1. LESSON PLAN 4
Date: 21/3/18 Term: 1 Week: 7 Year Level: 4
Time/length: 1hr Learning area focus: Erosion
Context
Thisis the fourthteachinglessoninourerosionunit.Inthe thirdlessonthe studentsdemonstratedtheirunderstandingof the importance of mineralsspecificallymaking
connectionstoplantsandsoil whilstdiscoveringtheirrolesfoundwithinourenvironment.Inthislessonhoweverwe will movethe focustohowerosioncanoccur
naturallyovera longperiodof time.Students will investigatethe causesandeffectsof erosion.
Individual learning considerations:
To supportthe learningneedsof ourgroup,there will be a varietyof materialstoengage throughvisuallyandhandsonexperiences.Studentsare alsogivenwritten work,
which will support students who are less confident in writing skills by modelling and teacher support where necessary.
Group roleswill alsobe usedtoensure thatall studentsparticipate whileconductingthe experimenttoprovide arange of learningopportunitiesforthe students.The
purpose forthisgroup role playthroughoutthe experiment,istoencourage studentstostartthinkingandexploringlike ascientist.
Content Descriptions:
Science Understanding:
Earth’s surface changesovertime as a resultof natural processesandhumanactivity(ACSSU075).
Science as an HumanEndeavour:
Science involvesmakingpredictionsanddescribingpatternsandrelationships(ACSHE061).
Science inquirySkills:
Withguidance,identifyquestionsinfamiliar contextsthatcanbe investigatedscientificallyandpredictwhatmighthappenbasedonpriorknowledge (ACSIS064).
Suggestwaysto planand conductinvestigationstofindanswerstoquestions(ACSIS065).
General capabilities:
Literacy: Studentswill use theirliteracyskillstocomplete the followingactivities:the scientificmethod,implementationof the erosionexperiment,sharingresultsandthe
Kahootquiz.
Numeracy:Studentswill use theirnumeracyskillstoensure the methodiscomplete,materialsare all measuredandthe processof methodisputintoplace throughthe
stepby stepprocess.
Critical and Creativethinking:Studentswill criticallyandcreativelythink,analyse,explore andexperimentwiththe conceptof erosion.
ICT: Studentswill use the followingformsof technology:Scientificmethod(writing),iPadstotake photosthroughoutthe experimentprocessandKahootquiz.
Cross curriculum:
Sustainability:Thisunitprovidesstudentswithopportunitiestodevelopunderstandingof howhumanimpactonthe environmentaffectssoils andlandscapes.
Lesson outcomes/Learning intentions:
Studentswill:
- understandthe cause andeffectrelationshipof watererosion.
- identifythe featuresthatmade theirinvestigationafairtestandwhyscientistsuse modelsin
theirwork
- contribute todiscussionsabouthowlandformsare shapedbyerosion
- discussandcompare theirresultswiththe classto formcommonunderstandings
Classroom intention:
Indicators:
Studentswill:
- explainhowthe models(sandcastles) showphysical
erosion
- describe whathappenstomodelsof landscapeswhen
wateris pouredoverthemat differentangles
- workin teamsto identifyandsafelyuse appropriate
equipmenttotestwhetherwaterweatherssand
2. Learning about:
How doeswaterimpactthe environment?
Learning to:
As researchers,howcanwe investigateimpactsof watererosion?
Assessment for/as/of learning:
- Scientificmethodsheets.
- Implementationof experimentandsharingresults.
- Kahootquiz.
TEACHING AND LEARNING ACTIONS
Timing
2 minutes
5 minutes
15 minutes
20-25 minutes
Orientation
DiscussexpectationsandLessonoutcomes/intentionsof the lesson
Warm Up activity- Engage- Emphasis what erosion is.
Bringa clearpitcherof waterand a bagof dirtto class. Drophandfulsof the dirtintothe waterand
ask studentswhattheynotice.Guide themastheyobserve thatsome of the dirtseemstofloator
hoverinthe middle of the pitcher,while someof itsinksimmediatelytothe bottom.Gentlyagitate
the waterand showstudentshowthe waterbecomesmore fullysaturatedwithdirtwhenit is
movingfaster.Explaintostudentsthatfast-movingwaterandwindare able toerode andcarry
largeramountsof dirtor rock particlesthanslow-movingwaterandwind,whichallowsthemtobe
transportedlongdistancesandeventuallydepositedinnewplaces.
Body
ScientificMethod:
Introduce the scientificmethodprocess.Studentswill be providedwithakeyquestionbeingposed
inregards to the sanderosionexperiment.Fromthis,asa whole group,the pre-service teachers
will gothrougheach stepto getthe studentshypothesising,predictingandcreatingthe method
neededforthisexperiment.
Note:Pre-service teacherswillmodel fillingoutthe scientificmethodtoensure theyunderstand
the processthroughguidedinquiry.
Experiment:
Studentswill be splitintothree groups.The aimforthisexperimentisforthe studentstotest
erosionthroughthe use of sandand water.Studentswill use the same amountof waterandflow
on eachcastle and change the anglesforwhichthe water falls.Eachgroup will have acopyof the
method,materialsandhypothesisneededforthisexperiment.The methodwillbe usedineach
groupto ensure the same testsare beingconducted.Studentswillrecordtheirobservation
throughwrittenandvisual forms.Studentswill alsodoagallerywalktocompare the impactof
theirownsandcastlestootherstudent’scastlesandformof erosion.
Note:The groupingprocessforthisactivitywill include the paddlepopcharactersticks.Students
will picka paddle popstickfroma cup and thenfindtheirmatchingcharacter.
Keyquestions:
Resources
Maybe?
cut and pasted from
https://sciencing.com/fourthgrade-
weathering-erosion-activities-8368482.html
Could get them to hypothesise etc as a
warm up?
A3 Scientific Method sheet
A4 Scientific Method sheets
Scientific Method
Sand
Cups
Water
Containers
iPad or Cameras
3. 10 minutes
What wouldourlandscapes(sandcastles) likelylooklike overtime?
Sharingresults
Gather studentstogetheranddiscusstheirresults.Whatisthe same amonggroups?What is
different?
Askstudentsif theythinkthattheywouldgetthe same resultsif theyhadrepeatedthe
experiment.Why/whynot?
Askstudentswhatwouldbe theirrecommendationsforfuture research- howcouldtheir
experimentbe usedtoexploresomethingelse.
Create an ideaonhow to minimisethe erosiontheyjustmodeled.Write thisintheirscientific
methodsheet.
Closure
Studentswill continue touse the Kahootquiztoreflectontheirownlearning.Five questionswill
be givento the studentstosupportthe learningoutcomes.Studentswill thenuse the feedback
processat the endof the quizto provide feedbackbasedonthe lesson.
Questions:
➔ What impactsdidwatererosionhave onour sandcastles?1. The structure fell 2.the sand
castle wasstill standing3.half of the structure fell 4.water hadlittle impacttothe
structure.
➔ Didthisexperimentshowaformof erosion?True orFalse
➔ Whenthe angle of the waterchanged,whathappenedtothe sandcastle?1. the sandfell
ina differentdirectioneverytime 2.the sandcastle had no impact3. nothing,the sandfell
insame directioneverytime 4.the sandcontinuedtofall ina direction
➔ How dowe knowthisexperimentwasa fairtest?1. all the methodsandmaterialswere
the same 2. everyone didsomethingdifferent3.everyone hadarole intheirgroup4. all of
the above
➔ Will thisexperimentchange if soil wasusedinsteadof sandtobuildthe sandcastles?True
or false
Kahoot quiz
Chrome books
