LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: Science 8-10th Teacher Name: Amanda Elgin
Length of Class Periods: 90 minutes
Stage of writing process: Composing
Standards of Learning:
SOL #: Earth Science
8 The student will investigate and understand how freshwater resources are influenced
by geologic processes and the activities of humans. Key concepts include
e) dependence on freshwater resources and the effects of human usage on water
quality; and
f) identification of the major watershed systems in Virginia, including the
Chesapeake Bay and its tributaries.
10 The student will investigate and understand that oceans are complex, interactive
physical, chemical, and biological systems and are subject to long- and short-term
variations. Key concepts include
b) importance of environmental and geologic implications; and
e) economic and public policy issues concerning the oceans and the coastal zone
including the Chesapeake Bay.
Physical Science SOL
5 The student will investigate and understand changes in matter and the relationship of these
changes to the Law of Conservation of Matter and Energy. Key concepts include
a) physical changes;
b) chemical changes
· Language Arts
Grade 8
Standard:8.6.b)– Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
Applicable NCTE National Standard(s):
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
General Objective(s): Students will know the difference in Chemical and Physical changes. Students will assume the role of a non-living factor and write from that perspective. In the lesson the students will be learning about weathering and erosion. They will see examples of weathering and erosion and the difference between the two. They will be performing experiments that show weathering and erosion.
Specific Learning Objectives / Instructional ProceduresIntroduction [anticipatory set, focus, relate to previous learning; 5 minutes]:
· Prior to this lesson, students visited Tangier Island. A small island off the northern coast of VA. The island is roughly five miles wide and one mile across. Students have an understanding of chemical and physical changes on the earth.
· Students will participate in a class discussion of their experience. / · Encourage students to think about and discuss their trip to Tangier Island
· (Discussion questions)
· What was your favorite thing on the island? What do you think it would be like to live there? What are some environmental concerns for people living there? What could you suggest to help them?
Main Lesson
· Students will review a power point
· Students will reflect on the island how erosion has happened on Tangier. Students will look at how water erodes the edges of the island.
· Students will be broken off into pairs for an activity and reflection of wind and water erosion.
· Have the students write a prediction in their science journal about what they think will happen to the sugar cube when it is exposed to water.
· Each pair of students will be given a pie tin and a sugar cube. With a dropper, have a student drop water slowly onto the sugar cube. With each drop of water the students can see how the water slowly dissolves the sugar cube. This is weathering. Relate this to the turtle in the story about how he became smaller over time.
· Students will refer back to science journals to see if their predictions were accurate.
· The students will now be given a place mat for a workspace, a small mound of sand and a straw.
· The students will write a prediction in their science journal about what they think will happen to the sand when it is blown by wind or air.
· Student should gently blow on the sand mound and observe how the sand has been moved
· Then students will RAFT from the perspective of a non-living factor on Tangier Island and describe the process of erosion and how it effects the island using the format of their choice. / · Present a power point to student on review material about weathering and erosion. (power point link at the bottom)
· Facilitate a discussion with the class.
· Pass out science journals and materials
· Provide instruction and materials for activity to see how wind and water erosion occur. (see ALEX link below)
· Teacher will observe students and give explanation for the processes and ask for their individual input to the discussion.
· Explain that the total amount of sand is still present, only moved. This is erosion.
Closure [sum up and reflect on the day’s learning; prepare for homework or future work; 5 minutes]:
Students will complete an exit slip on a scratch sheet of paper explain in 3-5 sentences what they need to do to have a better understanding of chemical and physical changes. / Provide slips of paper.
Extension/assignment: Create a Venn diagram on the difference between physical and chemical changes. Then draw a picture, write an essay, or use an alternate genre to demonstrate the differences.
Accommodations/provisions for individual differences: Students that cannot be part of this assignment, can complete the extension assignment during this time. If a student is not in class, they can complete it later before or after school.
Formative/summative evaluation: During the activity I will observe their understanding in seeing the “water” and “wind” erosion. Their RAFT assignments will be graded based off of their understanding. Participation in class discussions will also be noted
Self- and/or peer evaluation: Students will be given time to exchange their essays to give feedback to discuss the processes and give better explanation, or advice on how to make written ideas clearer.
Products students will create: Students will have created a rough draft and shared it with the class, by the end of the period
Texts students will read: Students will read through information online for a better understanding. http://www.readwritethink.org/files/resources/lesson-docs/Chemical_Physical_Websites.pdf
Materials/resources: Students will need paper and pencils and a creative mind. Materials provided: Sugar cubes, pie tins, water dropper, place mat, sand, straws,
Sources for ideas/materials in APA format:
ALEX: http://alex.state.al.us/lesson_view.php?id=24102
Reading sources: http://www.readwritethink.org/files/resources/lesson-docs/Chemical_Physical_Websites.pdf
I took bits and ideas from here: http://www.readwritethink.org/classroom-resources/lesson-plans/poppin-with-physical-chemical-31050.html?tab=4#tabs
SOL: http://www.doe.virginia.gov/testing/sol/blueprints/science_blueprints/2010/2010_blueprint_earth_science.pdf
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/courses/stds_physical_science.pdf
Power point
Rationale: The information is important for students to understand how water, and natural processes effect the earth we live on. If they do not understand how water tears away at the shores of Tangier Island, the island could disappear with them having no idea. It is also important for them to discuss how to solve the problem like the one mentioned in the powerpoint. It helps students to critically think and discover how to effectively and safely save the planet.
LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: Math/ 10th Teacher Name: Amanda Elgin
Goes with previous science lesson
Length of Class Periods: 90 minutes
Stage of writing process: Revising
Standards of Learning:
SOL #
Probability and Statistics
Focus: Applications of Data and Chance
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and
write a sentence analyzing the data.
3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.
5.16 The student will
a) describe mean, median, and mode as measures of center;
b) describe mean as fair share;
c) find the mean, median, mode, and range of a set of data; and
d) describe the range of a set of data as a measure of variation.
Applicable NCTE National Standard(s):
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
General Objective(s): Students will incorporate what they know about Tangier Island and the rate of erosion into their essays previously written.
Specific Learning Objectives / Instructional ProceduresThe student will be able to. . . [Use Bloom’s taxonomy verbs.] / The teacher will. . .
Introduction [anticipatory set, focus, relate to previous learning; 5 minutes]:
· Students will review practice problem on the board of mean, mode, and median.
· Students will explain their thinking in a classroom discussion / · Teacher will put several practice problems on the board that incorporate mean mode and range
Main Lesson
· Students previously visited Tangier Island
· Students will read about the erosion process on Tangier Island.
· Students will look at the similarities of Tangier Island’s erosion process compared to other places
· Students will solve several problems looking at the average rate of erosion
· Students will incorporate their solved problem information into their essays that were drafted in science lessons.
· Students will incorporate their knowledge of average rates into previously written essay during the revision process to provide more detail on erosion.
· Students will complete a reflection on how they feel that they understand the erosion process. / · Teacher will create problem that relate to the rate of erosion on Tangier and how long will the island stand until it disappears
· Teacher will grade the problems for correctness.
Closure [sum up and reflect on the day’s learning; prepare for homework or future work; 5 minutes]:
· Exit Question: Explain one way the rate of erosion could be slowed down on Tangier Island
Extension/assignment: Create and solve five of your own problems that can be show the average rate at which something changes.
Accommodations/provisions for individual differences: Students can come in before or after school for additional help. Students that do not finish, can complete for homework.
Formative/summative evaluation: Problems will be turned in and graded for correctness. Students will be graded on their ability to incorporate outside material into their prewritten work.
Self- and/or peer evaluation: Students will complete a reflection paragraph that they will turn in with their assignment. In the reflection they will explain their ability to complete the tasks.
Products students will create: A detailed math problem on the average rate of erosion of Tangier Island. They will also turn in their final piece of writing with average rates incorporated/
Texts students will read: Students will research and read information on erosion, and Tangier Island. They will research other rates of erosion that could be compared to.
Materials/resources: math problem given, computers for research, pencil and paper for creating more problems.
Sources for ideas/materials in APA format:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009/stds_math5.pdf
http://www.erosionpollution.com/water-erosion.html
http://en.wikipedia.org/wiki/Water_erosion#Water
http://en.wikipedia.org/wiki/Tangier,_Virginia
Rationale It is important for students to understand the erosion process and how quickly it can happen. All land is surrounded by water, and especially since the state of VA is on their coast students need to know how quickly water and other properties can eat away at land.
Problem for Students to solve and incorporate into their previous genre of work:
Tangier Island is located off the coast of VA. Up until 1990 the coast was eroding at an average of 3ft per year, it has slowed down since then. The island is current 1.2 square miles of land that has not already be taken over by water. If the island was still eroding at an average of 3ft per year, how many years would it take for the island to disappear completely? Find out how much the island erodes in a month, and six months?
LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: History 5th grade Teacher Name: Amanda Elgin
Length of Class Periods: 45 minutes
Stage of writing process: Prewriting
Standards of Learning:
SOL #: Virginia Studies
VS .1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships
e) make connections between past and present;
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the
Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia;
c) describing the roles played by whites, enslaved African Americans, free African
Americans, and American Indians.
Language Arts
5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
Applicable NCTE National Standard(s):
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
General Objective(s): Students will complete the prewriting process. Students will connect their favorite person, place, and thing to historical facts about Stratford Hall, and parts of history.
Specific Learning Objectives / Instructional ProceduresIntroduction [anticipatory set, focus, relate to previous learning; 5 minutes]:
· Students will participate in a discussion about their field trip to Stratford Hall. / · Teacher will open up the floor for discussion by asking students about their field trip.
Main Lesson
· Students will complete the handout making special note of each of the people places and things.
· Students will identify one of each of their favorite people places and things.
· They will describe it in one or two sentences and draw pictures for each.
· Students will complete a quick write connecting all three
· Students will create and design a booklet with their three experiences to be complete by the end of the week. The must incorporate three or more historical facts about Stratford Hall, the Civil War, or Slavery. / · Provide students with a copy of “Prewriting: Finding Focus”
· Instruct them to quietly think about people places and things
· On the second page the teacher will instruct her students to draw a picture of one of each of the people places and things.
· The teacher will ask students to brainstorm idea on how to connect all three in a quick write.
· Provide art supplies for students
· Prior to the trip students read letters to and from Robert E Lee, and studied slavery and conflicts during the civil war.
Closure
Exit Question: Explain who lived in the Stratford house.
For Homework: RAFT: R-slave A-slave F-letter T- the war / Assign exit question
Extension/assignment: Students will start a test review sheet on the Civil War for upcoming test. OR compare and contrast two people you learned about at Stratford Hall.