Teacher Candidate: Lauren Gullotti Date: December 6th, 2017

MS 2017-2018 UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 2nd Content Area: Science- Earth’s Place in the Universe (2-ESS1)

Lesson Length: 110 minutes (split up over two days)

Part 1: Planning for the Lesson

A: Standards

i. Performance Expectation (key content standard):

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur
quickly or slowly.
[Clarification Statement: Examples of events and timescales could include volcanic explosions and
earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary:
Assessment does not include quantitative measurements of timescales.]

ii. NGSS Science and Engineering Practices (select 1 or 2 to focus on):

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to
the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and
designing solutions.
❏ Make observations (firsthand or from media) to construct an evidence-based account for natural
phenomena. (2-ESS1-1)

iii. NGSS Cross-Cutting Standards:

Stability and Change
Things may change slowly or rapidly. (2-ESS1-1)

iv. Related ELD Standard (think about academic vocabulary):

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text. (2-ESS1-1)
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations). (2-ESS1-1)

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will complete a group research project to learn that Earth events can occur quickly or slowly.
 ii. Language Objective (transfer this from "Incorporating Academic Language"):

Students will identify the speed of their Earth event and describe the event to their classmates.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)
Assessment Strategy Evidence of Student Learning
Anecdotal notes of students as they work in Students will successfully research their
groups on their research project. Earth event.

Students submit a “facts sheet” based on their

Students will write down notes and facts
research on Chromebooks
based on the information they researched
about their earth event on their chromebooks.

Students will recall what they learned from

their research project and/or their peers’
Journal entry at the end of class, including
group presentations by answering R/S
R/S response questions and free-response.
response questions and completing a free-
response.

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What specific evidence will you collect?)
Students will complete a journal entry at the end of class responding to the question, “What did you learn
today about Earth events and how rapid or slow they occur?” For students who struggle with reading and
writing I will verbally ask them the question and have them respond orally.

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
❏ Baking Soda
❏ Vinegar
❏ A container
❏ Paper towels or a cloth
❏ Poster board
❏ Markers
❏ Lined paper and pencils
❏ Chromebooks
❏ Printer
❏ Books on erosion, glaciers, plate tectonics, landslides, and earthquakes
❏ Powerpoint
https://docs.google.com/a/uci.edu/presentation/d/1XpEu2MDQModIXiiCjCkbPK0Dvcq94GAkS
UwPW-LXFHU/edit?usp=sharing
 Part 2: Instructional Sequence - Engaging Students in the Learning Process
Optional: Starter and/or Homework Discussion (N/A min.)
N/A

Introduction (20 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson is.

Set up a “Baking Soda and Vinegar Volcano” at each table

(http://www.sciencekids.co.nz/experiments/vinegarvolcano.html ). Have students meet at the rug to
discuss the activity for the day. Explain to students that we will be conducting an experiment to model
how volcanoes “act” (engage). Ask students what the words “slowly” and “rapidly” mean, then ask
students if they predict the volcano will explode slowly or rapidly using the sentence frame “I predict
_______.” Tell students the safety precautions; all students are to stand behind the taped perimeter on
the floor. Students will not taste or touch any of the ingredients of the experiment or the volcano itself.
Dismiss students one-by-one to stand around the perimeter. When ready, pour the vinegar into the
volcano and wait for the reaction. Post-reaction, ask students whether their prediction was correct or
incorrect. Have students Think-Pair-Share with their elbow partner before discussing as a class. Discuss
with students what they observed, what they learned, etc. Tell students that the goal of today’s group
research projects is to conduct research on different Earth events to determine if they occur slowly or
quickly.

Body of the Lesson (30 minutes): Describe step-by-step what the teacher and the students will be doing
during the lesson.
Students will work in a small group (predetermined by teacher) to explore a phenomenon that occurs on
Earth; students can conduct research on the Internet and/or through books. Assign each group a “rapid” or
“slow” Earth event (either erosion, glaciers, plate tectonics, landslides, volcanoes, or earthquakes) to
research. Tell the class that each group will explain their research to their classmates via a 5-10 minute
group presentation.* Give each group a poster board to write their key facts, details, etc. Instruct each
student to write a “facts sheet” during their individual research time so students have information to
contribute to their presentation. Post Powerpoint with a list of kid-friendly websites students can use to
look up information; also include a checklist of what groups must include in their presentation. Monitor
student progress during research time to ensure information is accurate and students are on-task.
The following day, groups will present their earth event to the class, and the teacher will conduct the
Closure (roughly 60 minutes total).
*Each presentation must include: a definition and explanation of the event, a picture and/or video of the
event, an example of it occurring in history (extend/elaborate), and a group decision of whether it is a
quick or slow event. Each group member will be required to participate during the presentation.

Science: Engage, Explore, Explain, Elaborate, Evaluate

Make sure that you include the specific academic language strategies you will use to support your
students in using academic language to talk/write about the math they are learning.

Make sure you include accommodations for students with IEP’s and/or 504 plans.
Make sure you identify the specific assessment you are using in the Body of the Lesson.

Homework (if you are assigning homework, what will it be?):

N/A

Closure (10 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
Pull up powerpoint of 5 photos of different Earth events and tell students to take out their journals. Show
the first photo and instruct students to write a R for rapid or S for slow to represent the Earth event. Do
this for each of the 5 photos. Once this is finished have students write a response to the question, “What
did you learn today about the speed that Earth events occur?” using the sentence frame “I learned
______.” Give students 8 minutes to complete their journal (evaluate).

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.
In small groups, students will complete a research project on their assigned Earth event to teach
classmates about the phenomenon and whether it occurs fast or slow.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare,
or argue.
Identify
Describe

3. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary: hypothesis, observe, research, presentation, rapid, slow, experiment, prediction,
safety precaution
Key to this lesson: erosion, glaciers, plate tectonics, landslides, volcanoes, and earthquakes

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words such
as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of the
lesson planner.

Students will identify the speed of their Earth event and describe the event to their classmate.
5. What does your language objective sound like/look like for different levels of language learners? Ask
yourself, “What would the students say/write when using the language function.” Remember to
consider the language demands while creating sample language that the students might use.
Start here!
Emerging Expanding Bridging
“Earth events are fast.” “Earth events can be rapid or “Earth events can occur
“Earth events are slow.” slow. A rapid event is a rapidly or slowly. An
“Volcano is fast.” volcano. A slow event is example of a slow event is
“Erosion is slow.” erosion.” erosion because it takes a
long time. A volcano erupting
is rapid because it happens in
an instant.”

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction Guided Practice Independent Practice
● Rug instruction on Earth ● Think-Pair-Share ● Research project on Earth
events and speed ● Class discussion event; “facts sheet”
● Instruction on volcano ● Sentence frames; “I ● Journal response, including
experiment predict _______”; “I R/S questions and free-
learned ________” response

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may need
to make for your language learners.