LIT 372 Content Area Literacy Lesson Plan
Detailed Template
Your content area literacy lesson plan should be presented according to the following template.
Please complete the template thoroughly and proofread your responses. Note: Italicized text is
there to guide your thinking, you can remove it as you respond to prompts.
Student Name(s): Grace Atlas
Unit Description: This science unit is focused on weathering and erosion. This lesson will be
the first lesson in the two-week unit. In this lesson we learn to understand how Earth’s surface
changes during weathering as well as the different ways material is moved through erosion. The
other lessons in this unit will be more specific in terms of the type of weathering that occurs in
nature such as physical and chemical weathering. The last lesson will bring all these topics
together to explain how they work together and how they are similar and different. As a
summative assessment for this unit, the students will be assigned a particular landmark or
phenomenon. Students will develop a hypothesis regarding how the landmark/phenomenon
came to exist, conduct research, and craft a report that explains how weathering and/or erosion
contributed to the landmark/phenomenon, explaining whether their hypothesis was correct or
incorrect. Additionally, the reports will include whether or how humans impacted the
landmark/phenomenon and ideas for what humans could do to preserve/improve the
landmark/phenomenon. The students will present their reports on the last day of the unit and
the teacher will evaluate their understanding of weathering and erosion based on the level of
detail in their report, the amount of accurate information, and the presence of appropriate
visuals.
Lesson Title: Weathering and Erosion
Grade Level: 3rd Grade Subject Area: Science
Goal(s) Central Focus: Students will explore the science of weathering and erosion
to understand how Earth’s surface changes while developing hypotheses and
conducting observations throughout the lesson.
Standard(s) Addressed:
4-ESS2-1 Make observations and/or measurements to provide evidence of
weathering or the rate of erosion by water, ice, wind, and vegetation.
3W6: Conduct research to answer questions, including self-generated
questions, and to build knowledge.
Teacher Materials/Resources Student Materials/Resources
· Sugar cubes · Science notebooks
· Plastic tray · Pen/pencil
· Plastic bag (Ziploc) · Clipboard
· Watering can · Making Connections Worksheet
· Potting soil or sand · Hypothesis Worksheet
· Clear basin · Assessment Sheet
· Coarse sandpaper · Paper copy of “Weathering and
· Limestone, calcite, or other soft stone Erosion” by Torrey Maloof
· 1 copy of “Weathering and Erosion”
by Torrey Maloof
· Smartboard
· Making Connections Worksheet
· Hypothesis Worksheet
· Assessment Sheet
Learning Objectives: Assessment of Student Understanding:
Objective 1: Students will be able to develop Hypothesis Worksheet
and test hypotheses and explain whether their
hypotheses were correct or incorrect.
Objective 2: Students will be able to correctly Erosion and Weathering Assessment
answer 3 out of 4 short-answer questions
about weathering and erosion.
Justification of Literacy Component(s):
Weathering and Erosion by Torrey Maloof is an informational text that introduces and
describes weathering and erosion and the effects they have on the earth’s surface. This text also
explains how we as humans have affected the earth as well to influence weathering and erosion
on the earth’s surface. This text will be used to orient students to key vocabulary related to the
topic of weathering and erosion, which will support their understanding as they engage in
laboratory experiments. There is also a section in the text called “People Play a Part” which
describes the effects humans have on the earth. This supports a secondary goal of this unit to
promote environmentally friendly behaviors.
Instructional Strategies
Identify at least three instructional strategies that you will be using within the context of this
lesson? How do these instructional strategies support student learning? Include citations that
support the efficacy of your chosen strategies.
● Students will engage in a Think-pair-share at the beginning of the lesson. This
instructional strategy supports student learning because it encourages students to think
individually and teaches students to share ideas with their peers while also building oral
communication skills.
● Students will participate in learning stations towards the end of the lesson, where they
will be divided into groups of 3 and rotate between 3 different stations. This
instructional strategy supports student learning because it gives students responsibility
for their learning by participating in different stations on their own. This strategy also
allows students to take an active role in solving given learning tasks.
● Students will participate in a read aloud activity. Students will be required to read along
with the teacher and follow directions that prompt the students to answer questions on
the given worksheet pertaining to the main points of the book and the new vocabulary
present. This instructional strategy supports learning because it will provide students
with a model of fluent, expressive reading. This strategy will also help the students
develop language skills and influences cognitive functioning by introducing new
vocabulary, and comprehension strategies.
Grouping During the read-aloud portion of this lesson, students will be
partnered so they can think-pair-share at certain stopping points.
During the station activity, students will be in teacher-assigned
groups of 3 to engage in the lab. These groups will be chosen by
the teacher to accommodate students who work best with each
other and promote a situation where cooperation and participation
are present.
Procedures
Introduction
Time Teacher Actions
Teacher pulls up a picture of a tree growing through a rock and asks, “What
10 minutes observations can you make about this picture? Take a moment to think
about your answer, you will engage in a Think-pair-share and share your
thoughts with your partner. You have three minutes. Make sure to pay close
attention to the actual crack formed from the plant growing.” After 3
minutes, Teacher calls the class back together to discuss what each group
observed in the picture. Teacher asks, “Can you think of any other places
you have seen cracks in the Earth’s surface?” Teacher calls on 4-5 students
to share their responses to this question.
Teacher directs students to the Smartboard and pulls up several visual
examples of cracks in the earth. Teacher says, “Some examples of cracks in
the Earth’s surface would be potholes in the road or cracks on the sidewalk.
There are many different natural processes in our environment that cause
the earth’s surface to change, this process is known as weathering. Have
you ever heard of the term weathering?” Teacher will allow students to
discuss what they’ve seen in nature and discuss what they think weathering
is. Teacher will mention that humans cause weathering and erosion and
give examples. “Some examples include each time we dig in the soil, and
simply walking along on the ground.”
Teach the Strategy
Time Teacher Actions
Teacher calls students to the carpet by table numbers to avoid all the
students coming at once. Teacher says, “Today we will be reading a book
called Weathering and Erosion by Torrey Maloof. Based on the cover and
the title, can you predict what this book will be about?” Teacher calls on 1-
2 students to have them explain what they think the book is about and why.
Teacher says, “What you just did was develop a hypothesis about what the
book is about. A hypothesis is a lot like a prediction, you use the
knowledge in your head and any other information you can gather–like the
20 minutes title and cover of this book–to make an educated guess. Scientists often
make hypotheses, or predictions, about things that will happen and then test
whether their hypothesis is correct or incorrect and why. If you want to be a
scientist, this is a very important skill to be able to do because it is how
scientists learn about new things. Let’s see if our hypothesis about the book
is correct.”
Teacher reads Weathering and Erosion aloud, pausing when appropriate to
review new vocabulary such as…
● Weathering: The process by which earth’s surface is broken down
into smaller pieces.
● Erosion: After pieces of the Earth are broken down through
weathering, those pieces are moved through erosion. It’s the process
of moving things from one place to another.
● Deposition: After pieces of the Earth are carried by erosion they are
deposited somewhere else. Deposition means to deposit things
somewhere else.
● Mudslides: A large amount of mud mixed with water that slides
down a mountain due to gravity. It usually causes damage and
destruction.
● Mushroom Rocks: Naturally occurring rocks that look like a
mushroom. They can be formed when sand gets carried by wind and
hits the rock. This weathers the bottom of the rock more than the
top.
● Glacier: A slowly moving mass of ice formed by the buildup of
snow. They are usually found on mountains or near the poles of the
Earth where it is cold. Movement of glaciers can cause weathering
and erosion.
I Do (Model the Strategy)
Time Teacher Actions
Teacher shows students a hypothesis worksheet pinned to the board.
Teacher says, “Now that we know a little bit about weathering and erosion,
we are going to practice making hypotheses about how weathering and
erosion affect different items and then testing those hypotheses. I will
model for you first.”
Teacher sets up the first experiment. “This first item we will test represents
10 minutes physical weathering, or when rocks and minerals are broken down and their
physical properties are changed. What I have here are 6 sugar cubes in a
plastic bag. I will press down on the plastic bag and something will
happen… but what? I need to develop a hypothesis! Hmm…I hypothesize
that if I put a lot of pressure on the sugar cubes, then the sugar cubes will be
crushed. So let me write that down…” Teacher writes: ‘Sugar cubes will be
crushed and fall apart’...“Now it’s time for me to test my hypothesis and
determine if I am correct or not. Also it is important to remember that your
hypothesis does not always need to be correct. Sometimes we can make
educated guesses that make a lot of sense and still be wrong but that is OK
because that’s how scientists learn.”
Teacher will demonstrate applying pressure to the sugar cubes twice, first
pressing lightly down and then applying more pressure. Teacher says, “So
here’s what I’m noticing… I noticed that the more pressure I applied to the
sugar cubes, the more crushed they became. That means that my hypothesis
was correct. So let me write that down too.” Teacher writes: “More
pressure made cubes fall apart.”
We Do (Guided Practice)
Time Teacher Actions
Teacher sets up the second experiment. Teacher says, “Now let’s do one
together. Here we have a clear basin with soil at a steep slope inside of it. I
will take a watering can and pour water over the steep slope. Take a
moment and think to yourself…What do you think will happen when you
pour the water over the soil? Put your hand up when you’re ready to share
15 minutes your hypothesis.” Teacher will call on a student or two, who will share their
hypotheses. Teacher will ask the class if they agree with this hypothesis.
Once the class has agreed on a shared hypothesis, Teacher will write the
hypothesis on their worksheet. Teacher says, “Now let’s test our
hypothesis. I will pour the water on the soil, and everyone will observe
what happens.” Teacher pours water over the soil in the basin and pauses so
students can observe and gather their thoughts before asking, “What did we
see? What happened to the soil?” Teacher will call on a student or two, who
will share their observations. Teacher will ask the class if they agree with
the observation. Once the class has agreed on what happened, Teacher will
write that on their worksheet. Teacher says, “Great job forming and testing
a hypothesis, everyone.”
You Do (Independent Practice & Formative Assessment)
Time Teacher Actions
Teacher says, “Now I am going to split you up into groups of 3, and you
will rotate between 3 stations. There are activities like the ones we just did
located at each station where you will explore the processes of weathering
and erosion. You will get to examine different causes of weathering and
different types of erosion. For example, at one station there will be a rock
and sandpaper. You will use the sandpaper to sand the rock for a few
15 minutes minutes to understand how wind erosion affects rocks.” Teacher hands out
a Hypothesis Worksheet to every group. “Before you begin an activity at
each station, your group should come up with a hypothesis of what you
think will happen. Then you complete the activity to test your hypothesis
and write down what actually happened.”
Students move through stations. Once the students have completed each
station and have made appropriate hypotheses for each station, the students
return to their seats and wait for further instruction.
Teacher says, “After completing this activity what did you learn about
weathering and erosion? How did each station relate to weathering and
erosion? Were your hypotheses correct?” The students will engage in a
class discussion about what they learned.
The teacher reiterates the main points of the lesson (e.g., key vocabulary,
major types of weathering and erosion) and highlights the importance of
creating hypotheses to collect data and determine what we know before a
lesson or experiment and what we learn as a result of the experiment.
Teacher hands out a Weathering and Erosion Assessment sheet to each
student. Students have about 6-8 minutes to complete the assessment sheet
and hand it in for evaluation.
Connecting to Future Instruction
Teacher will review what a hypothesis is, when you would use it, and how it will be important
in future class work. Teacher will explain that hypotheses are not only used in science but they
are helpful to use when you are tracking your progress in regards to anything you learn.
Hypotheses can help you determine what you didn’t know at the beginning of the lesson and
what you have learned. Teacher will explain that scientists make hypotheses all the time to
compare two variables and determine the relationship they have with one another. Teacher will
explain that hypotheses also help focus our attention on specific aspects of an experiment rather
than trying to think about every aspect of an experiment at once. Since this is a science class,
Teacher will tell the students that we will make hypotheses all throughout the year when they
are performing other experiments and participating in other activities.
Lesson Plan Support
Differentiation ● Students can choose comfortable seating.
● Students who need reading support will be placed in
mixed-ability partnerships.
● Students will have the option to use speech-to-text, have a
hard copy of the reading, or follow the reading on the
computer.
● Students will have access to tools such as fidget spinners
to assist them in staying focused if necessary.
● Teacher will pause frequently during the read-aloud to
check in with students and make sure they are following
along.
● Students can type, write or talk into the computer to
record their responses.
● Students can illustrate different types of weathering and
erosion in lieu of the text-based assessment sheet.
● Students will have the option to take the assessment
online, or on paper.
● If necessary students will be able to take the assessment in
a separate location.
● For those students who have a physical disability, they
will be able to participate in the stations at their desk.
Reflection
Students listen to instructions from the teacher, listen to the teacher read aloud, observe and
follow along with the teacher’s modeling. Students read along as the teacher reads aloud and
they closely read their worksheets to ensure they are correctly following instructions and
answering questions correctly. Students speak throughout the lesson, either to respond to their
teacher or collaboratively build meaning with their peers. Students record their hypotheses and
responses to the assessment questions in writing. Teacher supports purposeful communication
by providing students with sentence stems such as “My hypothesis is…” or “I hypothesize…”
When students speak to one another, they use previously taught discussion procedures to ensure
that understanding is being collaboratively constructed.
References
Maloof, T. (2015). Weathering and erosion. Teacher Created Materials.
Generation Genius. (2019, Sep 9). Weathering & erosion. [Video].
https://www.generationgenius.com/videolessons/weathering-and-erosion-video-for-kids
Appendix
Hypothesis Worksheet:
Assessment Sheet:
