1- Take the students down stairs and have them in their groups.

2- Tell them that they are going to build a mountain/ hill using sand, then they will pour water on the
top of it. They should record their observation in worksheet 1.
3- Next, they will use the mini fan to blow the sand and again record their observations.
4- Finally, they will observe and record what happen to the frozen soil when it melts (I will provide it).
5- We will discuss their observation and then I will explain (weathering “breaks”, erosion “moves”,
and deposition “drops”).
6- We will try to do the following song

https://www.youtube.com/watch?v=3QWKsHbvtFk
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Weathering breaks it, Erosion takes it, And when the motion stops, Deposition drops.
Wind and water moving around, Gravity pulls it down.
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
7- Take the students back to the classroom. We will discuss the terms again and give some examples
such as: wind blow the sand (erosion), animals or plants digging in the ground (weathering), deltas
forming at the mouths of rivers (deposition). I will emphasize that it takes weathering and
erosion hundreds or thousands of years to happen.
8- Finally, they will do the worksheets based on their levels (the worksheets are at the following order
below law, medium, high).
9- Reflection with Mr. Joseph 😊
 Lesson Planning
Name of Student Teacher: Hend Alyammahi School: RKA Academy PYP
Planning an Inquiry Based Lesson/Activity/Project
Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal): Questioning
and extending students answers.

2. Describe what you will do to help achieve your goal (Strategies Used): make a list of the question in my
plan. Keep asking students for justification (why).

3. Describe how you can tell if you’re achieving your goal (Evidence): Students responses and interaction
during the lesson. Have the list with me during the lesson.

Grade Level: 4 Subject: Science Learning Outcome (ADEC code and words): Not included

Title of Lesson: A brief description of my Lesson in my own words: This is the tenth lesson of the “How
weathering, erosion, the world works” unit and its main idea is to give the students an idea of how landforms
and deposition. like rivers and bays accrue in the nature.

The problem that The outcome or product of the students’ investigation (i.e. what will the students be
students are trying to expected to produce at the end of their investigation)
solve or investigate (in
The students are supposed to figure out how water, ice, and wind affect the sand. Then,
my own words): how
they will link to the definition of the words weathering, erosion, and deposition.
does weathering,
erosion and deposition
shape the landforms.
Learning Outcomes (including strand and sub strand)

- The students will be able to observe and record how water, ice, and wind affect the sand if mountain they
have created.
- The students will be able to define and distinguish between the three processes (weathering, erosion, and
deposition).
- Give example from mature of weathering erosion, and deposition.
Essential Question:

• How does weathering, erosion, and deposition shape the landforms?

Guided Questions:

• What is weathering? What is erosion? What is deposition?

• What happen to the sand when we pour water on it, blow it with the mini fan, and ice melting?
• How long does it take for weathering and erosion to happen in nature?
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Engagement To attract the - I will ask the students to state some - State the Remembering: Communicatio Listening:
students’ of the landforms that they have landforms that - Who can tell me n: their when they
attention. learned about (mountains, volcanos, they know. some of the information and listen to
islands…). - Show how landforms that you opinion about others’
To review their - Ask them to show me by their hands mountains are have learned? the key terms. responses
prior knowledge. how do mountains form. form in the nature - How do mountains Speaking:
- Write the following question on the by their hand. form? when they
Tell them what
board “How does weathering, erosion understanding: will answer
they are going to
and deposition shape the land - What do you know the
learn about. forms?” about the words question.
Prepare them to - Underline and discuss the key terms. weathering, erosion,
the next step and deposition?
(explanation) Analyze:
- Is the word
weathering the same
as weather?

Exploration To explore what - I will tell the students that we are First is to make a Analyze: Observe Writing
happen to the going to go down stairs. They have mountain by sand and What are the differences What will their
sand when it is three missions. First is to make a then pour water on the between the landforms? happen to the observatio
exposed to mountain by sand and then pour top of it and see what What are some sand n
water, air and water on the top of it and see what landform will happen. similarities? Speaking
ice. landform will happen. Second, is to Second, is to build Which ones are water Record their their
build another mountain and blow it another mountain and based? Land based? observation observatio
To correct any using a mini fan. Third, is to observe blow it using a mini fan. Experiment the n and
misconception what happen to a frozen soil when Third, is to observe what effect of water, finding
the ice melt. Every time they have to happen to a frozen soil ice and wind on Listening
when the ice melt. Every sand to other
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
record their observation in worksheet time they have to record groups
1 (groups). their observation in opinion.
worksheet 1 (groups).
Explanation To connect the We will go back to the classroom and we They have to retell what Understanding: Inferring: tell Speaking
experiment with will discuss the experiment. I will ask them happen in their What happen during what will their
the definition of what happen to the sand when you pour experiments. weathering, erosion, and happen based observatio
the key terms the water on it? Blow it with the fan? And deposition? on their n and
the ice melt? What land form has been Apply the key terms on observations. finding
created by the water? (valley) the experiments Applying: Listening
What is the landform that Communication to other
I will write the words weathering, erosion, Discuss what happen has formed by pouring : their ideas and groups
and deposition on the board. I will tell during weathering, water on a mountain of opinion about opinion.
them that weathering happened when the erosion and deposition. sand? the questions I
water broke the sand. Erosion happened will ask.
when the sand has been moved to the
bottom of the mountain. Deposition
happened when the water finally stopped
and dropped the sand away from the
mountain.

Then I will ask them to apply the processes

with the other experiment (fan and ice)

Finally, I will emphasize on them that those

processes take hundred and maybe
thousands of years to accrue!
 1- Build a mountain using sand.
2- Pour some water at the top of it.
3- Record your observation below. What
happen to the sand? Did it move or stay
at the same place? Did the sand stop or
continue moving?
Our observations:
1- Using the mini fan, blow the
sand.
2- Record your observation below:
what happen to the sand? At
what direction did it move? Did
it stop or continue moving?
Our observations:
1- Observe the frozen soil.
2- Record below: what is
happening to the ice? What is
happening to the soil that is
inside the ice?
Our observations: