Beruflich Dokumente
Kultur Dokumente
Anticipated Time and Dates for Lesson Teaching: 60 minutes on 11/22/13 day 1] and 30 minutes on 11/25/13 [day 2]
Activity
Name
&
Timeframe
Anticipated
Students
Actions/Responses
1. When
someone
is
talking,
do
not
talk
over
Students
are
sitting
attentively
as
I
them
explain
the
expectations.
2. Raise
your
hand
and
sit
nicely
in
your
spot
Setting
3. Please
do
not
go
to
the
bathroom
or
get
a
Behavior
drink
unless
necessary
Expectations
4. Be
respectful
of
other
students
ideas.
Do
not
say
they
are
wrong.
[2
min]
5. When
I
am
talking,
no
one
else
should
be.
6. If
you
have
an
idea
or
comment
but
it
is
not
time
to
talk,
write
it
down.
ideas
Explore
experiences
and
ideas
for
patterns
Students
explain
patterns
I
will
speak
--------
slowly
to
make
sure
expectations
are
understood.
For
the
visual
learner,
the
expectations
will
be
shown
on
the
board.
Introduction
to
the
Lesson
Introduction
of
Material
(Background
Knowledge)
[8
min]
Activity
1
[10-15
min]
appeal
to
audio
and
visual
learners.
It
presents
more
types
of
erosion
than
will
be
discussed
which
may
be
appealing
to
the
high
students.
Establish
a
questions
Students
will
be
informed
of
the
lesson
focus.
Although
not
phrased
as
a
question,
the
questions
regarding
solutions
for
erosion
and
what
is
wind
erosion
are
introduced.
The
video
is
an
introduction
into
erosion.
1. -----
Terms
and
2. Answer
is
in
What
Teacher
Does
and
definitions
will
be
Says
#4.
Pick
a
popsicle
stick.
Some
shown
on
the
may
explain
what
weather
is.
They
board
for
visual
will
be
quiet
and
remain
in
their
learners
and
to
seats.
help
low
level
3. ----
students
become
4. ----
familiar
with
5. Answer
is
in
What
Teacher
Does
and
terms.
Says
#5.
Pick
a
popsicle
stick.
They
will
be
quiet
and
remain
in
their
seats.
1. ----
Students
who
2. Wind,
rain,
water,
gravity.
Pick
a
have
questions
popsicle
stick.
while
I
am
talking
3. -----
will
be
asked
to
4. ----
write
down
their
5. -----
questions
for
6. Students
will
suggest
ideas
such
as
it
later.
will
move,
blow
out
of
box,
or
flatten
By
doing
the
out.
paperclip
7. The
sand
was
moved.
It
moved
away
example
Transition
[2-3
min]
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
5.
---
---
---
---
Students
will
move
quietly
to
their
together,
low
level
students
will
see
how
to
fill
out
the
chart
independently
Low
level
students
are
mixed
with
high
level
students.
The
children
of
---------
solution.
3. Together,
you
will
think
about
how
to
use
the
solution,
if
it
will
work,
and
why
it
will
or
will
not
work.
Use
the
sheet
of
paper
given
to
the
Material
Distributor
to
keep
track
of
your
ideas
on
the
Table
Group
Work-
Wind
Erosion
Solution
4. When
you
are
done,
you
will
present
your
idea
to
the
class
and
I
will
test
it
for
you.
5. Remember
we
are
still
working
on
quiet
transitions
to
your
seats.
Lets
keep
trying
this.
Go
to
your
tables
now.
Group
Work
1. I
will
walk
around
visiting
the
table
and
answering
questions.
When
most
are
done
or
about
5
mins,
students
will
move
back
to
the
risers.
2. I
will
choose
a
Popsicle
stick.
The
person
will
present
the
solution
by
reading
the
worksheet
the
group
completed
together.
3. According
to
how
the
students
present
the
solution,
I
will
test
it.
The
students
in
the
Activity
2
group
will
tell
the
class
why
they
were
[15
min]
right
or
wrong,
and
other
ways
to
use
the
solution.
4. If
students
do
not
arise
at
the
correct
method
to
use
the
solution,
I
will
show
it
to
them.
5. Lets
fill
out
the
chart.
Fill
in
the
name
of
the
solution,
did
it
work,
why
did
it
work
or
not
work,
and
draw
how
it
was
used
on
the
diagram.
6. Repeat
for
all
4
remaining
groups.
1. Now
that
we
have
tested
many
different
types
of
solutions,
we
are
going
to
look
at
Transition
the
chart
you
filled
out
to
see
what
[15
seconds]
patterns
there
are.
2. We
want
to
find
out
what
makes
some
Activity
3
differing
abilities
can
learn
from
each
other
and
support
each
others
learning.
--------
---------
Students will be
[15
min]
3.
4.
5.
6.
1.
2.
Closure
[5
min]
students
to
discover
given
time
to
Stopping
the
wind
or
breaking
the
think,
thus
wind
prevents
the
sand
from
moving
allowing
low
level
The
solution
must
weight
enough
or
students
the
time
be
substantial
enough
to
not
be
they
need
to
moved
itself
formulate
Some
solutions
do
not
work
because
patterns.
they
do
not
stop
the
wind
or
are
not
High
level
large
enough.
students,
if
they
1. ---
become
2. ----
impatient,
will
be
3. Students
will
look
at
their
charts
and
told
to
write
down
diagrams
to
look
for
patterns.
They
the
patterns
they
will
come
to
the
Patterns
to
Identify
see.
conclusions.
4. Some
of
them
are
bad
because
they
do
not
stop
erosion
from
happening.
They
do
not
prevent
the
wind
from
moving
the
sand.
They
do
not
have
a
large
surface
area
to
shield
the
sand
or
are
used
in
a
way
that
does
not
take
advantage
of
their
large
surface
area.
5. Successful
solutions
for
erosion
break
the
wind
or
hold
the
ground
together
not
allowing
the
wind
to
move
the
sand.
Before
you
can
leave
the
risers,
you
must
1. ---
If
low
level
fill
out
the
last
page
of
the
worksheet.
This
2. Students
will
remain
on
risers
until
students
struggle
is
your
ticket
back
to
your
seat.
done
and
then
they
will
give
me
to
formulate
an
What
do
you
think
is
the
best
solution,
and
their
packet
of
worksheets.
They
idea,
ask
them
to
why?
Explain
your
choice
using
the
must
give
an
effective
solution,
instead
write
patterns
we
have
discussed.
Write
at
least
reasoning
and
write
three
sentences
about
a
solution
3
sentences.
to
be
released
from
the
lesson.
that
does
not
work
and
why.
It
may
be
easier
for
them
to
locate
a
poor
solution.
High-level
students
if
they
1.
2.
3.
Assessment
Task
[30
min]
4.
5.
6.
7.
8.
Connections
to
Students
Prior
Understandings
and
Experiences
Write
a
brief
paragraph
here
to
describe
how
you
are
connecting
to
students
Prior
Experiences
and
Understandings.
You
should
describe
how
you
used
what
you
learned
about
your
students
understandings
and
prior
experiences
during
your
science
talk,
or
from
information
you
have
learned
from
talking
with
your
students
informally
on
the
playground,
at
lunch,
etc.
during
your
lesson.
I
know
from
experience
in
the
classroom
that
the
students
have
issues
being
quiet
during
instruction,
being
patient
while
waiting
for
their
name
to
be
called
and
listening
to
directions.
I
have
taken
this
into
account
when
designing
my
lesson.
I
will
set
up
rules
in
the
beginning
regarding
talking.
Before
I
give
activity
instructions
I
will
wait
till
no
one
is
talking.
Since
the
same
students
tend
to
raise
their
hand
and
know
the
answer,
I
plan
to
use
the
class
popsicle
sticks
to
call
on
students.
This
gives
low-level
students
a
chance
to
talk
and
gives
shy
students
a
chance
as
well.
From
my
pre
questionnaire
about
erosion
I
discovered
the
students
know
nothing.
They
did
not
know
what
the
term
was
and
expressed
an
interest
in
learning
it.
Thus,
I
will
make
sure
I
am
explicit
in
my
definition
and
write
it
on
the
board
for
them
to
see.
From
what
the
students
have
told
me
and
from
my
experience
in
the
classroom,
they
have
not
done
many
experiments.
Although
I
will
be
experimenting
for
them,
they
will
still
have
the
opportunity
to
observe
and
suggest
ways
for
the
solution
to
be
used.