Danielle Sheremeta

Lesson Plan Project

Grades and Content Standards:

5th Grade Standard 2: Students will understand that volcanos, earthquakes, uplift
weathering, and erosion reshape Earth’s surface.
5th Grade Standard 4: Students will understand features of static and current electricity.
6TH Grade Standard 1: Structure and Motion within the Solar System

Grade Level:5 - Topic: Weathering and Erosion

Core Standard _: 2 Students will understand that volcanos, earthquakes, uplift weathering,
and erosion reshape Earth’s surface.

Core Objective _: 1 Describe how weathering and erosion change Earth’s surface.

Teaching Sequence/ Days needed: 5-6

Source: This Land is Your Land by Ann Kennedy, Tami L. Strubbs, and Jeremny C. Hansen
NSTA

Day 1: Engage: Use an apple
to represent the earth. Cut
the apple into 4ths. 3/4ths of
the earth is water, set those
aside. 1/4th of the apple
represents land. Cut the
fourth into 1/8ths. One
represents where people live
and grow crops. Etc. At the
end you are left with 1/32th
which represents the part of
earth that is used to grow
food for people and animals.
Ask questions about soil.
Day 2: Explore: Students will
go outside with cups of water
and pour water in different
places (sidewalk, by trees, in
the grass, etc.) They will
observe how dirt and things
move between the different
areas and what seems to stop
water from running.
Day 3: Explain: Discuss the
causes of erosion with
students. Talk about where
rain water goes, what
happens to runoff, and where
soil goes when it is washed
away.

Day 4: Explore: Set up 3
boxes filled with dirt and
have different degrees of
ground cover. (One box has
nothing and one box can be
covered with grass) Lift one
end of the box up and have
students pour water down the
slope to see what happens.
Have them record
observations.
Day 5-6: Elaborate: Each
student gets a shoe box.
There are a bunch of
materials and soil in the
classroom for them to use.
Students are to create a farm
that will have the least about
of runoff.
Day 6: Evaluate: Go over
activity and as a group go
over student observations.
Students will write
characteristics of best
farmlands. Each student will
have a turn to drop water on
their farms to see who has the
least “erosion”

Assessments: Listen to student observations, read their notebooks, and see how well the use
the characteristics they learned for their farms.
Danielle Sheremeta
Lesson Plan Project

Grade Level:5 - Topic: Volcanos

Core Standard _: 2 Students will understand that volcanos, earthquakes, uplift weathering,
and erosion reshape Earth’s surface.

Core Objective _: 2 Explain how volcanos, earthquakes, and uplift affect Earth’s surface.

Teaching Sequence/ Days needed: 2

Source: Mystery Science The birth of Rocks Mystery 1 and 2

Day 1: Engage: Watch Day 1: Explore: Mapping Day 1: Explain: Do explore

volcano video and answer volcanos activity on mystery section in Mystry Math.
discussion questions. Math Listen to videos to learn
about how volcanos affect
land.

Day 2: Engage: Watch video Day 2: Elaborate: Do Bubble Day 2: Evaluate: Finish with
and start discussion. Trouble activity on how closing discussion questions
volcanos explode. from website resource.

Assessments: Observe students going through activities.

Danielle Sheremeta
Lesson Plan Project

Grade Level:5 - Topic: Static Electricity

Core Standard _: 4 Students will inderstand features of static and current electricity.

Core Objective _: 1 Describe the behavior of static electricity as observed in nature and
everyday occurences

Teaching Sequence/ Days needed: 5-6

Source: Scatching Records by Rebecca Wampfler and Rachelle Haroldson NSTA

Day 1: Engage: Rub a balloon
on your head or students
heads and watch hair stand
up. Ask questions like why
does hair stand up when you
rub the ballon but not when
you just place it there? Ask
questions to get them
thinking about getting
shocked when you rub your
socks on carpet etc.
Day 1-2: Explore: Students
will sit in groups with
materials like wool, vinyl
records, paper plates, etc. and
rub things togather to try to
get reactions from the objects
like hair stanfing up on the
balloons.
Day 3: Explain: Talk about
observations from group
work. Explain what static
electricity is and why things
react the way they do. Vocab:
static electricity, positive
charge, negative charge,
opposite charge, electric force

Day 4-5: Elaborate: Give
students different materials
and challenge them to create
static electicity with their new
knowledge. Remind them to
take notes and observations
in their notebooks that show
their thinking processes and
trials.
Day 4-5: Elaborate/Explain:
Students should make
diagrams or write
explanations about static
electriicty using their notes
from the previous day.
Day 5-6: Evaluate: Students
present their findings and
share their diagrams. Review
their notebooks. Have a
closing discussion about
static electicity.

Assessments: Ask students to write their explanations of static electricity on a paper.

Encourage them to use pictures and diagrams.
Danielle Sheremeta
Lesson Plan Project

Grade Level: 5- Topic: Current Electricity

Core Standard _: 4 Students will inderstand features of static and current electricity.

Core Objective _: 2 Analyze the behavior of current electricity.

Teaching Sequence/ Days needed: 4

Source: Learning the Ropes with Electricity by Sarah Carrier and Ted Rex NSTA

Day 1: Introduce lesson by
asking students what they
know about electricity and
electrical circuits. Provide a
battery, bulb and wires and
challenge students to light the
bulb up.
Day 2: Explain: Introduce
concepts like energy source
(battery), potential enegry,
kinetic energy, closed circuit
and open circuit.
Day 2: Explore: Using a rope,
assign a student to be a
“battery.” Students in a circle
are creating a closed circuit.
Explain electon flow. Add two
more students (one switch
and one bulb) Represent the
circuit using the students.

Day 2: Explain: Explain how
a battery is working in a
circuit and how energy is
flowing.
Day 3: Elaborate: Students Day 4: Evaluate: Observe
will be partnered up and students during activities.
given a cup of water. It is a Have students draw and label
race to see who can drink a circuit and explain what is
water faster. One student will happening in their picture.
have a wider straw and one
has a narrow straw. The
straws represent wires. Wider
wires can transer more
electricity.

Assessments: Summative: Draw and label an electrical circuit.

Danielle Sheremeta
Lesson Plan Project

Grade Level: 6- Topic: Phases of the Moon

Core Standard _: 1 Structure and Motion within the Solar System

Core Objective _: Develop and use a model of the Sun-Earth-Moon system to describe the
cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. Examples of
models could be physical, graphical, or conceptual.

Teaching Sequence/ Days needed: 4

Source: Inquiry, Argumentation and the Phases of the Moon by Cady B. Hall and Victor
Sampson NSTA

Day 1: Engage/Explore: Day 1: Students need to great Day 2: Explain: Using a

Present a story problem, The
story ends with Why does the
Moon look different over
time? As a group students
need to use the resources
given to them to figure out
the phases of the moon, the
moon rise and different times
of the day and the eclipses.
arguments and backup their
arguments using the
resources they have.
Encourage students by asking
for evidence from their
inquiries.
model explain the phases of
the moon, moon rise, and
eclipses. Ask the students
questions and have them
explain back.

Day 3: Elaborate: Day 4: Evaluate: Students

Students should go back in
their groups and reevaluate
their findings. Assign each
group to a certain topic to
concentrate on.
present their part using
models and their evidence.
Individually, each student
should write a short report on
their group’s findings and the
other groups presentations.

Assessments: Watch student presentations and evaluate their reports.