Tincy Varghese

Monday:
TEKS: (List TEKS aligned to the curriculum) (5.7) Earth and space. The student knows Earth's
surface is constantly changing and consists of useful resources. The student is expected to: (B)
recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, or ice
Smart goal
By the end of the lesson the learner will respond to a prompt in complete sentences on an exit
ticket based on the notes and discussion of the lesson.
Assessing/Rehearsing: Exit ticket
Material Planning: Brainpop, Journal, Postit note, Pictures of landforms, Poster paper, Marker,
Vocab card, Computer, Pre maid notes, Glue sticks
Retrieval/ Introduction: Think about the last time when we had the big thunderstorm? What did
you see after the thunderstorm? Did anything change before and after the thunderstorm? Be
ready to share your thoughts in 30 sec. Waited 30 sec. Now turn and talk to the people at your
table about things that you noticed before and after the thunderstorm. I’ll be calling on random
people to share what you said or what other people said in your group. Will give 1-3 minutes to
share their thoughts. At this time I’ll be walking around the classroom listening to who got it and
who doesn’t. Now, lets call on some people to share what you said or what others said in your
group and ill be jotting things down on the board. Now, ill be calling on random people to share
and jotting down their thoughts.
Relevance-Hook: We just talked about what happened in our yard during a thunder. Now we
have to branch out to understand what happens to the Earth as whole. At this point I will show
the students pictures of different landforms that is formed by wind, water and ice. How do you
think this happened? think about the thunderstorm and how it moved things. Give opportunity
for the students share their thoughts. Yes, I like the way you noticed the things were moved!
What do think that caused it to move?  If the students answer is not wind, water, ice theory then I
will ask the student why do think that with proof from the picture. After listening  to their
explanation  I will redirect their thinking.

Essential Vocabulary: Canyon, Sand dune, U-shaped Valley, V-shaped Valley, Delta,
Deposition, Erosion, Glacier/ Ice Landform, Sediment, Thawing, Weathering, Ice wedging
Routing-Direct Instruction/Guided Practice with resources: Work Stations, Cooperative
Learning Groups I will have the students watch a brainpop video about construction/ destruction
of landforms 2 times. After the brainpop video the students are to work with a partner to do the
quiz. After they are done with the quiz they can go and read a book on landforms. During this
time I will already have kids picked out for the vocab small group with me or my aid. Now that
we all watched the video lets discuss what we all learned. Now we are going to glue in these
questions in our spiral and discuss them. I want you to write down the answers to these question
Tincy Varghese

during our discussion. Our first question is: How are landforms shaped by nature?  Discuss it and
stop and have everyone write down the answer. Do the same process for the rest of the questions.
Describe some examples of weathering in your everyday life? Explain what evidence you would
look for to support the formation of a landform by erosion?
Retaining-Independent Practice with Resources/ Re-Exposing-Check for Understanding:
Reflection-Daily EXIT TICKET/Assessment: (I used the exist ticket in the independent
section because it’s the introduction day and it will be in debt on the other days)
Exit ticket- the students are given sticky note, they are to write their name firs and last name ,
period, date. I will project the question on the board for the students to answer on the sticky note
and they are allowed to use their notebook. Give them 5 minutes to do this. The students will
hand them to me as they walk out the door.  If they finished early, I will have them draw a
picture to support their answer.  In complete sentences tell me one region of erosion and how it
changed the earth. If down early draw a picture to support your answer.
Rehearsal-Homework: For homework the students can explore their home area to find and
write down 2 examples of erosion and how they possibly happen by nature.
Rigor-Instructional Resources: Brainpop, Turn and talk
Tincy Varghese

Tuesday
TEKS: (List TEKS aligned to the curriculum) (5.7) Earth and space. The student knows Earth's
surface is constantly changing and consists of useful resources. The student is expected to: (B)
recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, or ice
Smart goal:
Assessing/Rehearsing: venn diagram and the lab
Material Planning: Brainpop, Journal, Postit note, Pictures of landforms, Poster paper, Marker,
Vocab card, Computer, Pre maid notes, Glue sticks
Retrieval/ Introduction: Yesterday we learned about 3 agents of erosion. Lets take the next 1
minutes to write everything that you know about the 3 agents of erosion and how they changed
the landform. Now I will randomly choose students to share what they wrote down. If I notice
the student that I called on is struggling to answer, I will scaffold them until they can answer the
question.
Relevance-Hook: Today we are going to specifically talk about wind as an agent of erosion.
Think about your area at home, when it is windy what are the changes you notice. The students
will possibly answer “the leaves are blowing to the other side and the trees may be swaying.”
“The plastic bottle rolling down the street.” Great! These are great example of wind moving
things. Now lets think about the world.  On the beach what natural things moves? Possible
answers will be “sand”, “rocks”, “shells”. Okay! Now, we know that sand can be moved by
wind. Lets think about how it affect the beach. Our beach in Galveston is barrier  island. A
barrier is something that protects something from getting damaged. If a storm comes through and
the sand on Galveston blows away, what will happen to mainland? Great predictions! Today we
will be doing a Science lab specifically to see the effect of wind on sand.
Essential Vocabulary: Sand dune, landforms, Deposition, Erosion, Sediment, Weathering,
wind.
Routing-Direct Instruction/Guided Practice with resources: Before the lab, the students will
be reviewing the vocabulary using quizlet for 10 minutes. I will hand out the directions and read
through it together out aloud.  Be sure to focus on the lab safety while reading through. Students
will do the science lab where they will learn the effects of wind on dry sand wet sand. When they
are done the students will discuss their finding with the class.
Retaining-Independent Practice with Resources: Summarize the lab and the results, and then
explain how this affects Galveston.
Re-Exposing-Check for Understanding: Remember what we learned about the sedimentary
rocks and how the process of erosion, Deposition and Weathering. Now we need to compare and
contrast sand dune with the wind blowing constantly and to a rocky area wind blowing
constantly. Each group will be given construction paper to draw their Venn diagram and they
are to write down the differences and similarities. I will be walking around the class and making
Tincy Varghese

sure the students are on task and listening to their conversations to catch who got the concept and
who didn’t.
Reflection-Daily EXIT TICKET/Assessment: Which of these describes how sand dune are
formed?
a. Weather
b. Deposition
c. Erosion
Rehearsal-Homework: The students will be given 3 STAAR like questions for homework to
practice. They are to also generate their own question to discuss in the class the next day.
Rigor-Instructional Resources: -graphic organizer, the lab, writing responses, quizlet, and turn
and talk
Tincy Varghese

Wednesday
TEKS: (List TEKS aligned to the curriculum) (5.7) Earth and space. The student knows Earth's
surface is constantly changing and consists of useful resources. The student is expected to: (B)
recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, or ice
Smart goal: By the end the lesson the learner will successfully respond to the 3 question related
to the lab with 80 % accuracy.
Assessing/Rehearsing: water experiment and the exit ticket
Material Planning: lab: water, paint tray, pencil, computer, STAAR questions, spiral,
gravel/sand mixer, cups, pictures of deltas and canyons.
Retrieval/ Introduction: Yesterday we learned about wind, an agent of erosion . Lets take the
next 1 minutes to write everything that you know about the wind an  agent of erosion and how it
changed the landform. Now I will randomly choose students to share what they wrote down. If I
notice the student that I called on is struggling to answer, I will scaffold them until they can
answer the question. The students will be sharing their questions that they generated for
homework, and the other students will try to answer with justification.
Relevance-Hook: yesterday we covered how wind can cause changes to our earth. Today we
are going to specifically talk about water as an agent of erosion. Think about your area at home,
when it is raining and what are the changes you notice? The students will possibly answer “the
holes in the ground is filling up”. “The dirt is moved and making holes as it goes”. Great! These
are great example of water moving things. Now who can tell me what the official word we use in
science for pieces of dirt. Now lets think about the world.  On the beach what does water moves?
Possible answers will be “sand”, “rocks”, “shells”. Okay, do you think the water can move these
thing on to the shore? If it does, how do you know? Possible answers from the student “The
water can bring up shell and to the shore”. Okay! Now, we know that sand can be moved by
water. Lets think about how it affect the beach. how does it affect the beach? “taking things away
from the beach” and” adding thing to the beach”. There is a fancy word for these words, its
constructing and deconstructing. It can construct the beach and deconstruct the beach. Today we
will be doing a Science lab specifically to see the effect of water on land.
Essential Vocabulary: construct, deconstruct, Canyon, V-shaped Valley, Delta, Deposition,
Erosion, landform Sediment, Weathering, water.
Routing-Direct Instruction/Guided Practice with resources: Before the lab, the students
will be reviewing the vocabulary using quizlet for 10 minutes. I will hand out the directions
and read through it together out aloud.  Be sure to focus on the lab safety while reading
through. Students will do the science lab where they will learn the effects of water to form
delta and canyons. In the middle of the lesson and have the students observe and discuss their
experiment at the moment. The students then point out that some used more or less water and
discuss the results on the land. When they are done the students will discuss their finding with
the class. While we are working on our lab we need to focus on the construction of deltas and
Tincy Varghese

how rivers changes the land. At this point I will show pictures of delta and explain what is a
delta? Example: end of the Nile & Mississippi river.
Retaining-Independent Practice with Resources: Summarize the lab and the results, and
then explain how moving rivers form canyons
Re-Exposing-Check for Understanding:
1. Which landform results from the deposition of sediment over many years at the mouth of
river?
2. Where do the sediments in a delta come from?
3. How does water contribute to erosion?
Reflection-Daily EXIT TICKET/Assessment: Give them a strip of paper so they can draw how
in 3 three step how delta is formed.
Rehearsal-Homework: The students will be given 3 STAAR like questions for homework to
practice. They are to also generate their own question to discuss in the class the next day.
Rigor-Instructional Resources: the lab, writing responses, quizlet, and turn and talk
Tincy Varghese

Thursday
TEKS: (List TEKS aligned to the curriculum) (5.7) Earth and space. The student knows Earth's
surface is constantly changing and consists of useful resources. The student is expected to: (B)
recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, or ice
Smart goal: By the end of the lesson the learner will successfully respond to the 3 questions
related to the lab with 80% accuracy.
Assessing/Rehearsing: ice lab with experiment and Exit ticket
Material Planning: lab: water, ice, ice cube tray, pencil, computer, STAAR questions, spiral,
gravel/sand mixer, cups, pictures of glaciers the process of thawing.
Retrieval/ Introduction: Yesterday we learned about water, an agent of erosion. Lets take the
next 1 minutes to write everything that you know about the water an agent of erosion and how it
changed the landform. Now I will randomly choose students to share what they wrote down. If I
notice the student that I called on is struggling to answer, I will scaffold them until they can
answer the question. The students will be sharing their questions that they generated for
homework, and the other students will try to answer with justification
Relevance-Hook: yesterday we covered how water can cause changes to our earth. Here is a
Video https://www.youtube.com/watch?v=TUbrXCa4eyk on how landforms such as deltas,
canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice in a
song.
Who can tell me what are going to learn today? Yes! That’s right! Today we are going to
specifically talk about ice as an agent of erosion. Think about your area at home, when it is
snowing really bad outside and what are the changes you notice? The students will possibly
answer “things get buried under the snow”. “Sometimes ponds freezes” and “rocks can break off
because it gets frozen” and “how the ice can melt and move things from one place to another.”
Great! These are great examples of how ice can affect our earth. Now lets think about the world.
On the beach what does ice move? Possible answers will be “water can freeze” and also “when
the water melts it can cause the rocks to break down.” At this point I will review the vocabulary
words. I will ask them to try to remember the fancy word for breaking down and forming new
land. I will also talk about how ice erosion can cause movement of glacier, or thawing processes
that cause glaciers move down between mountains can create valleys. This is when I will talk
about water inside pores and rock fractures expand, which causes further cracking. Who can tell
me the fancy word for breaking and building thing up called. Yes, great job! its constructing and
deconstructing. It can construct the beach and deconstruct the beach. Today we will be doing a
Science lab specifically to see the effect of ice on land.
Essential Vocabulary: Canyon, ice, water, wind, U-shaped Valley, V-shaped Valley, Delta,
Deposition, Erosion, Glacier/ Ice Landform, Sediment, Thawing, Weathering, Ice wedging
Tincy Varghese

Routing-Direct Instruction/Guided Practice with resources: Before the lab, the students will
be reviewing the vocabulary using quizlet for 10 minutes. I will hand out the directions and read
through it together out aloud.  Be sure to focus on the lab safety while reading through. Students
will do the science lab where they will learn the effects of ice starts to thaw and it cause
movement of glacier to go down between mountains can create valleys. In the middle of the
lesson and have the students observe and discuss their experiment at the moment. When they are
done the students will discuss their finding with the class. At this point I will show pictures of
glacier and thawing process and explain what these are.
Retaining-Independent Practice with Resources: Summarize the lab and the results, and then
explain the how wind, water and ice are agents of change to Earth’s landscape.
Re-Exposing-Check for Understanding:
1. How does a glacier create a valley?
2. Name a landform that can result from erosion by a river.
3. Where do the sediments in a delta come from?
4. Where would you expect the greatest erosion to be found along a river?
Reflection-Daily EXIT TICKET/Assessment: Give them a strip of paper so they can draw
how do glaciers affect our land? With details.
Rehearsal-Homework: The students will be given 3 STAAR like questions for homework to
practice. They are to also generate their own question to discuss in the class the next day.
Rigor-Instructional Resources: the lab, writing responses, quizlet, and turn and talk
Tincy Varghese

Friday
TEKS: (List TEKS aligned to the curriculum) (5.7) Earth and space. The student knows Earth's
surface is constantly changing and consists of useful resources. The student is expected to: (B)
recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, or ice
Smart goal: The students will be given STAAR style test and will successfully complete it with
90% accuracy. The students will be given STAAR style test and will successfully complete it
with 90% accuracy.
Assessing/Rehearsing: Test
Material Planning: computer to play review game (kahoot), quizlet, test, pencil, Journal,
Marker, post-it notes.
Retrieval/ Introduction: I will review weathering and erosion. I will ask the students these
question to get them ready for the test. How are landforms shaped by nature? What are some
examples of landforms? What are some non-examples of landforms? How does a glacier create a
valley? Which landform can change shapes from minute to minute? (sand dunes) Name a
landform that can result from erosion by a river. Which landform results from the deposition of
sediment over many years at the mouth of a river? Where do the sediments in a delta come from?
How does wind contribute to erosion? Where would you expect the greatest erosion to be found
along a river? Describe some examples of weathering in your everyday life. Explain what
evidence you would look for to support the formation of a landform by erosion. How would the
landscape of Earth be different if there were no water?
Relevance-Hook: I will tell the students that we will review for 15 minutes by playing a review
game (Kahoot).
Essential Vocabulary: : Canyon, Sand dune, U-shaped Valley, V-shaped Valley, Delta,
Deposition, Erosion, Glacier/ Ice Landform, Sediment, Thawing, Weathering, Ice wedging
Routing-Direct Instruction/Guided Practice with resources: Review game and practice on
quizlet
Retaining-Independent Practice with Resources: Test
Re-Exposing-Check for Understanding: Those students finish early they have the
option to read a book on landforms or they can get on steamscope.
Reflection-Daily EXIT TICKET/Assessment: test
Rehearsal-Homework: for homework I will ask them to walk around at home or in their
neighborhoods for signs of erosion.  Have sediments been dropped off in a new place due to
heavy rainfall?  Do rocks appear broken down due to ice?  They are to share this with us in class.
Rigor-Instructional Resources: Multiple choice question style test, quizlet, kahoot.