KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Megan Middlebrook

Date: 11/16/2016

Cooperating Teacher:

Coop. Initials

Group Size:

22

Subject or Topic:

Allotted Time 1 hour

Science

Grade Level 3rd

Section

STANDARD: 3.3.3.A2-Identify the physical properties of minerals and demonstrate how

minerals can be tested for these different physical properties.
I. Performance Objectives (Learning Outcomes):
A. Students will identify the different types of soil by completing a descriptive soil
chart.
II. Instructional Materials
1. Dirt Dont Hurt by Vikki Franklin
a. Franklin,V.(2015).DirtDontHurt.
2. 22sheetsofblackconstructionpaper(cutinhalf)
3. 22sheetsofgreyconstructionpaper(cutinhalf)
4. 22sheetsofbrownconstructionpaper(cutinhalf)
5. 22sheetsofgreenconstructionpaper(cutinhalf)
6. 22soillayersfillintheblanksheets(seeattached)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
a. Basic understanding of how the rock cycle can break rocks into
smaller particles
B. Key Vocabulary
a. Soil- the thin layer of loose material that covers most of Earths
surface.
b. Bedrock- very bottom layer of soil, full of rocks
c. Subsoil- middle layer of soil, pieces of broken rocks, tree roots are
found in subsoil
d. Topsoil- top layer of soil, rich in nutrients to help with growth of
plants
e. Sand-rough and gritty soil
f. Silt- medium sized particles, holds water well

g. Clay- smallest particles, water passes slowly, particles held tightly

together, smooth and sticky
h. Loam- mixture of different types of soil
C. Big Idea
1. Types of soil and how it breaks down as a result of the rock cycle.
D. Content
1. Types of soil
a. Sand
b. Silt
c. Clay
d. Loam
2. Soil layers
a.Top Soil
b. Subsoil
c.Bedrock
IV. Implementation
A. Introduction
1. Have the students gather on the carpet to do a read aloud with the book,
Dirt Dont Hurt
2. While reading, stop and have students do a pair share about a time they
may have played in the dirt before
3. As you are going through the book as students what they think he will find
in the soil and what types of thing they have noticed in dirt or soil before.
4. After the book is finished, explain to the students how soil actually relates
to rocks, because it is broken down as part of the rock cycle.
5. After a mini discussion about the book, have students grab one piece of
each color construction paper and the soil layer sheet as they make their
way back to their seats.
B. Development
1. Ask students if they know that soil is actually made up of different layers
and there is more to soil than what we see around plants.
2. Explain to the students that they will be making their own visual model of
the soil layers.
3. Starting with the bottom layer, explain that this layer is called bedrock.
a. Students will use their black construction paper and cut out
their bottom block on the soil layers sheet
b. Make sure all students have the key terms filled in and have
them cut it out and glue it to one side of the black construction
paper.
4. The next layer is the middle layer, known as the subsoil.
a. Students will use their grey construction paper and cut out the
middle block on the soil layers sheet.
b. Have students glue the top of grey paper onto black paper so it
creates a layered effect. (Words will be on back and paper will
flip over to read)

5.
6.
7.

8.

9.

c. See picture sample

The next layer is topsoil, which is the brown paper and the top box on the soil
layers sheet. Just like before the brown paper will get glued onto the grey paper at
the top edge.
The green paper will get glued on top of the brown paper and the title will be
placed on the front of this paper.
Students should now have a model of the layers of soil and they can decorate the
front of the papers to get a better understanding of what is found in each layer.
a. Black layer- bedrock should be made of big rocks
b. Grey layer- sub soil should be made of smaller rocks and tree
roots
c. Brown layer- top soil should be made of smaller roots and
insects and other organic material
d. Green layer- flowers and plantswhat we see on the surface
Explain to the students that there are also different types of soil
a. Sand-rough and gritty soil
b. Silt- medium sized particles, holds water well
c. Clay- smallest particles, water passes slowly, particles held
tightly together, smooth and sticky
d. Loam- mixture of different types of soil
Students will put soil layer diagram into their science notebooks.

C. Closure
1. Pass out the soil review sheet, and have students complete this based on the
material they learned and using the soil diagram as a reference.
2. Students will have the last few minutes to work on this sheet, otherwise it
will need to be finished for homework and turned in tomorrow.
D. Accommodations/Differentiation
1. Sally has a visual impairment, but still has some working vision with the
use of her glasses and magnification devices. Worksheets will be given to
her in a larger font with high contrast.

2. Sally will also have preferential seating in the front of the classroom, so
she is able to see the board in order to take notes and get a better look at
the book.
3. Throughout the lesson, students will have multiple learning experiences so
all students and learning styles benefit from this unit. Oral notes will be
given. Students also have to fill in the notes and process the visual
information of the lesson. Doing the mineral identification allows the
students to use the new knowledge and apply it to a hands- on activity.
Students will also get to design the details of their soil layers with their
own personal preference.
E. Assessment/Evaluation Plan
1. Formative
a. Observations during group discussions.
b. Pair-share with a partner during lesson.
c. Soil Review Sheet will be graded. All correct answers or
missing one will be considered mastery. If a student missed 2-3
answers, then the student will receive additional instruction
during the next class period.
2. Summative
a. No summative assessment will be given until the unit test.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. Did I stumble over my words at all when reading the book and teaching
the powerpoint?
2. Was I confident in my answers when students asked for clarification?
VI. Resources (in APA format)
1. Foresman,S.(2006).Science:Seelearninginawholenewlight(Vol.1).
PearsonEducation.
2. Young,D.Science:ASoilStudyLayersofSoil.Retrievedfrom
http://thirdgradethinkers8.blogspot.ca/2012/05/sciencesoilstudylayersof
soil.html?m=1