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Steven Carson
Grade Level:
Grade 3
Subject:
Science
Time Required:
1 hour (may need more time to complete final
activity which could be finished in Art)
GCO: (5) Students will be expected to examine the relationship among the arts, societies,
and environments. (p. 10)
SCO: (3.5.4) Investigate artwork from the past (e.g. portraits, landscapes, social
documentary) and relate it to their art. (p. 10)
Materials:
3 plastic bottles and 3 plastic cups:
Bottle 1: Soil
Bottle 2: Soil and loose twigs and leaves
Bottle 3: Soil with plated vegetation
String
Handout for each student
Pencil for each student
Smart Board
Scribbly Map (for SMART board projection and class website)
11x14 white paper for each studentFound in the __________
Art supplies for each student (i.e. markers, pencil crayons, pastels, crayons)Found in
the ______
Put the soil bottles and cups on 3 different surfaces
Before the lesson:
3 750mL bottles were cut in half (top to bottom) and the contents were placed in the
bottle and each set onto a surface outside. A cup was strung to the end of the half-bottle to
collect the water and soil that runs out of the bottle. They were kept out for a few days on
a rainy day.
The teacher will put these samples at 3 different tables before the lesson.
Open up the Scribble Map, the link to the video, the link to the song, and the link to the
image of Hopewell Rocks.
Instructional Sequence:
Vocabulary:
Force
Friction
Deposition
Engage the learner: 8-10 minutes
What the teacher will do
rock/sediment/soil.
Station 2: Soil with loose debris
(sticks and leaves). The debris
would help slow some of the
speed and force of the running
water but would be easily
displaced by the water and would
not prevent much erosion.
Station 3: Soil with plants and
lots of vegetation. The plants
would have roots in the soil that
would help to extensively slow
the speed of the flow of water and
would prevent a great deal of
erosion.
Being green and not cutting down
trees and clearing vegetation
helps to lessen erosion and the
changing of our environment.
Changing landscape alters the
habitat for animals and could
have huge effects on the survival
of animals, including humans.
The teacher will collect the
handout
Elaborate on the concept: 30 minutes
What the teacher will do
The teacher will project the
image of erosion on the SMART
Board or overhead projector
before introducing the activity.
This will serve as an idea of what
they will be trying to depict. (See
appendix E)
The teacher will tell the students
that they will create what they
imagine Hopewell Rocks/Bay of
Fundy looked like before water
eroded the landscape (the focus
should be on more soil, more
sediment, more rocks, and more
plants). They will also be asked to
write a personal definition of
erosion at the bottom of their
paper.
The teacher will have a picture of
Accommodations
Student A:
A multimedia presentation will be given to xxxx. He will create a 5-minute presentation
on a multimedia format of his choosing (ex. Lino poster board, Stile Education
Presentation), and will research an area of the world impacted by erosion (ex. Bay of
Fundy, Grand Canyon, etc). xxxx will consider what the environment looked like prior to
erosion and factors that would have led to the extensive erosion over time. He will be
able to hypothesize and research. He will then present what he has found to the class.
This will be done to engage him in science, but also to challenge him with a new format
of technology he hasnt yet been exposed to. xxxx will be informed of his project before
the start of the lesson and will be using the stations as a learning opportunity to put
towards his personal project. His project will be assessed based on the rubric, found in
appendix B.
During the first activity, xxxx will participate, but also be evaluated on whether he is
exceeding the expectations by using scientific thinking and communicating different
hypothesis, considering variables, etc., when discussing the samples on the handout. (see
appendix C for his checklist)
During the second activity, where the students do an art activity about erosion, xxxx will
be provided with the opportunity to do his electronically. The expectation will be that
xxxx puts in his multimedia project, something related to how an environment/landmark
would have been changed by erosion. If he would rather do the art activity, he can.
Student B:
The lesson provides a lot of opportunity for repetition of main points, which will benefit
xxxxs understanding of the topic.
Instructions for the station work will be reiterated on the worksheet (briefly) as a
reminder and a section to sketch or write anything you see or want to describe was added.
The lesson is designed in UDL and allows for the opportunity to learn about erosion and
water through interaction and self-learning.
Music was incorporated, as well as visual stimulation, to help engage and excite students,
particularly xxxx.
xxxx will be spoken to by either the teacher or Educational Assistant before the lesson to
let him know that there will be group work and will recap what good behavior and good
group work consists of.
An old iPod would be used to let xxxx listen to the instructions that are prerecorded for
repetition and he could also listen to music as he works during both activities.
The teacher or EA will reiterate the instructions of both activities to xxxx before he starts.
During the first activity, xxxx will be evaluated just as his peers on the handout, but will
also be assessed on how he is working with his peers. While the work is individual, the
students are circulating in smaller groups and discussing the samples as a group. This is
something Larry must continue to work on, and the teacher will monitor his behavior
during the work time. (see appendix D for his checklist)
*Larry and Colin will not be grouped together during the station activities.
Made in consultation with information from:
Hutchinson, N. (2014). (4th Can. Ed). Inclusion of exceptional learners in Canadian
schools. Toronto, ON: Pearson.
Clearly
defined the
differences
in the 3
samples.
Effectively
communicated
an
understanding
of water erosion.
Displayed
scientific
thinking (i.e.
explored a
hypothesis,
etc.
Clearly
defined the
differences
in the 3
samples.
Effectively
communicated
an
understanding
of water erosion.
Colin
Worked well
with his peers
Clearly
defined the
differences
in the 3
samples.
Effectively
communicated
an
understanding
of water erosion.
Larry