Teacher Education Lesson Plan Template

Teacher: Colleen Rowan

Date: 1/29/16

Title of Lesson: Erosion Introduction

Cooperating Teacher: Jaime Mosquera

Core Components
Subject, Content Area, or Topic

Science: Erosion
Student Population

24 Students: 7 gifted and talented students

Learning Objectives

Students will understand the definition of and be able to identify erosion.

Virginia Essential Knowledge and Skills (SOL):
SOL 5.7
The student will investigate and understand how Earths surface is constantly changing. Key
concepts include: f) weathering, erosion, and deposition
Materials/Resources
Printed NY Times article
Erosion Introduction Video: https://www.youtube.com/watch?v=J-ULcVdeqgE
Frayer Model Templet
Blank Poster
Marker

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%

Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%

Questions, Cues, & Advanced Organizers

22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return

Teach Others/Immediate Use of Learning

95%

Practice by Doing
75%

Discussion
50%
Demonstration
30%

Audio Visual
20%

Reading
10%
Lecture
05%

Time
(min.)

10

10

Process Components
*Anticipatory Set
Students will follow along as the teacher reads them the New York Times article. After
reading the article, students will participate in a think, pair, share and discuss with their
partner the following questions:
Where do you think the sand is disappearing to?
Why is the sand disappearing?
What human activity is causing the sand to disappear?
Are there any negative effects of humans using dump trucks of sand to restore the shore?
*State the Objectives (grade-level terms)
We are going to learn exactly what erosion is and what kind of an impact it has on the
surface of the earth.
*Instructional Input or Procedure
After discussing the article, students will watch an introductory video about erosion. As the
students watch the video, they will take notes on important information. After watching the
video, the students will complete a frayer model in which they must list the definition,
characteristics, examples, and non-examples of erosion. After the students have
completed their own frayer models, the teacher will work with the students and use their
responses to create a large anchor chart of the frayer model.
*Modeling
The teacher will model how to complete the frayer model using an example of something
they are familiar with. Students have been learning about decimals, so this is a great word
to use for the model.
*Check for Understanding
Before the students begin the frayer model, the teacher will go through each section one
more time and ask the students what they need to place in each box.
*Guided Practice
As the students begin to complete their frayer models, the teacher will guide them through
the first section.
*Independent Practice
The students will complete the rest of their frayer models in groups of four.
Assessment
The teacher will informally assess the students according to their completed frayer
models. The students will later be assessed formally on a summative assessment of
erosion, weathering, and deposition.
*Closure
The class will work together and use their answers to create a large anchor chart frayer
model to keep in the classroom.
Teacher will ask the students If erosion is the movement of sediment, how do rocks get
broken up into sediment and where does the sediment go? This will get students to think
about the bigger picture and set up our next lesson on weather and deposition.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

This lesson includes visual, auditory, interpersonal, and intrapersonal learning opportunities to

cater to multiple learning styles.

Classroom Management Issues (optional)
Teacher will remind students that if they are working with a group, they need to use their quiet
voices and only discuss the given topic.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

If I were to repeat this lesson, I would give the students a longer opportunity to think about the
given questions before they discuss them with their partners so that they have the chance to
prepare their answers and achieve higher levels of thinking.
*Denotes Madeline Hunter lesson plan elements.