TEACHER WORK SAMPLE

Teacher Work Sample: Standard 4: Design for Instruction

A Unit on Science for Fourth Grade
ELM 598
Mary Bartkowski
Judy Halvorson
University of Phoenix, Hawaii Campus

TEACHER WORK SAMPLE

Design for Instruction

During this Earth science unit, students will learn about weathering, erosion, and other
ways Earths surface changes both slowly and rapidly. Students will learn about minerals and
how to classify minerals according to properties such as: color, luster, hardness, and streak.
Additionally, students will learn about rock formations and the three types of rocks. By the end
of this unit, students will be able to use their understanding of the Earths resources and changes
to the Earths surface to correctly explain how a volcanos eruption created rocks in Hawaii.
Wheeler Elementary has a STEM science lab. That teacher had many rocks, minerals
and other science supplies that I was able to use for many experiments, labs and demonstrations.
All other materials were common items that can be found at most general merchandise shops in
the United States. At the time this unit was taught, the students did not have access to personal
laptops. There were four chrome books with limited internet access that the students could share.
Therefore, the technology used during this unit was rudimentary, but many of these lessons could
easily be adapted for an e-classroom model. Please note that this class period lasts 75 minutes.
The unit will follow the general timeline below. The pre- and post-assessment is attached
at the end.

Day 1: All learning goals are addressed during this pre-assessment. This unit
started in the first month of school. Therefore, it was important to use the bellringer as a way to help students with study habits and test-taking strategies. If this
unit were used in conjunction with a complete science course, the bell-ringer for
this course could be adjusted as a bridge between the two units.
After the bell-ringer, the students are guided through the test sections and are
asked to provide suggestions as to correct behavior during a test. The teacher can

TEACHER WORK SAMPLE

guide their responses based on their own personal preferences. During the test,
the teacher will have three students at a side table. According to their IEPs, these
students will need support reading all of the questions and answer choices. All
other students can choose a quiet and safe place for the test.
The pre-assessment is a 20 question multiple-choice and true/false test that will
not count against the students. However, it is important that the students do their
best on this test for accurate data results. Therefore, I will offer the students
bonus reward (1 Warrior Buck for every two correct choices) for correct
responses. Some students may finish this test much quicker than other students.
So, there are several enrichment and early finisher suggestions provided to further
support the upcoming Earth Surface Unit.
At the end of the class session, there is time to distribute and discuss the letter
home, vocabulary cards, and the overall layout of the next lessons. During this
time, the teacher can ask the students to write down some ideas about the Earths
surface that they wish to learn about. If those ideas are not addressed during the
next lessons, the student will be given an opportunity to design their own lesson.

Day 2: Learning Goals 1.1 and 1.2 are addressed during this lesson. The bellringer is a picture for the students to examine and then write a sentence that
explains their observations and inferences on their observations. The students
will go over their answers in a whole group discussion. The students who need
support with writing a sentence will be partnered with a student role model.
The next portion of the class will focus on identifying common minerals. The
students will work in pairs to complete this task. The teacher will provide

TEACHER WORK SAMPLE

common household and classroom items and label some of those items correctly
and some of those items incorrectly. The students will discuss and determine
which items are correctly labeled and which are incorrect. Some suggestions for
common items are baby powder (mineral talc), pencils (mineral graphite),
sunscreen (mineral zinc), and magnets (mineral magnetite). There are several
websites that offer other suggestions. One great resource is
http://www.mineralogy4kids.org/minerals-your-house.
After the students share their responses, the teacher will transition the class into
the next portion of the lesson by having the teacher assistants put all the materials
away while the rest of the classroom gets their chairs prepared to easily see the
whiteboard. The teacher will signal the students and wait until everyone is seated
and quiet before beginning. There are several slides related to identifying the
properties of minerals. Each slide offers pictures and a question to help aid the
students in their understanding of this material. Once the slide presentation is
finished the student will begin to work on their classification lab in small groups.
Students who finish early, will have the opportunity to design an experiment to
determine effervescence, smell, taste, and/or magnetism. The students can
conduct these experiments during recess time or at home. To wrap up the class,
the teacher will go over the three main properties that were used to classify their
samples and explain that tomorrows lesson will be on rocks.

Day 3: Learning goals 2.1 and 2.2 are examined during this lesson. The bell
ringer for this class is two sensory boxes on each table. The students prompt is
listed on the board. The students are asked to write descriptive words about both

TEACHER WORK SAMPLE

boxes. The teacher will begin the lesson having the students share their
descriptive words about the texture of each item in each box. Then the students
will see two pictures of cooled lava. The students will use their texture words to
help them determine which type of lava cooled quickly and which cooled more
slowly.
As the students transition into the next portion of the class, the teacher assistants
will put away all of the boxes and students will position their desks to face the
whiteboard. The students will use the slide presentation as they examine three
different types of rocks with a hand lens. The students will then place each rock
sample into a small glass of water and watch what occurs. The pumice stone will
float. The students will then complete a three column note chart on the three
different types of rocks and how they are formed and use this information to
explain this phenomenon.
As a transition between this portion of the class and the next, the teacher will
explain that on each desk is also two small tubs of playdough. The students will
roll two balls of different color playdough and create a sedimentary brick. On the
count of three the students will set one text book on top of their bricks and pause.
Then the teacher will count again and another text book is placed on top. This
will continue 4-5 times only. Then the students will remove the books and
examine their brick. The students demonstrated how a sedimentary rock under
pressure become a metamorphic rock. The students will use the word
metamorphic to create an acrostic poem that describes this process. Early
finishers can use colored paper, crayons, string or any other craft supply to create

TEACHER WORK SAMPLE

a sedimentary rock. The teacher will transition the class to end by going over the
planner and explaining that the next days lesson is on weathering, erosion and
deposition.

Day 4: Learning goals 3.1 and 3.2 are addressed during this lesson. The bellringer for this lesson is a review on mineral properties and rocks. The students
are given post-it notes and have to write mineral properties on one note and a type
f rock and how it is formed on another note. When time is called the students will
go up to the board one table at a time and place their notes in the correct location.
Before viewing the slide presentation, the students will build a model of two
landforms and place an ice-cube in the center of each one. The students will then
view the slide presentation. After the presentation has concluded, the students
will examine their models and create a 3-5 panel comic strip that demonstrates
their observations. As the students transition to the next activity, they will learn a
quick choreography to further explain weathering, erosion and deposition. The
students will be assigned teams and specific responsibilities within their team.
Each team will build a mountain out of Legos and run a relay race to explore the
effects of erosion and deposition. Once the race has gone through two cycles, the
teacher can determine if more time is needed before giving the students a
vocabulary matching game to complete. If there is additional time, students can
examine different types of soil and determine which soil would be the best for
farming pineapples. To close out the day, the teacher should remind the class that
the test will occur in three class days and have the students put that information in
their planner along with the vocabulary cards.

TEACHER WORK SAMPLE

Day 5: Learning goal 3.3 is explored during this lesson. The bell-ringer will give
the students an opportunity to review some of the landforms discussed during the
previous lesson. The students will draw a Hawaiian landscape and label at least 3
common landforms. As the students turn in their bell-work, create a paper ball by
wadding up a piece of paper. Ask the students if the properties that make up that
paper have changed. Have the students share their ideas with their group. Then
assign groups of three students a specific role for a W.E.D. lab. Have the students
switch roles at 1 minute and 2 minutes, so that each student can be each part of
the process. As the students transition to the next activity, have them turn their
attention to the slide presentation. After the presentation, have the students create
a T chart to list the similarities and differences between chemical and physical
weathering. For the final lab section, have the students work in small groups to
see the effects of weathering on chalk vs. rocks. The students will need to graph
their data and explain the results in a sentence. If there is extra time, students can
explore chemical weathering by dropping single drops of vinegar on pieces of
chalk. Finish the class period with filling out the planner and explaining that the
next lesson will include fast processes that change the Earths surface.

Day 6: Learning Goal 4.1 and 4.2 are addressed during this lesson. In the bellringer review W.E.D., mineral properties and rocks by having the students pick
the best geological site to build a new hospital based on expert data about the
land. The students should support their response. Students may work in pairs to
complete this task. When it is time, the teacher will create a tally and ask for
reasons why and why not this was the best location. To segue into this days

TEACHER WORK SAMPLE

topic, have the students call out other events that could potentially cause damage
to the building. Guide the students to include volcanoes/earthquakes/floods/etc.
These types of events are what will be covered today. Have the students prepare
to watch a 6-minute animated video about two volcanoes. As the students watch
the video, they need to list fast and slow processes that shaped the Earths surface
that were described in the film. When the film concludes discuss the processes
they discovered and begin the slide presentation. Follow up this presentation by
exploring specific plate movement using common foods. Before the teacher
begins the demonstration, have each table go up and wash their hands. Instruct
the students that they will be permitted to eat their creation, but only after they
demonstrate all three types of plate movement to the teacher. After the students
have competed this activity and picked up all litter, show the final picture of a
Volcanic Winter. Allow the students time to ask questions about what they are
viewing before they work in teams to create a news report that demonstrates how
volcanic ash changes the temperature on the Earths surface. If there are groups
who complete this task early, they can further their understanding of the
devastation of volcanic ash by creating a budget to help a city recover and justify
why their chosen amount of money will go to support that business, school, or
private land owner. As the class concludes, remind students that in two class
periods is the test. Have the students write in their planner about the test and take
their vocabulary cards home.

Day 7: Learning goal 4.3 and 4.4 is addressed in this lesson. As a bell ringer,
have the students examine different numbers and determine which is the correct

TEACHER WORK SAMPLE

number that corresponds with the catastrophic event. Try to choose current events
for this lesson, but keep in mind your students may have family members in those
other locations. Allow time for the students to share about personal experiences
with severe weather and the impact it had on their family. Follow up with
questions about how they planned differently for future events, and ask their
opinion about the warning system to notify people of potential severe weather.
Transition into talking specifically about landslides and their causes. Have the
students explore creating a landslide and creating barriers to try to prevent
damage to towns and roads. The students will write a formal letter to a city
council member detailing their idea and the reason it will be successful. The
students will transition into the next activity by drawing their attention to the
sponges and index cards on their tables. The students will work in groups to
create a model of how mountains are formed and then answer a series of multiple
choice questions regarding plate activity. If there is additional time, students can
read about Florence Bascom and circle the main idea and supporting details
regarding her life as the first woman geologist in America. At the close of the
day, remind students to put in their planners that the next class period will be their
unit test. Remind students to take their vocabulary cards home.

Day 8: All learning goals will be addressed during this lesson. The bell-ringer
will be used as a review to all the units topics. The students will be assigned
groups and roles within their group to share with the class a 1-minute presentation
on a main topic. After this review the students will be asked to share some testtaking rules. Once the test is distributed there will be no talking. The students

TEACHER WORK SAMPLE

10

who need the test and questions read to them will sit at the side table and all other
students will be permitted to sit where they feel most comfortable. There will be
a bonus question listed on the board that can be used towards a classroom reward
(Friday popsicles, lunch with a buddy, uniform-free day, etc.). Students who
finish early can begin discovering the upcoming topic of Earth and Space with
several activities to support that topic. At the close, explain that the next lesson
will begin a new unit about Earth and Space and have the students write in their
planners the new schedule.
Information

Main Topic: Pre-assessment

Day One

Materials:

Bell Ringer: 5 minutes

Sequencing map/post

Sequencing Map on Post-it Note

it notes,

what are some strategies to taking a test?

Test,

When and Why would you use this strategy?

Pencils,
Science readers,
Vocabulary smart
cards,
Chrome books with
internet,
Soil samples,
Spaghetti,
Marshmallows,
Cake pan,

TEACHER WORK SAMPLE

11

Letter home

All Learning Goals

are Addressed
Before

Purpose

Strategy/Adaptation

Procedure

How do you take

Share and Read

tests?

Aloud

their ideas on

Partner can read the

Front Board

posted responses

aloud to their partner.

Students post

In pairs, students
go to board and
put a sticker on
the strategies they

During

Pre-assessment

Students may
select their own

on board for

quiet space to

question groups.

take test from

like most
Write key themes

Every student

suggested areas in

stands and cleans

room.

everything off

Three students

desk.

with reading

Teacher reads

TEACHER WORK SAMPLE

12

difficulties will

directions for

be at front table

each group of

so teacher can

questions.

read all questions

and choices.

Teacher reminds
students that this
test will not be
taken as a grade,
but to ensure that
the students do
their best work,
they will be
offered a bonus
for every question
answered

Enrichment/Early
Finishers

Supports upcoming

Read science

correctly.
Students can

unit on Earths

leveled readers

work in

Surface

and create a play

stations once

with at least two

they have

characters, to

turned in their

discuss main

test.

theme of selected
book.

No more than
four people in

TEACHER WORK SAMPLE

13

any station.

Vocabulary Smart

Card Memory

Game

students that

Chrome Books

volume is a

Interactive

major concern

Science Website

because of

for Earths

test takers.

Surface

Remind

Consequences

Introductory

for not

material

working

Explore different

quietly will be

soils and plan an

a verbal

experiment to

warning and

determine which

if repeated,

would hold the

the student

most water.

will be

Design a building

removed from

using dry

the activity.

spaghetti and
marshmallow that
can withstand an
After

Main Thinking

earthquake.
Read Letter to

Letter Home

TEACHER WORK SAMPLE

14

question and sub-

Students

themes

Partners can read

vocabulary words

Vocabulary
Words

Explain

Write lesson

upcoming lessons

schedule in

and experiments

planner
Reflection

Information

Main Topic: What are Minerals?

Day Two

Materials:

Bell Ringer:

How to identify

Students will study a picture of a

Common mineral
fact sheet make

common minerals & bathtub that has a hard-water stain on it.

sure that the fact

Some of the uses of

Students will write one sentence about how

sheet is not word-

minerals.

this water stain got there and then write one

intensive

sentence about how long it took this stain to

form.

24 common
household items
paired up *baby
powder, watch,
pennies, pencils,
etc. (try not to use
the same item
more than once)

Minerals,

TEACHER WORK SAMPLE

15

Mineral labels

Pennies to test for

hardness,

Classification
sheet

Learning Goal 1.1

Learning Goal 1.2
Before

Purpose
Identify a mineral

Strategy/Adaptation

Procedure

Partner students with

Students will be

good role models.

partnered by teacher.

Students are given

two common

Teacher will allow

household items with

the students to pick

a mineral taped to the

their group of

top. In partners the

household items

students determine if

they have 10 seconds

their items have the

to pick group.

right mineral
associated with them

Students are

or not.

instructed that the

two items both
contain minerals
but the mineral that is
on the items may or

TEACHER WORK SAMPLE

16

may not be correct.

Their job is to
determine if their
item is labeled
correctly or not.

Students have 2
minutes to make their
guess.

Teacher can provide

mineral fact sheets to
students

Teacher will call

pairs up to see if their
predictions were
correct.

The students will

examine 12 common
household/classroom
items and research

TEACHER WORK SAMPLE

17

what common
minerals are used to
make those items and
complete a
product/mineral
matching activity
with an 80%
accuracy. DOK level
2.
During

Properties of

Teacher will help

Major properties on

Minerals

students take notes by slides

having a printed copy

Mohs Hardness:

and the students have

pennies and rocks

to use a highlighter to

which one can be

select specific words.

scratched?

Luster: Write out

SHINY/DULL

Streaks Will you be

fooled? Fools gold.

TEACHER WORK SAMPLE

18

Color why is this

the least important
property?

Shape and other

properties
Enrichment/Early
Finishers

Supports mineral

Design an experiment

properties

to determine

work in small

effervescence, smell,

groups

taste, and magnetism.

Students can

No more than
four people in

Conduct experiment
at home or during

any group

recess.

Remind
students that
volume is a
major concern

Consequences
for not
working
quietly will be
a verbal
warning and

TEACHER WORK SAMPLE

19

if repeated,
the student
will be
removed from
After

Classification Lab

4 minerals to

the activity.
Students will

classify using

work in small

only luster, and

groups to classify

either color or

8 minerals.

hardness.
Students will
examine and
classify the rocks
and minerals into
the correct groups
by using the
properties of
texture, color,
hardness, etc. and
create a
classifying chart
that diagrams the
similarities and

TEACHER WORK SAMPLE

20

differences of the
rocks and
minerals with an
80% accuracy.
Depth of
Knowledge
(DOK) level 2.
Reflection

Information
How to identify
rocks

Main Topic: What are Rocks?

Day Three

Materials:

Bell Ringer:

Two boxes for each

Two closed boxes on desk inside

table with rope and

Some of the uses of

one box is rope and inside the other box are

crumpled paper. * the

some rocks

crumpled pieces of paper. The students will

crumpled paper

reach in and examine the items using only

should feel slightly

their hands. The students will write

pokey.

descriptive words to take about what they felt. Three rocks,

Water,
Cup,
Towels
Cake pan
Books
Playdough

TEACHER WORK SAMPLE

21

Craft supplies
paper

Learning Goal 2.1

Learning Goal 2.2
Before

Purpose

Strategy/Adaptation

Procedure

Types of Cooled

Go over bell ringer

Lava

Pahoehoe and Aa.

Ask students to
identify which lava
cooled slowly and
which cooled more
quickly. How does
the texture help them
During

Three Column Rock

Draw attention to

decide?
There are three types

Examination Chart

picture clues from

of rock

slide presentation.

Igneous
Sedimentary and

Provide headers and

Metamorphic

key terms that need

Use the slide

to be included.

presentation to help

TEACHER WORK SAMPLE

22

the students
understand the three
ways rocks are
formed.

Make sure each rock

formation column is
accurately detailed.

Students will
examine three
different types of
rocks with a hand
lens and observe
what occurs when
each rock is placed
into a cup of water
and create a three
column chart to
explain their results
with an 80%
accuracy. DOK level
3.

TEACHER WORK SAMPLE

Enrichment/Early
Finishers

23

Further exploration

Reflect back on

of rocks and how

rope/crumpled paper

work in

theyre formed

blind box

stations once

descriptions to talk

they have

about Igneous

turned in their

Students can

test.
Have the students use

No more than

paint, colored paper

four people in

strips, or a material of

any station.

your choice to make

Remind

a sedimentary rock

students that

sample.

volume and
mess is a
major concern

Consequences
for not
working
quietly will be
a verbal
warning and
if repeated,
the student

TEACHER WORK SAMPLE

24

will be
removed from
After

the activity.
The students will

Acrostic Poem using

Give the students

vocabulary terms for

alternate words to use make a clay brick to

metamorphic rock

hot or heavy or

resemble a

rock

sedimentary rock and

then apply pressure to

Allow these students

model a metamorphic

to cut and paste out

rock and then create

words/pictures from

an acrostic poem

magazines to create a

using vocabulary

poem collage

terms from the lesson

that describes the
process an 80%
accuracy. DOK level
1.

Reflection
Main Topic: Weathering, erosion and deposition

TEACHER WORK SAMPLE

Information

25

Day Four

Materials:

How weathering can Bell Ringer:

2 Post-it notes. On 1st note, write at

change Earths
surface slowly

Post-its

least two properties of minerals. On 2nd note

Sand with containers

Ice cubes

write one type of rock and how it was formed. Legos

Stick notes on front board.

Chalk
Large area to run
Music selection
Vocab cards

Strategy/Adaptation

Soil samples
Procedure

Review minerals and

Can use

rocks

abbreviations for

their ideas on

terms, or spell just

Front Board

Learning Goal 3.1

Purpose

Learning Goal 3.2

Before

the first 3-4 letters of

words.

Students post

Go over the
answers and draw
attention to at
least 5 different
properties of
minerals.

Highlight all
three types of
rocks and how

TEACHER WORK SAMPLE

26

they were formed.

Notice if a
majority of
students are
selecting only one
type of rock or
only one mineral
property and
spend a few extra
minutes
highlighting the
ones not
commonly
During

3-5 panel comic strip

Students do not need

chosen.
Students will

that demonstrates

to add words to their

create a model

observations of

comic strip.

using sand of two

erosion.

different
landforms (hill
and plateau) and
observe the
effects of an ice
cube being placed

TEACHER WORK SAMPLE

27

in the center of
each landform
and create a 3-5
panel comic strip
that demonstrates
their observations
to an 80%
accuracy. DOK
level 2.

Slide presentation
regarding weathering
and erosion.

Students will learn a

3-movement dance to
help them remember
W.E.D.
Weathering = arms
break open
Erosion = slide and
glide
Deposition = drop to

TEACHER WORK SAMPLE

28

the ground

Use an upbeat tune

like Try Everything
Shakira/Zootopia
Enrichment/Early
Finishers

Supports W.E.D.

Three

soundtrack
Students can

different types of soil

work in

sand, silt and clay.

stations once

Have students

they have

determine which type

turned in their

of soil would be best

test.

for farming

pineapples.

No more than
four people in
any station.

Search recent

Remind

news reports for

students that

W.E.D. related issues.

volume is a

(Ex. 09/06/2016

major concern

Vandals destroy
Oregons Duckbill
rock formation)

Consequences
for not
working
quietly will be

TEACHER WORK SAMPLE

29

a verbal
warning and
if repeated,
the student
will be
removed from
After

Relay race

The vocabulary

the activity.
Students will

vocabulary

cards have

work in teams to

pictures. Match

create a mountain

the picture to

using Legos and

more simple

then run a relay

vocabulary

race to explore

Weathering =

the effects of

break

erosion and

Erosion = move

deposition and

Deposition = drop

using their
vocabulary cards,
they will match
the correct term
to the definition
with an 80%
accuracy. DOK

TEACHER WORK SAMPLE

30

level 1.
Remember to yell
landslide
during the race to
show how
quickly the
mountain can be
destroyed.
Reflection

Information

Main Topic: Weathering, Erosion, and Deposition

Day Five
Materials:

How erosion and

Bell Ringer:

Shakers

deposition change

Draw a picture of a simple Hawaiian

Rocks

the Earths surface

landscape and label three common Hawaiian

Chalk

landforms.

Vinegar
Pan
Truck
Pebbles

Learning Goal 3.3

Before

Purpose
How does weathering

Strategy/Adaptation
Use partners to help

Procedure
When you

change landforms?

write notes

crumple up a
piece of paper
this is a form of

TEACHER WORK SAMPLE

31

weathering. Does
the paper change
into another item
or is it still paper?

In a bucket have
the students use
sand and pebbles
and a toy dump
truck to
demonstrate
W.E.D.

Weathering = fills
dump truck with
pebbles

Erosion = drives
the dump truck
somewhere

Deposition =
drops the load of
pebbles

During

Similarities and

Have student use

Have the students

switch roles
Create a T chart

TEACHER WORK SAMPLE

32

differences with

drawings instead of

that outlines the

physical and

words to describe the

differences

chemical weathering.

similarities and

between physical

differences. May list

and chemical

only one similarity

weathering.

and one difference.

When would
weathering occur
faster? Slower?

In small groups
have the students
determine: would
chemical
weathering take
place more
slowly in a desert
or a rain forest?
Explain your

Enrichment/Early
Finishers

Supports W.E.D.

Explore what

answer.
Students can

happens when a

work in

single drop of

stations once

vinegar is placed

they have

on a piece of

turned in their

TEACHER WORK SAMPLE

33

chalk. Write

test.

results in a

No more than

science notebook.

four people in

Wind Erosion lab

any station.

use a straw and

Remind

sand and create a

students that

sand dune. Are

volume is a

there any items

major concern

that you could use

Consequences

to prevent the

for not

erosion?

working
quietly will be
a verbal
warning and
if repeated,
the student
will be
removed from

After

Weathering occurs
fast and slow.

Partners will turn

the activity.
Students will

in one chart/graph

compare the

together. Ensure

effects of shaking

that partners are

rocks and chalk

TEACHER WORK SAMPLE

34

good role models.

for 1-minute and

3-minute intervals
and graph data on
a chart with an
80% accuracy.
DOK level 2.

Reflection
Main Topic: Volcanoes, Earthquakes, Floods, Droughts, and Landslides
Information
Day Six
Materials:
How volcanoes

Bell Ringer:

rapidly change the

Earths surface

Lava film

Review Minerals, Rocks, and W.E.D..

Internet access

You are an engineer who needs to choose

Cool whip

where to build a huge hospital. Your

Graham crackers

geological experts bring you the following

Hersheys chocolate

data: Source A (Mineral Hardness of 9,

Plates

Metamorphic rock and lot of rain) Source B

Spoons

(Mineral Hardness 5, Igneous Rock, and very

Napkins

Learning Goal 4.1

little rain) Explain your answer.

Volcanic ash pictures
Purpose
Strategy/Adaptation
Procedure

Learning Goal 4.2

Before

Rapid processes

List one fast and one

Watch Lava

change Earths

slow process. It does

video. List three

surface

not have to be written

fast processes and

in a complete

three slow

TEACHER WORK SAMPLE

35

sentence.

processes that
change the

During

Write sentence

Work at front

Earths surface.
Use Cool Whip,

describing plate

table with teacher.

Graham Crackers

activity for volcanoes

Sentences are

and Hersheys

spoken and

chocolate to

teacher will write

represent the

down if the

three different

sentence is

types of plate

accurate.

movement. Cool
Whip is the
magma and it will
press up to form
mountains, spread
apart to create
volcanoes. The
Graham Crackers
will crack and
crumble as they
are scraped back
and forth against
each other. The

TEACHER WORK SAMPLE

36

chocolate will
slip underneath
the Graham
Enrichment/Early
Finishers

Supports

Create a budget to

Cracker.
Students can

understanding of

help your

work in

Volcanoes

community if it

stations once

suffered from a

they have

Volcanic Winter.

turned in their

The government

test.

only has

No more than

$2,000,000 for

four people in

your town. How

any station.

much money

Remind

would you use for

students that

recovery:

volume is a

farmers, business

major concern

owners,

Consequences

individuals whose

for not

homes were

working

destroyed, etc.

quietly will be

Justify your

a verbal

answer

warning and

TEACHER WORK SAMPLE

37

if repeated,
the student
will be
removed from
After

Create news report

The student does

the activity.
Students will

for effects of volcanic

not have to write

examine

ash on temperature.

a dialogue for the

photographs of

news report. The

volcanic ash

student can draw

filling the sky and

diagrams or find

blocking sunlight

alternate internet

after an eruption

pictures that are

and develop a

used for the news

news report skit

report.

that clearly
demonstrates how
volcanic ash
might change the
Earths surface
temperature with
an 80% accuracy.
DOK level 3.

TEACHER WORK SAMPLE

38

Volcanic Winter
Reflection
Main Topic: Volcanoes, Earthquakes, Floods, Droughts, and Landslides
Information
Day Seven
Materials:
Fast processes that

Bell Ringer:

change the Earths

surface

Sand

you can only remove either first or last Straws

number to answer the following questions.
7293 July 29, 1983 how many

Paperclips
Pencils

homes were destroyed by the Kilauea

Common classroom

Volcano? (293)

tools

91825 August 22, 2016 how many

Cake pan

days has the California Drought lasted so far?

Water

(1825)

F. Bascom paper
267429 August 15, 2016 how

many people were rescued from the flood

Sponge
Index cards

Learning Goal 4.3

waters in Louisiana? (26742)

Elastic bands
Purpose
Strategy/Adaptation
Procedure

Learning Goal 4.4

Before

How are people

Share ideas

Students will

affected when the

share personal

Earths surface

stories of severe

changes rapidly?

weather and how

it affected the
land where they

TEACHER WORK SAMPLE

39

lived.

How did their

family prepare for
this event? Could
they prepare?
Were there
warnings?

Are warning
systems
beneficial?

Will their family

do something
differently if there
is a next time

During

Write a letter to city

Record a

event?
The students will

council about idea to

Voicemail

use sand, straws

prevent destruction to

message to city

and small

roads from landslide.

council that

classroom items

outlines one idea

to explore how

to prevent

drought,

destruction to

landslides and

roads from

floods rapidly

TEACHER WORK SAMPLE

40

landslide.

shape the Earth,

the students will
provide proof as
to why their
method of
preventing
landslides is the
best and then
write a letter to
the city council
advising them on
implementing this
idea to prevent
landslides from
covering streets
with an 80%
accuracy. DOK

Enrichment/Early
Finishers

Supports Earths
surface

Read short
biography about
Florence Bascom.
Circle the main
idea and

level 4.
Students work
independently

TEACHER WORK SAMPLE

41

underline or
highlight the
supporting details
of each
After

Multiple-choice

questions regarding
plate movement.

paragraph.
Read Letter to

The students will

Students

communicate

Partners can read

how a sponge and

vocabulary words

index card

Write lesson

activity models

schedule in

how mountains

planner

are formed and

answer a set of
multiple choice
questions
regarding plate
tectonics to an
80% accuracy.
DOK level 1.

Reflection
Main Topic: Post-assessment

TEACHER WORK SAMPLE

Information

42

Day Eight

Materials:

Bell Ringer: 5 minutes

Science readers,

Study Buddy

Vocabulary cards for

Red-Group will lead a 1-minute

Earth and Space

review on Minerals

Chrome book

Blue-Group will lead a 1-minute

review on rocks

Constellation patterns
and names

Green-Group will lead a 1-minute

review on Weathering, Erosion and
Deposition
Yellow-Group will lead a 1-minute
review on Fast Processes
All groups will include key
All learning goals
are addressed
Before

vocabulary terms and two key points

Purpose
Strategy/Adaptation
Review main topics

Groups present their

Procedure

review

Students verbally
share the key
vocabulary and
talking points of
their topic area.

Teacher will
verify material
before it is

TEACHER WORK SAMPLE

43

presented to
During

Post- assessment

Students may
select their own

on board for

quiet space to

question groups.

take test from

whole group.
Write key themes

Every student

suggested areas in

stands and cleans

room.

everything off

Three students

desk.

with reading

Teacher reads

difficulties will

directions for

be at front table

each group of

so teacher can

questions.

read all questions

and choices.

Teacher reminds
students that this
test will be
graded.

Bonus question
will be placed on
the board
students are asked
to draw and label
the three type of

TEACHER WORK SAMPLE

Enrichment/Early
Finishers

Supports upcoming

44

Read science

plate movement.
Students can

unit on Earth and

leveled readers

work in

Space

and create a

stations once

puppet show to

they have

describe the main

turned in their

theme of selected

test.

book.

No more than

Vocabulary Smart

four people in

Card Matching

any station.

Chrome Books

Remind

Interactive

students that

Science Website

volume is a

for Earth and

major concern

Space

because of

Introductory

test takers.

material

Consequences

Explore different

for not

constellations and

working

write a myth to

quietly will be

describe how this

a verbal

constellation got

warning and

its name.

if repeated,

TEACHER WORK SAMPLE

45

Design a calendar

the student

based on a Sun,

will be

Moon, or Planet

removed from

pattern of your

the activity.

choice. Explain
why this calendar
is better than the
one we currently
After

Main Thinking

use.
Write

Explain

question and sub-

upcoming

upcoming lessons

themes

schedule in

and experiments

planners.

Collect tests,

Have partners

explain when

check

they will be

planners

returned and
answer any
questions on how
they will be
graded.

Reflection