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Science Lesson Plan

Teachers Name: Ms. Michelle


Lesson Title: Slow Changes on the
Earths Surface
Approximate Time Frame: 60 minutes
Essential Vocabulary:
Wind water ice
gravity erosion

Subject/Course: Science
Grade Level: Two

weathering

Brief Overview (Summary) of the Unit:


The kids will be able to know about the different causes of weathering and erosion.

Stage 1 Desired Results (Standards CCSS, NGSS or MOE)


2-ESS1-1 Use information from several sources to provide evidence that Earth
events can occur quickly or slowly.
I CAN STATEMENT: I can tell that different reasons cause weathering and erosion.

Cross -Curricular integration

Stage 2 Assessment
Using the digital lesson, the students will be able to match the pictures before and after
erosion and weathering occurs.
An activity of mix and match will given to the kids to further assess them.

Stage 3 - Learning Plan, Experiences, and Instruction:


Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
Teacher
Ask the students about their experience on sand
storm.

Students Acitivty
The students may tell about their
experiences.

Raise the question:


How do you think sand storms causes
weathering and erosion?
Teacher will review definition of science words for
word wall giving students simple definition of
each word
- gravity
- erosion
- weathering
Grade Two- Science

They may answer that the sand storm has


big wind and the sand moves and erodes.
Students will write definition/review
definition in copybooks

January 15-19,2017

She will present the lesson by opening the link


below.

The children will pay attention to the


screen and may ask questions .

https://www.k6.thinkcentral.com/content/hsp/sci
ence/fusion/common/dlo_player/digital_lessons/n
a/G3_EC_00222/index.html?
type=teacher&grade=3
(Remember to click about Hoodoos, the middle picture as this shows about
rock formation caused by weathering and erosion and use the appropriate
screens only that focuses on the causes of erosion.)

The teacher will ask students questions before,


during, and after the digital lesson.
Possible questions:
What are the causes of erosion?
Weathering?
How does win cause erosion?
Weathering
How does water cause weathering?
Erosion
How does gravity causes weathering?

Students will answer questions

The teacher will give the activity on mix and


matching of the pictures before and after erosion

The students will do the activity.

Differentiation -Special Needs (include all learners on the continuum from


disabled to gifted & twice exceptional):
SEN
Low Achievers/Average
High Achievers
The students will match the The students will match the The students will match the
pictures.
pictures. They may write
picture and give reasons
label on them.
for matching them.
Key Resources Used: Websites, books, film clips, etc.
https://wwwk6.thinkcentral.com/content/hsp/science/fusion/common/dlo_player/digital_lessons/na/
G3_EC_00222/index.html?type=teacher&grade=3

Grade Two- Science

January 15-19,2017

Science Lesson Plan


Teachers Name: Ms. Michelle
Lesson Title: Slow Changes on the
Earths Surface
Approximate Time Frame: 60 minutes
Essential Vocabulary:
Wind water ice
gravity erosion

Subject/Course: Science
Grade Level: Two

weathering

Brief Overview (Summary) of the Unit:


The kids will be able to know the difference between weathering and erosion.

Stage 1 Desired Results (Standards CCSS, NGSS or MOE)


2-ESS1-1 Use information from several sources to provide evidence that Earth
events can occur quickly or slowly.
I CAN STATEMENT: I can tell that difference between weathering and erosion

Cross -Curricular integration


W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
Ask the kids to write something about their winter vacation in a sheet of paper.

Stage 2 Assessment
Using the digital lesson, the students will be able to identify weathering from erosion.
Sorting activity of will given to the kids to further assess them.

Stage 3 - Learning Plan, Experiences, and Instruction:


Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
Teacher
The teacher will start the lesson by asking the
kids to write about their winter vacation and
where they have been and what they have done.
Grade Two- Science

Students Acitivty
The students will answer the teachers
questions.

January 15-19,2017

Teacher will review definition of science words for


word wall giving students simple definition of
each word
- gravity
- erosion material is carried away
- weathering the breaking down of
material
She will present the lesson by opening the link
below.

Students will write definition/review


definition in copybooks

The children will pay attention to the


screen

https://wwwk6.thinkcentral.com/content/hsp/science/fusion/common/dlo
_player/digital_lessons/na/G2_EC_00210/index.html?
type=teacher&grade=2
(Remember to click about Hoodoos, the middle picture as this shows about
rock formation caused by weathering and erosion and use the appropriate
screens only that focuses on the causes of erosion.)

Teacher will ask questions before, after and


during video.

Students will share ideas and answer


questions

The teacher will give the activity on mix and


matching of the pictures before and after erosion
.

The students will do the activity.

Differentiation -Special Needs (include all learners on the continuum from


disabled to gifted & twice exceptional):
SEN
Low Achievers/Average
High Achievers
The students can draw
The kids will sort them.
weathering and erosion.
Key Resources Used: Websites, books, film clips, etc.
https://wwwk6.thinkcentral.com/content/hsp/science/fusion/common/dlo_player/digital_lessons/na/
G2_EC_00210/index.html?type=teacher&grade=2

Grade Two- Science

January 15-19,2017

Science Lesson Plan


Teachers Name: Ms. Michelle
Lesson Title Changes on the Earths
Surface
Approximate Time Frame: 60 minutes
Essential Vocabulary:
Erosion

Subject/Course: Science
Grade Level: Two

Brief Overview (Summary) of the Unit:


The kids will be able to know that planting stop erosion.

Stage 1 Desired Results (Standards CCSS, NGSS or MOE)


2-ESS1-1 Use information from several sources to provide evidence that Earth
events can occur quickly or slowly.
I CAN STATEMENT: I can tell that planting trees stop erosion.

Cross -Curricular integration


RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical
The kids will be asked on how do they think the plants have helped lessen erosion through
observing and comparing the pictures.

Stage 2 Assessment
The students will be assessed on their understanding of how trees avoid erosion.

Stage 3 Learning Plan, Experiences, and Instruction:


Grade Two- Science

January 15-19,2017

Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
Teacher
Students Activity
Review of key words/introduction
The teacher will ask the kids to use their
bodies to show erosion and weathering by
showing how they can wash away or break
apart Then have them stop when you call out
the word STOP.
The teacher will show a picture of a
deforested mountain and will ask the kids to
answer the following key questions.
What has happened to the trees?
How does that change affect the hillside?
How do you think trees could help stop
erosion?
The teacher will ask them to compare and
contrast the landscape with a lot of trees and
one with trees cut. She will ask the kids the
following questions:

The students will act out the word erosion by


showing how they wash away. They will stop
when the teacher call out STOP
The students will observe the pictures keenly
and will answer the questions.

The students will look at the pictures and


compare them.
Students turn and talk to their partner about
the similarities or difference of the pictures

-How are they the same?


-How are they different?
The teacher will give them a picture in pairs
and she will ask them to draw their idea on
the bare part of the hillside. They will explain
how their new drawing to avoid erosion.
Enrichment
Text page 233

The students will work in pairs and explain


their drawing.

Differentiation -Special Needs (include all learners on the continuum from


disabled to gifted & twice exceptional):
SEN
Low Achievers/Average
High Achievers
They will be able to draw
trees to prevent erosion.

They will draw trees to


prevent erosion and write
something, maybe a word
or phrase why.

Key Resources Used: Websites, books, film clips, etc.


Books
pictures

Homework:

Grade Two- Science

January 15-19,2017

They will be able to draw


more trees and write a
sentence or two on how
trees prevent erosion.

Research how people prevent erosion in the seashore or riverbanks. Write


something about it. You can also cut pictures to show it. Be creative and put it in an A4
colored-paper.
For the following weeks lesson:
We will be using baking soda, vinegar, detergent, food dye, aluminum tray (paper
plates will do if done outside the class) and water bottles. The teachers have to
provide their own water bottle. I will check in the Science lab if they have the other
materials.

Grade Two- Science

January 15-19,2017