Teacher: Lora Doreen Wofford

Date: March 13, 2018

Science/ Erosion /4th Grade
Materials: (Water and Land Forms AMSTI Kit)
 Paint tray (the kind used for a paint roller)
 Pieces of sod (enough for each group)
 Potting soil
 Heavy clay-like soil
 Rainmaker (paper cup with about ten tiny holes poked in the bottom)
 Water
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Standards:
ISTE Standards
 1c.) Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.
 3a.) Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
ALCOS Standards
 15) Analyze and interpret data (e.g., angle of slope in downhill movement of
water, volume of water flow, etc.) to determine effects of weathering and
rate of erosion by wear, water, ice, wind, and vegetation using one single
form of weathering or erosion at a time.
Objective:
 Students will observe and describe the processes of erosion, transportation
and deposition by creating a physical model.
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Differentiation Strategies:
 Students will assemble into their pre-assigned heterogeneous groups.
 Additional help will be provided for those in need.
 A variation of strategies will be used to address all learning styles.
______________________________________________________________
ENGAGEMENT:

 The students will individually complete the “Know” and “Want to Know” sections of
this diagram by using the KWL online chart from read, write, think at
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
 Each group will discuss their results and come up with two responses to each section to
share with the class. Items cannot be duplicated.
 The teacher will display a KWL chart on the SmartBoard and each member will write
one entry (two members citing what they already know about erosion and 2 citing what
they want to know about erosion).
 Take students on a walk outside the school building and ask them to note where the soil
is worn away or seems to have collected. Before going on the walk, ask the children to
explain what they will look for or what are the signs that soil has worn away or built up.
(Answers may include: erosion – puddles, hollowed out areas, areas that dip or are
lower than the surrounding area; deposition – mounds of dirt, collection of soil or other
materials in a certain spot, etc.) Upon returning to the classroom, make a list of the sites
where soil was worn away or collected. (Examples may include: bottom of slide; under
a swing; end of splash guard by rain spout; path leading to the playground; at the bottom
of a hill/slope.) Ask if the students notice anything different about these areas. (They
are just dirt; no grass is growing in these areas.) Ask the students what they think caused
these changes. (Students walking over the areas; water running over the areas, etc.)

EXPLORATION:

 Provide materials so the students can construct a model of a landscape to investigate

how these changes may have occurred. It should include a piece of sod, fine potting
soil, and a heavy clay-like soil. They will use a paint roller tray as the base of the
landscape. They will not place any landscape materials in the bottom well; this section
should remain empty. Once students have constructed their models, in their science
journals, have them diagram and label their models and make a prediction as to what
will happen if it “rains” on their landscape.
 One student pours a cup of water all at once into the rainmaker. Hold the rainmaker
about four inches above the upper end of the landscape and slowly move it back and
forth so the water “rains” down on the model landscape. Observe what happens to the
landscape. When it is finished “raining”, the students will observe the final effects of
the rain on their landscape. The students will go back to their predictions and record
what actually happened.
 The students will watch the following youtube video and discuss interesting facts
presented in the video, clarify, and expound on the information found in the video.
https://www.youtube.com/watch?v=R-Iak3Wvh9c
 On the Smart Board, the students will recall words and definitions that pertain to
erosion. In their science journal, the students will draw an erosion scene and write 2-3
sentences about what’s occurring in their scene using descriptive words.
 Using their Chromebooks each student will accomplish further research on erosion /
deposition and the group will collaborate to create a group presentation on Microsoft
Sway to present to the class. https://sway.com
  The students will write the most significant information about erosion in their science
journal. Then, they will share their notes with their group members.

EXPLANATION:

 The students will share their predictions, which will be recorded on the Smartboard.
 The students will compare what actually happened to the landscape when it rained on it
and record it on the Smartboard for comparisons.
 Have each group tell how their landscape is different after the rain than before it rained
on it.
 What happened to the soil? Where did it go? Why did this happen?
 As students share their ideas and understandings, the teacher will record key phrases on
the Smartboard. (Some examples may include: dirt and soil washed away; the soil
collected at the bottom of the slope; the water hollowed out the soil; the rain carried the
soil down the hill; when the water washed away the soil, it formed a hole.)
 Relate student observations to the processes scientists observe over an extended period
of time. Use student models to identify and label erosion and deposition. Students will
work to create definitions for these terms. When students have a real understanding of
the terms, formulate a final definition and post on a chart in the classroom for future
reference. The teacher will demonstrate the process of transportation and lead students
to understand that it is the movement of soil particles from one place to another. Refer
to the list generated during the engagement so that the students can make connections.
Encourage the students to use the new terms to discuss and explain what they saw. The
teacher will remind the students that they just used water to simulate erosion,
transportation, and deposition, but it can also be caused by wind, people, animals, etc.
 From the Word It Out site, each student will create a word cloud of various words and
definitions that relate to erosion/disposition.
 http://www.worditout.com
 Student sample:

ELABORATION:

 Using the same paint roller tray as the base for their landscape, each group of students
will plan a method to decrease or eliminate erosion. Students will draw a diagram of the
 model planned in their science journal and label the materials used in their landscape.
They will write a short explanation of why they think this method will work to curb
erosion.
 Students will use their Chromebooks to research various landmarks that are the result of
these processes (Grand Canyon, Mississippi River Banks, etc.) Each group will create a
Prezi presentation on the provided topic, “Erosion and Deposition: Help or Hindrance?”
or a self-chosen topic on erosion and/or deposition.
 Each area must be discussed in the presentation:
o Members’ Names
o Topic title
o Examples of erosion
o Examples of deposition
o Interesting facts
 Group Prezi Sample: Group #3: https://prezi.com/p/tnpbcs4i0tia/

EVALUATIONS:

 The teacher will refer back to the KWL Chart on the SmartBoard. Each group will share
what they have Learned about erosion and deposition. (formative assessment)
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
 Rubric for Science journals: (formative assessment)
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_
id=2741653&
 Rubric for Technology Proficiency: (summative assessment)
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2742375&no_r
eturn=1&
 Rubric for Prezi presentation: (summative assessment)
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_
id=2741685&
 Rubric for Wordle word cloud: (formative assessment)
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_
id=2741688&
 The students will complete the formative assessment created on Kahoot:
https://create.kahoot.it/#user/dbdfe634-ed2d-44aa-a6e5-d87c1f179a38/kahoots/created
 The teacher will review the results and cover any areas that need to be retaught.
 Multimedia Project: Erosion / Deposition Prezi

Students: Group 3 - Nina, Irelyn, Brianna, Makayla

CATEGORY 4 3 2 1
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color, graphics,
of font, color, font, color, color, graphics, effects etc. but these often
graphics, effects, graphics, effects, effects, etc. but distract from the
etc. to enhance the etc. to enhance to occasionally these presentation content.
4 presentation. presentation. detract from the
presentation content.

Requirements All requirements are All requirements One requirement was More than one requirement
met and exceeded. are met. not completely met. was not completely met.

Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in

grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.

Content Covers topic in- Includes essential Includes essential Content is minimal OR
depth with details knowledge about information about the there are several factual
and examples. the topic. Subject topic but there are 1-2 errors.
Subject knowledge knowledge appears factual errors.
4 is excellent. to be good.

Organization Content is well Uses headings or Content is logically There was no clear or
organized using bulleted lists to organized for the most logical organizational
headings or bulleted organize, but the part. structure, just lots of facts.
4 lists to group related overall organization
material. of topics appears
flawed.
Workload The workload is The workload is The workload was The workload was not divided OR
divided and shared divided and shared divided, but one several people in the group are
equally by all team fairly by all team person in the group is viewed as not doing their fair share
members. members, though viewed as not doing of the work.
4 workloads may his/her fair share of the
vary from person to work.
person.

Technology Proficiency

Teacher Name: Mrs. Wofford

Student Name: Nina Neal

CATEGORY 3 Points 2 Points 1 Point 0 Points

Student uses Technology products used Technology products used Technology products used No evidence.
technology that exceeds expectations to shows informed and demonstrate little in the
inform and improve practice. improved practice. areas of informing and
informs and improves improving practice.
their practice.

Technology product Product exceeds Product information includes Product information includes No evidence.
demonstrates their expectations with fact(s) and function(s). fact(s) or function(s).
information that is included.
learning

Student plans and Product exceeds Product shows effective Product demonstrates No evidence.
employs effective expectations in effective research strategies to locate minimal research strategies
research strategies to locate information. to locate information.
research strategies to information.
locate information

3
Summary of the Lesson:
This lesson has been developed for the purpose of teaching the students what erosion and
deposition are, what causes it, and how it is beneficial or hurtful to us and our environment.
Technology is used to relay the information they have learned.

Assessments Used for the Lesson:

The formative assessments used for the lesson are student science journals, Kahoot computer
quiz, a KWL chart, and Word It Out.
The summative assessment used for this lesson is the Prezi presentation in which students
summarize the information that they have learned.

Reflection After Teaching the Lesson:

This lesson on erosion took longer than I had anticipated. I thought this lesson could be done in
2-3 days. However, each section of the lesson (Engagement; Exploration; Explanation;
Elaboration; Evaluation) took about a whole science period to do, so it ended up being a whole
school week to achieve this lesson. The students enjoyed the walk on which we hunted for
examples of erosion and deposition. That gave them the opportunity to actually see examples in
their real-life world. They love to work together to create a Prezi. They continue to develop
skills related to teamwork. I caught one group fussing over who would do what for the Prezi
assignment. I had a great discussion with the whole class about the importance of working
together and how each member should want their group to be successful. I got in touch with the
IT director. It turns out that Wordle needs the Java app to work and the Chromebooks do not
accommodate Java. So, I found a similar resource: Word It Out. The students enjoyed it as
much as I thought they would! This gives the students great rehearsal of words, definitions,
connections, etc. The students were very engaged in the learning, research and technology. The
students enjoyed this lesson and objectives were met.