument explaining why erosion is different from
weathering, and deposition.

Content Specific Terms

Erosion Glacial Erosion Wind Erosion Water Erosion Plucking

Freeze Thaw Abrasion Creep Saltation Suspension

Language Discourse

How will the students of the content area speak, write, and participate? What is the structure
of the written or oral language?

Students will discuss the different aspects of erosion by giving examples of erosion. For
example, water erosion can be caused naturally or by humans. I asked the students to give me
examples of natural water erosion, and then proceeded to ask how water erosion is caused by
humans. The students write in their graphic organizer information from the power point.

Language Syntax

What are the organizing symbols, words, and/or phrases in the written and oral language
structures?

The student will use a graphic organizer for vocabulary terms and definitions.

Support

How will you support students so they can understand and use the language associated with
the language function and other demands in meeting the learning objectives of the lesson?

Due to there being so many struggling readers and students with IEPs, I centered this lesson
around them. The students will have visuals, along with hand written activities. This lesson is
not solely based on lecture. The students will interact with the teacher as the lesson
progresses. We will be spending 3 days over erosion, so if I see the students did not
understand today, we are going to try another approach tomorrow.

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
I also noticed in some of the definitions I put on the power point, they may have been too
difficult to understand, so I broke each definition down and asked openly if someone could
put the definition into simpler terms.

I am attaching a copy of this lesson so that students who are absent can watch and learn what
we missed today.

Assessments

Describe the tools/procedures that will be used in this lesson to monitor students learning of
the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in
the resources section at the end of the lesson plan.

Evaluation Criteria
Type of Modifications to the
assessment assessment so that all What evidence of student
Description of
students could learning (related to the
assessment
(Informal or demonstrate their learning objectives and
Formal) learning. central focus) does the
assessment provide?

Handwritten Some students will only This assessment provides

Formative
assessment given have to answer half the evidence that students
orally. Students will questions, which is already understood the components
(Informal)
write down the type one of the requirements of each type of erosion. If
of erosion they think according to the students students do not understand,
is being described. IEPs. we will be trying a different
approach tomorrow.

Analyzing Teaching

Worked/Didn't Worked

What worked? The graphic organizer seemed to work out well because the students had to
make it and listen to what was said as well as write down key aspects of each type of erosion.

The crossword puzzle worked well because all the students completed it correctly.

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
What didnt?
Some students were absent on this day and I did not account for that. Consequently, the
students that missed will not have a chance to make the organizer and therefore may not do
so well on the test in two days unless tomorrows lesson clicks.
For whom?

The students who were absent and described above.

Adjustments

What instructional changes do you need to make as you prepare for the lesson tomorrow?

Tomorrow I will be incorporating more of a hands on learning strategy and reaching out
toward my kinesthetic learners. Also, I will make sure I have something prepared for my
absent students.

Proposed Changes

If you could teach this lesson again to this group of students what changes would you make
to your instruction?

Whole group: If I were to reteach this lesson, I would limit the amount of word-for-word
information for the students to write down. I began to feel as if some of the definitions were a
simple copy activity which research has proven does not help a child learn. It is essentially the
same as having the students copy definitions out of the dictionary; it has no effect.

Group of Students: I did not teach the lesson to a select group of students.

Individual Students: Each Individual student will be catered to logically. Each student whether
kinesthetic, auditory, or visual will learn through large group activities.

Justification

Why will these changes improve student learning?

As stated above, some of the definitions were a simple copy activity which research has
proven does not help a child learn. It is essentially the same as having the students copy
definitions out of the dictionary; it has no effect.

What research/ theory supports these changes?

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Name:______Savanah Mobley__________ Date:___5/22/17_________
Spring 2017
Howard Gardners multiple intelligences theory can support this because you must cater to
each of your students needs. Copying definitions is not an effective way to ensure they
understand the concept of erosion. However, if we are using key vocabulary throughout the
lesson (which we are), then this graphic organizer is essential to the different intelligences of
the students.

Resources

Attach each assessment and associated evaluation criteria/rubric.

Erosion.pptx