Component One: Organizational Information
Teacher
Julia de Souza Grade
Name(s)
Level(s) 3
Unit(s) /
Subject
Area(s)
Science Topic(s) / Waterfalls
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson within
Duration Sequence:
Component Two: Description and Rationale
Description: In this lesson we will look at how waterfalls are formed, types of waterfalls, and some
fun facts about waterfalls through PowerPoint slides, visuals and videos.
Rationale: This is a topic within the landforms unit, and it covers it shows another
effect from erosion and deposition.
Component Three: Learner Outcomes
General
Learner
Outcomes(s)
(GLOs)
Learning Outcome - Students analyze changes in Earth’s surface and explain how its
(or layers hold stories of the past.
equivalent)
Specific
Learner Changes that can occur to Earth’s surface over a long period of time include
Outcome(s)
• mountains wearing down, rivers changing course, lakes and seas
(SLOs)
(or drying out and refilling, glaciers moving, advancing, and receding
equivalent)
Component Four: Learning Objective(s) and Assessment Evidence
Learning
Objective(s) Students will explore the formation of waterfalls.
Component Five: Pre-Lesson Preparations
Curriculum Resources Materials and Equipment
YouTube video on waterfalls Science duo tangs.
PowerPoint Lined paper.
Pencil.
Teacher Tasks
Trouble shoot technology.
PowerPoint ready.
Lined paper ready on the desk.
Component Six: Body (introduction, activities, closure)
Introduction Time
Allotment
Attention Rivers and meandering streams. That is what we have been talking about
Grabber and by now I hope you have seen something between these two things…
water! Does anyone have any idea what we will be looking into next?
2
Waterfalls!
KWL (Know, wonder, learn)
Description What is something else that all of these things have in common, do you
and think?
Rationale
This unit we have talked a lot about change, and how it affects our 2
earth’s crust in sudden and gradual changes. But something in the last
three lessons is a little more specific (try to get students to guess
erosion).
Time
Activities Allotment
Learning Guiding Question: How does the hydrosphere helps shape the
Activity #1 geosphere?
Copy/Paste
specific
Before we start today, I want to try something a little different. In the
learning
objective(s) last couple of days, I have not been giving out some treats. Today I have
here that my treats again and I have decided to challenge you to get treats.
pertain most *Silent game
directly to this
- student who is the most silent during our lesson will get treats today.
activity 10
- you can only talk once you are called on by me, and when you have
your hand up.
- no calling out or you will be talking and lose your chance of getting a
treat.
Watch video!
- About 4 minutes long
Transition In this lesson I will also be asking you a lot of questions since we aren’t
following our worksheets today. So pay attention to the information that
you are learning because at any minute, there might be a question ready
for you.
3
Also, since we are not the writing in our worksheets today, please try to
take some notes during the lesson. That is why the lined sheets are on
your desks, we will put them in your books at the end.
Learning
Activity #2
Copy/Paste
specific PowerPoint.
learning Mostly straight forward. 15
objective(s)
here that
There are True/False questions throughout PowerPoint.
pertain most
directly to this
activity
Transition Now that we are done, please put your papers inside your science books
and leave them on your desks. I just have a few more questions before
we go to lunch.
Learning
Activity #3
Copy/Paste Thumbs up or down to summarize our lesson.
specific Tie in the lesson with weathering, erosion, deposition.
learning (break it, take it, or leave it). 5
objective(s)
here that
pertain most
directly to this
activity
Closure/Cliffhanger Time
Allotment
Assessment
Thumbs up or down to summarize our lesson.
of
Learning:
