Introduction to the Earths Surface and Rock Cycle Name: Stephanie Schmidt Date: April 2nd Grade Level/Subject:

Fourth/ Science Prerequisite Knowledge: Students should be familiar with reading the Houghton Mifflin science text book Students should know what rocks, earth, and cycles are Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will be able to visualize the components of the Earths crust Students will be able to make connections between the text and the diagram of the different parts of the rock cycle Students will build a foundation of knowing what the rock cycle is Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2a Identify and explain natural cycles of the Earths land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). Materials/Resources/Technology: SMART board Houghton Mifflin fourth grade science textbooks Chapter 8: Lesson 1 Rock cycle diagram Implementation: Time: 5 min Opening of lesson: (Objectives, hook, behavior expectations) Tell students that today we will be reading about the Earths crust and about the rock cycle! Ask students if they know what layers are in the Earths surface or if they have heard of the rock cycle? Pull up the rock cycle diagram on the SMARTboard Tell students that we will be reading the lesson together with one student starting and then that student will call on another student to read after. They must pick someone of the opposite gender. As we read, we will use this diagram to help build understanding of the rock cycle 20 min Procedures: Read through the first lesson and stop to ask students questions to build understanding, make connections, and critically think about the material. When students read about the layers of the Earth, use a real-world example of an apple pie. Ask students what are the parts of an apple pie and connect those

5 min

to the Earths layers. Describe the crispy thin pie crust as the crust of the Earth, the apple chunk right below the crust as the mantel because it is firm, but still soft, and the liquid pie filling as the core. Call out mantel, crust, inner and outer core and have students point to the section on the diagram in their textbook. Walk around and observe students. Then begin reading about the rock cycle. Point to the part of the diagram where igneous rock is labeled. Point to sedimentary, and metamorphic and discuss the natural process of the rock cycle Critical Thinking Questions: What are rocks are made of? What is a cycle and what are some examples of cycles? Are there any other examples we can compare the Earths layers to? Summary and/or Closing: Review what the layers of the Earth are and have students respond with the layers (Crust, mantel, outer core, inner core) Ask students what the three types of rocks are in the rock cycle (igneous, sedimentary, metamorphic) Ask students what a cycle is (series of events that are repeated in same order) Accommodations for Individual Needs: Incorporating visual diagrams and making real-world examples build a stronger foundation for students who learn best through visual and so all students can relate to the material I will need to walk around the room and observe students as we read out loud to make sure everyone is following along. (Preciado, Noah, and Savanna) (Gage, Brendan, Jayce) I will need to make sure students do not shout out answers or have side conversation during the reading to ensure an adequate learning environment ( Tyler, Brayden, Savanna) (Creanna, Tanner, Wesley) Assessment: As I walk around the room, I will informally assess the students ability to identify the Earths layers I will informally assess student responses to my questions to determine if they are gaining understanding of the rock cycle and its components

Pop Rock and Gum Rock Cycle Simulation Name: Stephanie Schmidt Date: April 3nd Grade Level/Subject: Fourth/ Science Prerequisite Knowledge: Students should be familiar with the rock cycle and the different stages Students should have a basic understanding of the differences between igneous, sedimentary, and metamorphic rocks and how they are formed Students should be able to listen and follow directions Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will be able to participate in a hands on activity and follow directions effectively Students will be able to make connections the simulation activity and the different parts of the rock cycle Students will reinforce their knowledge of what the rock cycle is The learner will demonstrate a rock cycle by applying heat and pressure to a piece of gum and then by putting pop rocks in their mouth. Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2a Identify and explain natural cycles of the Earths land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). Materials/Resources/Technology: SMART board Houghton Mifflin fourth grade science textbooks Chapter 8: Lesson 1 The Rock Cycle Lesson Plan: http://www.lessonplanspage.com/sciencetherockcyclewithgumandpoprocks38htm/ Pop rocks Bubble gum Rock cycle song from Youtube Speakers Internet access Implementation: Time: 5 min Opening of lesson: (Objectives, hook, behavior expectations) As students enter the classroom, pass around the hand sanitizer Tell students to not touch the gum or pop rocks on their desk Notify them that today we will participate in a simulation of the rock cycle with gum and pop rocks.

20 min

Tell them that first you will model what they will be doing and if they follow along and pay attention, they will be able to try it Tell them that they will need to pay close attention to directions or else it will not work and I will not let you participate in the next fun activity we do. Procedures: Take out a piece of bubble gum and some pop rocks and hold them up while saying these represent particles. Then tell students to watch carefully and have particles travel to a paper towel on a desktop and press the pop rocks into the gum with your hands. Ask students what you are doing to the particles? They should say applying pressure or packing the particles together Then ask after settled particles are packed together, what type of rock is formed? Sedimentary Put the sedimentary rock in your mouth and begin chewing it. Ask the students, What am I doing? Of course they will say chewing gum. Ask them to think scientifically and ask them, What am I doing to the gum. (Leading questions: Is it cold inside my mouth, NO, so I am applying heat, YES! What is happening when my teeth come down on the gum? I am applying pressure. So is the gum being changed? Yes!) Here pressure is more intense to crush the Pop Rocks ( crystals ). Chew until all the Pop Rocks are mixed in as part of the gum. Pull out the gum and say this represents a Metamorphic Rock. What would happen if I were to melt this piece of gum over the stove? It would melt and become liquid. Then what would happen if I were to leave this piece of gum or out on a table? Students should say it would harden Right, when metamorphic rock melts it becomes molten rock. When this molten rock hardens, lets say after a volcano erupted, it becomes what type of rock? Igneous We just simulated the ROCK CYCLE!! Tell students it is their turn to try it now. Repeat the same questions and steps as the class does it together. Critical Thinking Questions: Why does this represent this type of rock? When I chew I am putting pressure on the gum, on earth, what would put pressure on the rock to make metamorphic rocks?

5 min

Summary and/or Closing: Play the rock cycle song on the SMARTboard and tell students to follow along and sing the lyrics The song reviews the same concepts of the rock cycle and will be another fun way to reinforce understanding. Accommodations for Individual Needs: Modeling first and then doing the simulation together will help all students fully grasp what we wil be doing with the gum and pop rocks. I will need to walk around the room and observe students to make sure everyone is following along. (Preciado, Noah, and Savanna) (Gage, Brendan, Jayce) I will need to make sure students do not shout out answers or have side conversation during the reading to ensure an adequate learning environment (Tyler, Brayden, Savanna) (Creanna, Tanner, Wesley) Kinesthetic learners will enjoy this lesson and will form a concrete understanding of the rock cycle by doing Audio learners will also benefit from the lesson because of the review song Assessment: As I walk around the room, I will informally assess the students ability to follow directions I will informally assess student responses to my questions to determine if they are gaining understanding of the rock cycle and its components

Rock Investigation Name: Stephanie Schmidt Date: April 16 Grade Level/Subject: Fourth/ Science Prerequisite Knowledge: Students should know that there are different types of rocks on earth Students should know how to use a hand lens Students should be aware of the meaning of classify Students should be able to work with a partner Approximate Time: 60 minutes Student Objectives/Student Outcomes: Students will work with a partner to complete the rock investigation Students will observe various rocks and minerals and test their hardness to classify the socks into groups Students will be able to use observational skills to classify rocks Content Standards: A. Know and apply the concepts, principles and processes of scientific inquiry. 11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring. 11.A.2c Construct charts and visualizations to display data. 11.A.2d Use data to produce reasonable explanations. Materials/Resources/Technology: Houghton Mifflin fourth grade science textbook Worksheet: C.8.1: Investigate Record: Looking at Rocks Minerals Labels A, B, C Pencils Hand lens Penny SMARTboard Implementation: Time: 10 min Opening of lesson: (Objectives, hook, behavior expectations) Tell students that today we will be doing an investigation on different types of rocks Tell them they will be working with partners: review expectations for working with partners by having student volunteers give examples of how to work with a partner Then tell them that they will be given various rocks to look at using a hand lens. How should we use a hand lens?

40 min

10 min

Tell students to hold it at a good distance from their eye so they can see a magnified version of the mineral inform of them. You will be given a worksheet to complete along with the investigation. It gives you directions. Show students the worksheet First you will look at the rock and write down the color Then you will touch it with your finger and describe the texturewhat are some textures we can expect to feel? Last you will scratch the mineral with your nail or a penny to test its hardness After the investigation, you will answer questions and compare your observations with other partners of students The main goal of this investigation is to figure out how to classify or group the minerals. Procedures: Tell students they will be working with the person next to their right or left in the group Pass out the investigation worksheet and minerals to each group Each group will get minerals and you will compare with the partners across from you Tell students they may begin looking at the rocks and completing the investigation Walk around the room to assist students and observe them working in pairs Critical Thinking Questions: What are some ways we can classify rocks? What similarities did you find among rocks? Which were the softest? Which were the hardest? Summary and/or Closing: Have a class discussion and write down results of investigation on the SMARTboard. Listen to students responses to the questions at the end of the investigation and write on the SMARTboard Accommodations for Individual Needs: Modeling first and then having the students work together on the investigation will ensure most students understand what is expected of them I will need to check in with Noah and Savanna after giving directions to make sure they understand what we are doing and to keep them on task. I will need to walk around the room and observe students to make sure everyone is following along. (Preciado, Noah, and Savanna) (Gage, Brendan, Jayce)

Kinesthetic learners will enjoy this lesson because they are engaging in a hands on activity Intrapersonal learners will benefit by collaborating with their peers to classify the minerals and rocks Assessment: As I walk around the room, I will informally assess the students ability to follow directions and work in pairs I will informally assess their responses to our end of class discussion to see if students were able to classify rocks I will formally assess their written investigation worksheets to se that they put effort into the investigation and that they learned how to observe and classify rocks Name: Stephanie Schmidt Date: April 18 Grade Level/Subject: Fourth/ Science Rapid Changes SMART Lesson

Prerequisite Knowledge: Students should be familiar volcanoes, earthquakes, and landslides Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students should be able to describe how rapid changes affect the Earth Students will be able to identify different types of rapid changes Students will develop a stronger foundation about what defines each rapid change Students will contemplate how rapid changes affect people Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2b Describe and explain short-term and long-term interactions of the Earths components (e.g., earthquakes, types of erosion). Resources/Technology: Houghton Mifflin fourth grade science textbook SMART lesson on rapid changes (created by myself) Video clips from Youtube on each rapid change Paper and pencils for exit slips Implementation: Time: 5 min Opening of lesson: (Objectives, hook, behavior expectations) Tell students that they do not need anything out on their desk at the moment, but have their science textbooks handy Tell students to listen and watch the SMART lesson and raise

20min

5 min

their hand if asked a question Tell students that they will be filling out an exit slip where they need to write down one new thing they learned and to write down one thing they want to learn more about specifically. I will then review the exit slips and answer one of your questions tomorrow so make sure you write down something interesting to learn more about! Procedures: Begin lesson by reading what the students will learn today Click to each slide and ask students the question written on the slide pertaining to the rapid change. After students answer move the colored box to reveal the answer Earthquake: Have students share what happens during an earthquake and write down responses in the box. Then show the earthquake video Volcano: point the different parts of the volcano diagram and label hem Show both volcano videos at the described time Landslide: address difference between mudslide and landslide and show both videos Critical Thinking Questions: What is an earthquake? Why do earthquakes occur? What determines the strength of the earthquake? What is a volcano? What is a landslide? What do you think triggers landslides or mudslides? Summary and/or Closing: Have students write down one interesting thing they learned and one thing they want to learn more about and collect their exit slips as they leave the classroom Accommodations for Individual Needs: I will need to pause the lesson if I notice students talking to each other and I will need to make expectations clear before beginning the SMART lesson. I will need to keep an eye on Noah and Savanna to make sure they do not put their coats over their heads like they normally attempt during large group lecture/discussion. I will need to make sure all students can see the video to prevent arguments among students (Tyler, Liam)

Assessment: This lesson is to introduce and build understanding for rapid changes so I will informally assess students exit slips to see what I should address further and what they did understand

Name: Stephanie Schmidt Date: April 19 Grade Level/Subject: Fourth/ Science

Slow Changes to the Earths Surface

Prerequisite Knowledge: Students should have an understanding of the concept slow in relation to changes to the Earths surface Students should have been exposed to the terms weathering, erosion, and deposition at some point in their lives Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will have a foundation of knowledge about how weathering, erosion, and deposition slowly change the Earths surface Students will be able to recognize causes and effects of slow changes Students will participate and discuss an erosion demonstration Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2b Describe and explain short-term and long-term interactions of the Earths components (e.g., earthquakes, types of erosion). Resources/Technology: Houghton Mifflin fourth grade science textbook Cardboard box/plastic lid Rice Breath Implementation: Time: 15min Opening of lesson: (Objectives, hook, behavior expectations) Tell students that today they will be learning about slow changes to the Earths surface. Ask students if they can think of any slow changes that could happen to the earths surface? Tell them to think about one summer when the dirt was dry and it was windy out. Ask students to describe what happened to the

15min

5 min

dirt? blew away, was dusty (all examples of erosion caused by wind) Tell students we are going to read lesson 3 in chapter 8 with students taking turns and calling on a student of the opposite gender when they complete reading one page. After reading the erosion section, we will do a demonstration so it is important to follow along and listen Procedures: Read each section and pause to ask questions provided on the sides of the teacher textbook After reading the erosion section tell students to gather around the circle table for a demonstration Inside the cardboard box/plastic lid should be grains of rice. Tel the students that the rice represents grains of soil and the breath represents wind. Ask one student to blow the rice grains Tell the other students to watch what happens Ask what they saw (the rice grains moved to the other side) and how that relates to erosion? (dirt and soil are transported by wind causing a decrease of land in one area and an increase of land somewhere else Shift the rice grains around the box again and have one student place two fingers in the center of the box. Tell the students that these represent trees Have the student blow again Ask students to share what they observed and how it was different than the first time? The trees helped support the soil with its roots so less soil was blow away. Have students go back to their desks and continue reading the chapter while pausing to ask questions about the content Critical Thinking Questions: What are the causes of weathering? Can you expect to see more erosion in a desert or a forest? Why? Why do you think volcanoes are the fastest way for a mountain to form? Summary and/or Closing: After reading the lesson, ask students to name the slow changes to the Earths surface and one cause of the changes Accommodations for Individual Needs: I will need to walk around the room and observe students as we read out loud to make sure everyone is following along. (Preciado, Noah, and Savanna) (Gage, Brendan, Jayce) I will need to make sure students do not shout out answers or have side conversation during the reading to ensure an adequate

learning environment ( Tyler, Brayden, Savanna) (Creanna, Tanner, Wesley) I will need to make sure the shorter students are gathered around the circle table and the taller students stand in back to make sure every one can see the demonstration Assessment: This lesson will introduce slow changes to the Earths surface and I will use informal assessment to gage students learning and understanding. I will informally assess their responses to my questions and their participation in the discussion and reading Interactive Rock Cycle iPad Story Name: Stephanie Schmidt Date: April 20 Grade Level/Subject: Fourth/ Science Prerequisite Knowledge: Students should be familiar with the rock cycle and the different stage involved. Students should have experience working an iPad Students should be able to write a poem and have already learned about poetry Approximate Time: 60 minutes Student Objectives/Student Outcomes: Students will gain experience learning about the rock cycle in a creative format Students will become more technologically adept Students should be able to write their own poems about a slow change through the rocks perspective Student should demonstrate the effects of slow changes on rocks through their poem Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2a Identify and explain natural cycles of the Earths land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). 12.E.2b Describe and explain short-term and long-term interactions of the Earths components (e.g., earthquakes, types of erosion). Resources/Technology: Houghton Mifflin fourth grade science textbook Class set of iPads Rock cycle interactive story app Paper Pencils Markers/coloring tools

Implementation: Time: 10min Opening of lesson: (Objectives, hook, behavior expectations) Tell students that today they will be using iPads to do an interactive story and after, they will write their own poem through the rocks perspective about the slow changes in the rock cycle. Review expectations when working with iPads Tell students they must carry iPad with two hands and keep on desk once they reach their seat Tell students how to find and access app Tell students to begin the append when they are finished, they may play another education app 20min Procedures: Let students work through the app Walk around the room to assist students and make sure they are following expectations When most students are done with the app, give directions for creating the poem. Refer to the format of the app and tell students they will be creating their won poem just like the app. It must be about the slow changes that happen to rocks in the rock cycle Tell them to use their own ideas and they can reference the textbook to gather information After writing the poem, they can put it on nice paper and decorate the poem Critical Thinking Questions: How can you creatively include information about slow changes into your poem? What type of poem are you going to chose to write? 1 min Summary and/or Closing: (30min) Tell students they will have all class period tomorrow to create the poems Accommodations for Individual Needs: I will need to sit by Noah and Savanna to make sure they follow the interactive story and re-explain the assignment after telling the class to make sure they know what to do I will need to check on Preciado to make sure he is doing the correct app I will need to make sure the students who finish quickly are

playing the education apps Assessment: I will informally assess their ability to answer the questions in the app by circulating around the room I will formally grade the poems created by the students to see if they understand the concept of slow changes and the rock cycle Changes to the Earths Surface Review Name: Stephanie Schmidt Date: April 20 Grade Level/Subject: Fourth/ Science Prerequisite Knowledge: Students should have a concrete understanding of the rock cycle and the different stage involved. Students should be able to recognize rapid changes to the Earths surface and how those changes affect the Earth Students should be able to recognize slow changes to the Earths surface and how they affect the Earth Approximate Time: 60 minutes Student Objectives/Student Outcomes: Students will review material discussed and taught over the last two weeks Students will apply their knowledge of the Earths surface by responding to clicker questions Students will gain familiarity of all content present on the test Content Standards: E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.2a Identify and explain natural cycles of the Earths land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). 12.E.2b Describe and explain short-term and long-term interactions of the Earths components (e.g., earthquakes, types of erosion). Resources/Technology: Houghton Mifflin fourth grade science textbook Clickers PowerPoint compatible with clickers Test content Smartboard

Implementation: 10min Opening of lesson: (Objectives, hook, behavior expectations) Tell students to carry their chairs over to the smartboard and sit quietly Tell students that today we are going to be reviewing for our test on the forces that shape the Earths surface unit. Tell them that they will be using clickers and each student will click an answer to the question presented on the smartboard Show them how to use the clicker and then distribute one clicker per student Tell students that you will read the question and after reading it they can respond with their clicker. We will discuss each question after students have entered their answer 20min Procedures: Read each question and let students respond with the clicker After each question, discuss the answer and review the concept If many students do not have a definite answer to a question, take time to re-teach the concept so they can be prepared for the test Critical Thinking Questions: Critical thinking question will be present though out the review since that is the nature of this whole lesson 1 min Summary and/or Closing: (30min) Tell students they will have all class period tomorrow to take the test There will be visuals you will need to identify, diagrams you will need to draw and multiple choice questions you will need to answer Accommodations for Individual Needs: I will need to make sure student do not shout out the answer before clicking their response to give every one a fair chance of answering the question I will need to make sure all students can see the smartboard for the visual learners who might not benefit as greatly from me reading out loud the questions The clickers appealing to kinesthetic learners, my reading out loud of the questions appeals to audio learners, and the smartboard will provide a visual for visual learners

Assessment: I will informally assess their ability to answer the questions in the review by looking at the graphed results I will use their responses to adjust my instruction to fit the needs of the class so they gain understanding of the concept they were unsure of I will formally assess students knowledge of the material by giving the a written and visual test