Indiana Wesleyan University

Elementary Education Lesson Plan Template

Science
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)understanding water and wind erosion
B. Objective(s)After completing stations, students will design a plan to
protect a pet rock from wind and water.
C. Standard(s):
2.ESS.3 Investigate how wind or water change the shape of the land
and design solutions for prevention.
II.

Materials
Several bins and tubs
Dirt
Sand
Straws
Sand bags
Protective Wall
Plan Poster
Plan formats
Plastic
Paper Plates
Fan
Paper House
Lego House
Empty Water Bottle
III.
Anticipatory Set
Have to rocks. Both will be painted, but one will be faded and the
other will be new. This is my pet rock, ralph, and I like him a lot.
He lives outside underneath my window and he loves it. But
over the years, his color has faded. I got another pet rock last
week and I want to keep him from fading, but I am not sure
how. Do you guys think you could help me figure out how the
color fades and how to protect him? (Yes)
IV.
Purpose: The point of today is to explore how water and wind can be
destructive and what we can do to prevent damage.
PLAN FOR INSTRUCTION
Use major concepts, principles, theories, and research to construct learning
opportunities that support students development, acquisition of knowledge,
and motivation.

(ACEI 1.0)
V.

Adaptation to Diverse Students

Instructions will be in Spanish for M, if he wants them.
Each group will have a teacher or aid with it.
A timer will be used to keep students on track.
The instructions for transitions will be posted on the board
(ACEI 3.2)

VI.
Lesson Presentation (Input/Output)
Great! I have some stations set up to help us figure out what
might have happened to Ralph. You each have a piece of
colored paper on your desk and that matches the color of the
table you should start at. You will get 7 minutes at each
station. I will set a timer and show it on the screen so you will
know how much time you have. When you hear the timer go
off, I want you to place both hands on your nose and sit
quietly. When I start to sing this song, (song about the topic I
am still working on), you can start to move and by the time I
am done, you need to be at the next station ready to go. The
arrows on the floor will tell you which way to move. When I
start singing, move to the station that matches the color of
your card. (start singing)

(ACEI 2.2)
Students will be separated into five groups for five stations.
Each Station will have an aid to help students stay on task and
compete the station.
Station One:
o There will be a bin filled with sand and water, to demonstrate
waves on a beach. Students will have an empty water bottle that
they will press into the water to create waves. Students will each
get a turn to create to create waves. After each student has
gotten a turn, the aid will ask them questions and let the
students discuss the exploration. (What did you notice about
when you pressed the water bottle into the water? What
happened to the sand?) Then the aid will place sand bags and
the students will get a chance to press the water bottle in to see
what happens. After each student has gotten a turn, the aid will
ask them questions and let the students discuss the exploration.
(What happened this time? Why do you think that happened?
What do you think this has to do with the pet rock?)
Station Two:
o There will be a box fan set up and two different houses. One
will be built from paper and the other will be Legos. Students will
discuss with the aid on what they think may happen to the

houses when the fan is turned on. Students will watch as the fan
is set from the lowest setting to the highest. After the students
have watched the fan experiment, they will discuss with the
group about if they guess correctly. (Did we guess right? Why
do you think this was the outcome?) Then the aid will place a
protective barrier between the fan and the houses and do the
experiment again, guessing what they think will happen. After
the second experiment, they will discuss with the group about if
they guess correctly. (Did we guess right? Why do you think
this was the outcome? What do you think this has to do with
the rock?)
Station Three:
o There will be six tubs filled with some dirt. Each student will be
given a straw and they will get to blow designs into the dirt. As
the students play, the aid will ask questions. (What do you guys
notice? Do you think the wind can do this? Have you ever
seen anything like this outside? Can wind change the land?)
Station Four:
o There will be a tub filled with dirt and rocks. Students will get our
water into the bin and see what happens to the rocks and dirt.
The aid will ask questions. (What happened to the dirt and
rocks? Why do you think that happened? What might this
have to do with the rock?) The aid will then put plastic over the
dirt and pour water over it. (What happened now? Why?
What might this have to do with the rock?)
Station Five:
o This is the station that I will run. This station will deal plan
making. Student and I will go over plans they may already have
in place. (Fire drills, tornado drills, how to treat their IPads) I will
discuss how we need protecting and so do other things.
o Step one: Identify the dangers (These are for my use; students
will have a paper to help with the steps.
o Step two: Research dangers and safety possibilities
o Step Three: Organize safety precautious
o Step Four: Implementing safety precautions.

(ACEI 3.3)
VII. Check for understanding.
Once students have rotated through the stations, I will have them sit
back in their seats. I will ask questions. (What was your favorite part?
What was something new you learned? What are some questions
you thought of? (attempt to answer questions students have) What
was your least favorite part? If students seem to be able to hold a
conversation with me, I will move on. If not, I will question to discover
where their misunderstandings are.

VIII. Review learning outcomes / Closure

For closure, students will help me create a plan for my pet rock. Reviewing
my plan will help them be ready to create their own.
PLAN FOR ASSESSMENT
Students will be given a paper that has a rock on it and the plan format.
Students will create a plan on how to protect their pet rock, which they will
get to name and decorate (on the paper). Students will have to write what
they are protecting the rock from and how they will protect it. (See rubric for
how papers will be graded.)
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who
did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and
ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students enjoy the stations? Why or why not?
8. How well did students transition?
Revision Date: September 12, 2016
Pet Rock Plan Rubric
Criteria

5-4 Points

3-2 Points

1-0 Points

Content

Students
identify
water and
wind as the
dangers to
the rock
Students
have at
least two
ways to
protect
their rock
Students
explain
how their
plan will
protect

Students
identify
water or
wind as a
danger to
the rock
Students
have one
way to
protect
their rock.
Students
do not
explain
how their
plan
protects

Students
do not
identify the
proper
dangers to
the rock
Students
do not
create and
plan to
protect
their rock.

Total
Points

Participatio
n

their rock.
Students
have name
on paper
Students
have
named
their rock
Students
have
decorated
their rock.

their rock.
Students
are missing
one of the
previously
stated
criteria.

Total Points

Students
are missing
two of the
previously
stated
criteria.

10
Points