Quick plan (weathering, erosion, and deposition Part 2) Thursday October

18, 2018

1. Write the following question on the board “How does weathering, erosion and deposition
shape the land forms?”
2. I will ask the students who can remind of what we did on Thursday when we went downstairs
and what are the three main words they have learned?
3. Underline the key terms and ask them if they can remember what happen in each process from
the previous class.
4. Recap that weathering breaks the rocks, erosion moves the rocks, and deposition drops the
rocks.
5. To give them extra explanation on the topic and to consider all the learning styles I will play
them the following song about weathering, erosion, and deposition.
https://www.youtube.com/watch?v=3QWKsHbvtFk
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Weathering breaks it, Erosion takes it, And when the motion stops, Deposition drops.
Wind and water moving around, Gravity pulls it down.
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
6. I will play the song three time, the first time they have to listen, second and third time they
have to follow.
7. I will give them the script before we start. I will ask some of them to come to the front to give
them more space (chairs in).
8. Using the PPT I will present them the three words (weathering, erosion, and deposition). They
will have six flash cards that represent each process. I will choose six students to sort the
pictures under the relative term.
9. If anyone missed the answer I will choose others to correct it.
10. After that, I will show them pictures and we will try to identify what process is happening in
each picture and what cause it?
11. Then, I will ask them to give other example of weathering, erosion, and deposition.
12. By the end of the lesson, they will do leveled worksheets.
13. I will start by explaining the high-level worksheet, then middle level and finally law level.
14. I will ask them to reflect their understanding using the Thumb strategy.
15. I will give them 7 minutes and I will keep reminding them with the remaining time.
16. I will circulate around and check their progress and the work quality.
17. When the time will end I will ask them to collect their work in the front.
18. Final question: how long does it take for weathering and erosion to happen? (hundreds of
years).
 Lesson Planning
Name of Student Teacher: Hend Alyammahi School: RKA Academy PYP
Planning an Inquiry Based Lesson/Activity/Project
Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal): Questioning
and extending students answers.

2. Describe what you will do to help achieve your goal (Strategies Used): make a list of the question in my
plan. Keep asking students for justification (why).

3. Describe how you can tell if you’re achieving your goal (Evidence): Students responses and interaction
during the lesson. Have the lest with me during the lesson.

Grade Level: 4 Subject: Science Learning Outcome (ADEC code and words): Not included

Title of Lesson: A brief description of my Lesson in my own words: This is the tenth lesson of the “How
weathering, erosion, the world works” unit and its main idea is to give the students an idea of how landforms
and deposition. like revers and days accrue in the nature.

The problem that The outcome or product of the students’ investigation (i.e. what will the students be
students are trying to expected to produce at the end of their investigation)
solve or investigate (in
The students are supposed to link what they have observed in the experiments from the
my own words): how
previous lesson with the definition of the words weathering, erosion, deposition.
does weathering,
Moreover, they must be able to identify what happen in every processes.
erosion and deposition
shape the landforms.
Learning Outcomes (including strand and sub strand)

- The students will be able to identify the things that cause weathering and deposition (ice, water, plant,
animal, human, gravity).
- The students will be able to define and distinguish between the three processes (weathering, erosion, and
deposition).
- Give example of weathering erosion, and deposition from nature.
Essential Question:

• How does weathering, erosion, and deposition shape the landforms?

Guided Questions:

• What is weathering? What is erosion? What is deposition?

• What happen to the sand when we pour water on it, blow it with the mini fan, and ice melting?
• How long does it take for weathering and erosion to happen in nature?
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Engagement To attract the - Write the following question on the - The students Remembering: Communicatio Listening:
students’ board “How does weathering, erosion should restate the - Who can remind of n: their when they
attention. and deposition shape the land definition of each what we did on information and listen to
forms?” term according to Thursday? opinion about others’
To review their - I will ask the students who can what they explore - What was the three the key terms. responses
prior knowledge. remind of what we did on Thursday in the last lesson. missions? Speaking:
when we went downstairs and what understanding: when they
Tell them what
are the three main words they have - What does will answer
they are going to
learned? weathering, erosion, the
learn about. - Underline the key terms and ask and deposition question.
Prepare them to them if they can remember what mean?
the next step happen in each process from the Analyze:
previous class.
(exploration) - Do you think that
- Recap that weathering breaks the
those process
rocks, erosion moves the rocks, and
happen together or
deposition drops the rocks.
separately?

Exploration To explore the To give them extra explanation on the topic The students should Analyze: Observe Speaking
definitions in a and to consider all the learning styles I will listen to the song in the What do you think about What happen in sing the
kinesthetic way. play them the following song about first time. Then, they the sing? the song and try song
should sing and act at Did it help you to to act it out. Listening
weathering, erosion, and deposition.
To correct any the next two times. understand better? to the
misconception https://www.youtube.com/watch?v=3QWKs song.
HbvtFk
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
Weathering breaks it, Erosion takes it, And
when the motion stops, Deposition drops.
Wind and water moving around, Gravity
pulls it down.
Break, move, drop.
Break, move, drop.
All of these processes happen to a rock.
- I will play the song three time, the
first time they have to listen, second
and third time they have to follow.
- I will give them the script before we
start. I will ask some of them to come
to the front to give them more space
(chairs in).
Explanation To give the Using the PPT I will present them the three Solve the puzzle on the Understanding: Inferring: Speaking
students words (weathering, erosion, and board. Where do you think this What picture their
example form deposition). They will have six flash cards picture fits in the most? fits the best answers
the nature of that represent each process. I will choose Identify the agents that Under which process? under each Listening
these processes. six students to sort the pictures under the cause these processes term. to other
relative term. (water, plant, ice) What causes weathering in Classifying: answers.
this picture? The picture
To find out what with the right
are the agents Applying: term.
that cause Can you give me other Communication
weathering, examples from nature of : their ideas and
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
erosion, and nay of the three opinion about
deposition. processes? the questions I
will ask.

If any one missed the answer I will choose

others to correct it.

After that, I will show them pictures and we

will try to identify what process is
happening in each picture and what cause
it?

Then, I will ask them to give other example

of weathering, erosion, and deposition.

Evaluation To assess the By the end of the lesson, they will do The students will work Evaluation: - Writing:
students leveled worksheets. on leveled worksheets their
understanding for 7 minutes. How long does it take for answers on
I will start by explaining the high level these processes to the
worksheet, then middle level and finally happen? worksheet
law level. s.
Listening:
to the
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
I will ask them to reflect their teacher
understanding using the Thumb strategy. instruction
s.
I will give them 7 minutes and I will keep Speaking:
reminding them with the remaining time. to discuss
their
I will circulate around and check their answers
progress and the work quality. with the
group
When the time will end I will ask them to members
collect their work in the front. or ask
questions.
Final question: how long does it take for
weathering and erosion to happen?
(hundreds of years).
How does weathering, erosion, and
deposition shape our landforms?

Wind, …………………, ……………………

 How does weathering, erosion, and
deposition shape our landforms?

Wind, Water, Ice, Gravity

 How does weathering, erosion, and
deposition shape our landforms?

Waves dropping sand on the beach, Rain washing away soil from a
hillside, Wind blowing sand from the beach, Water getting into cracks, freezing, and breaking the
rocks or pavement apart

Wind blowing sand from the

beach

Caused by: Wind, Ice, ……………………………………………………………

 How does weathering, erosion, and
deposition shape our landforms?

Write the definition of the weathering, erosion, deposition

Example Weathering Erosion Deposition

Waves dropping sand on

the beach
A mudslide flowing down
a steep hill
An animal digging a hole

Wind blowing sand from

the beach
Layers of sediment
forming at the bottom of
the ocean
A river changing its
course and cutting into a
field
 How does weathering, erosion, and
deposition shape our landforms?

Write the definition of the weathering, erosion, deposition

Example Weathering Erosion Deposition

Waves dropping sand on /

the beach
A mudslide flowing down /
a steep hill
An animal digging a hole /

Wind blowing sand from /

the beach
Layers of sediment /
forming at the bottom of
the ocean
A river changing its /
course and cutting into a
field