Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Brenna Johnson Grade

Level: 2nd Grade School: Madison
Elementary School Date: Tuesday,
April 2nd Time: 1:00-1:40

Reflection from prior lesson​: To be completed Monday after science lesson. This will be the first
lesson introducing the topic.

Lesson Goal(s) / Standards​: 2-ESS1-1: Use information from several sources to provide evidence
that Earth events can occur quickly or slowly. 2-ESS2-1: Compare multiple solutions designed to
slow or prevent wind or water from changing the shape of the land.

Lesson Objectives​: I can identify how water

erosion changes land.

Materials Needed:
● Pre-assessment worksheet
● Pencils
● Mystery Science Lesson on Smart Board
● Image Slides on Smart Board
● Notice/Wonder Chart
● Sticky Notes

Contextual Factors/ Learner Characteristics:

● 23 Students: 13 Girls and 10 Boys
● 1 English Language Learner
● 1 Student on an IEP; Struggling Reader
● 2 Behavior Students (keep separated)
● 3 Students in Title Services for Math
● Students are eager to learn, willing to help, and like sharing their thoughts
The Lesson
● ​Introduction ​(10 minutes)
○ getting attention​: Today we are going to begin learning how the shape of our land is
changed! Before we begin, I want to see what you already know about this topic. I am
going to hand out this worksheet for each of you.
○ relating to past experience and/or knowledge​: I want all of you to try your best to
answer these questions from what you already know. It is okay if you do not know the
answer, because we have not talked about these things yet! If you have a question,
please raise your hands. Once you have finished, please turn your paper over and I will
collect them.
○ creating a need to know​: Now that you all have shown me what you already know, we
are going to begin learning more about how land on Earth is changed naturally. What do
you think is the biggest cause for land change?
○ sharing objective, in general terms: ​We are going to watching this Mystery Science
video to see how erosion changes our land.
● ​Content Delivery ​(25 minutes)
○ I will play the video, “What’s strong enough to make a canyon?”
■ Pause video at :25 and ask students if we have mountains or flat land where we
live, have any of you seen mountains?
■ Pause video at 1:55, Does anyone know what the name of this canyon is?
○ Discussion: Why do you think there are these CRACKS in the ground like this? What
makes a canyon?
■ Give think time, thumbs up when you have an idea, tell your elbow partner
■ I will call on a few students to get ideas of how students believe canyons are
formed
○ Continue playing the “What’s strong enough to make a canyon?” video
■ Pause video at :15 (if students thought it was an earthquake)
■ Pause video at 2:15 (if students thought water was the cause)
○ Discussion: Can you think of an experiment that would let us figure out whether WATER
could make a canyon?
○ Tell students that tomorrow we will see if water can cause erosion through an
experiment, like the ideas they have thought of.
○ First, we are going to look at some landforms that have been created due to erosion.
 Let’s take a look at some pictures and look at them closely. While you are looking at the
pictures, think about what might have happened to create the landform or the change of
land. I also want you to think about if you think the change happened quickly or slowly.
■ Let’s talk about the first picture together.
● Display photo of Grand Canyon
● Does anyone remember what this landform was called?
● What do you think might have happened to create the Grand Canyon?
○ The video told us that maybe water was the cause of the creation of
the Grand Canyon.
● Do you think the Grand Canyon was formed quickly (within hours, days, or
months) or do you think it was formed slowly (over many years, beyond
observation)?
○ I notice that the canyon is really deep from looking at the picture, so I
think it was formed over many, many years of water erosion.
○ I wonder how long it took to form this massive landform?
■ 5-6 million years
■ As we are looking at the rest of the images, I want you to write down what you
notice and something you wonder like I did with the Grand Canyon.
■ You each have been given two sticky notes of the same color, based on the color
of the sticky note you will write what you notice and what you wonder about one of
the images.
● Display pictures of flooding, badlands, needles
● Create Discussion of questions and sticky notes
● Students will place sticky notes on the Notice/Wonder chart
● ​Closure ​(5 Minutes)
○ I will ask the students if they remember what we will be doing tomorrow
■ Investigation to determine if water can cause change
○ I will ask the students what they remember from our discussion that will be important to
remember for the experiment tomorrow

● Assessments Used
○ Pre-assessment: Determine what the students already know about erosion
○ Notice/Wonder: I will use this to see what the students are thinking about and will help
 me guide my instruction for the rest of the unit
● ​Differentiated Instruction
○ To support the ELL student and struggling reader, I will stand near them during the
pre-assessment and help read the questions as needed and have them answer the
questions independently.
○ I will use think time and talk strategies to get all students engaged in the discussions
that occur during the lesson, to make sure all students understand and are thinking
about the topic.
● Resources
○ Mystery Science: Water Works