Lesson Plans

 Health and Physical Education (HPE)

CANADA. Ontario. GRADE 4. 

HPE

Content: Ready stance and moving into open space	Teaching Strategy: *Direct- Teach by doing * Self directed learning.
Learning Outcomes: Know what a repeating growing pattern is.	Assessment: Thumbs up down middle. Homework check tomorrow
Common Essential Learnings (CEL’s): Must know what a growing pattern is
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -Pylons -whistle -Gym
Classroom Management Strategies: Start with “SLANT” and give best person a prize. Have smooth transition by giving clear instructions.
Presentation Minds on: Do an active stretch. Run around and start the warm up. After finish warm up as how important it is to stay active. What do you know about physical activity.
Action: Show ready stance. Get students to show ready stance. NOW running on the spot face left face right STOP (keep going). Regroup at center. What is important about this position? Why does it work? Next play a game of stack or knock over the pylons. What was your strategy? Did it work?
Closure: Explain that health is very important. In sports being aware of your surrounding is important.   Keeping balanced and in a ready position is also important.
Adaptive Dimension: ELL- Get one of the students to help explain.
Extra-

 HPE 2

Content: How to make good decisions /	Teaching Strategy: *Direct- Teach by doing * Group talk
Learning Outcomes: Learn how to make decisions and work on fitness.	Assessment: Thumbs up down middle. Homework check tomorrow
Common Essential Learnings (CEL’s):
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -Pylons -whistle -Gym
Classroom Management Strategies: Start with “SLANT” and give best person a prize. Have smooth transition by giving clear instructions.
Presentation Minds on: Talk about not only training the mind but the body as well. Tell class that depending on their behavior will determine how much we do. Sit in center of gym and talk about how to make good decisions.
Action: Use hand out as main guide. Hand one out to each group. We are working on balance today. 5 min warm up First game is called PAC MAN TAG. Ask for explanation Game 2 is throwing a fish. Give them rules. 2 teams. One throws the fish on the other side of the gym. As other team tries to get it to all members OVER UNDER till last person yells throw that fish.  The team that throws huddles around each other and run around.
Closure: Cool down 5 min. What were the strategies that you used? What worked? Make sure they know making healthy decisions is important and how we act is important.
Adaptive Dimension: ELL- Get one of the students to help explain.
Extra-

GRADE 4 SCIENCE

Lesson 1

Content: Science Intro	Teaching Strategy: *Direct- Speak at front *Interactive Learning- Students brainstorm ways to categorize rocks
Learning Outcomes: Provide evidence of the Earth's history: Students will:-understand what science is and why it is important.	Assessment: Get Duo-tang and Complete title page.
Common Essential Learnings (CEL’s): Think of as many things as you like about what is science.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -28 DUO tangs -28 hole punched papers -Markers, Pencil crayons -post its.
Classroom Management Strategies: Start with “SLANT” and give best person a prize. Have smooth transition by giving clear instructions.
Presentation Minds on: Remind the students about the science lady whom came to class and ask them what a GEOLOGIST is. What is science? Explain that science happens all around us almost everything needs someone to invent or create new things. Have students sitting on carpet and write on the board everything they know about science and what it is.
Development: Take everything about science and make a title page. Must be included is 5 pictures or words about science. The name SCIENCE must be bigger than the rest. Must be colorful and creative. CROSS CIRRCULAR- Art + words.
Closure: After the students will place those sticky notes on the KWL chart.  Each group one at a time will have their speakers say what they know and what they want to know about rocks.  Then helpers will hand out the science duo-tangs so the sheets can be put in them.  At the end of the lesson students will learn that will be looking at during the unit.
Adaptive Dimension: The title page will be drawing everyone can complete the task and color. Leave SCIENCE on the board for them to copy.
Extra- Word search. Fill in the blanks for extra points (Candy)

Lesson 2

Content: (Topic) Rocks and Minerals Focus- HOW TO GROUP	Teaching Strategy: *Direct- Large group discussion *Interactive Learning- Students brainstorm ways to categorize rocks
Learning Outcomes: Provide evidence of the Earth's history: Students will:- learn how to put rocks into different categories based on their characteristics	Assessment: *K of WL Chart *Thumbs up/middle/down
Common Essential Learnings (CEL’s): Critical and Creative Thinking-How to group the rocks using comparison Personal and Social Values and Skills -Students work cooperatively with others
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -5 Bags of a variety of rocks mixed -Sticky notes -K (Only) for the KWL chart -Rocks, Paper to write charts, ruler,	Elmo an projector, bins for rocks, Pencil.
Classroom Management Strategies: -List off groups numbers 1 to 5. -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Collectors get all material and hand it out to group. -Students must work as a group to organize rocks and present to class. - Clap # if you can hear me and slant.
Presentation Minds on: What is a geologist? What is a rock hound? Define rock. Now hound. Sniff and bark in class.  Put students into groups. The students together will brainstorm how sort out the bag of rocks in a variety of ways.  Once they get into their groups they will decide what role they are going to be: the recorder, the collector, speaker 1, and speaker 2.  The description of the roles will be written on the board.  Students will raise their thumbs up, to the side, or down if they will comfortable with the task.
Development: Have the helpers handout rock bins.  After the students will be split into predetermined groups by the teacher.  Then one group at a time students will move to their assigned locations in the room.  Later each group will receive coloured sticky notes to write down what they know as a group about rocks and minerals on them.  The groups will receive a different colour of sticky notes to write down what they want to know as a group about rocks and minerals.  The students will return back to their desks then as a class have a discussion how group sorted rocks.
Closure: After the students will place those sticky notes on the KWL chart.  Each group one at a time will have their speakers say what they know and what they want to know about rocks.  Then helpers will hand out the science duo-tangs so the sheets can be put in them.  At the end of the lesson students will learn that will be looking at during the unit.
Adaptive Dimension: For ELL + Spec ED have them organize the chart with ruler. Copy direct of paper on table or projector.

Lesson 3

Content: (Topic) Rocks and Minerals Focus- Finish HOW TO GROUP	Teaching Strategy: *Direct- Large group discussion -Student based learning
Learning Outcomes: Provide evidence of the Earth's history: Will provide what they know and what they want to know about rocks.	Assessment: *2 Page handout on ROCKS AND MINERIALS (INDEX A) *Thumbs up/middle/down
Common Essential Learnings (CEL’s): Figure out where we are as a class with regards to rocks and minerals.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -28 2 page handouts. -pencils	-Handout of chart from previous lesson for students to finish copying.
Classroom Management Strategies: -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Collectors get all material and hand it out to group. - Clap # if you can hear me and slant. - Have a seating competition for whom has the most points at the end of the day gets a prize.
Presentation Minds on: Ask class what a geologist is? What is a rockhound? Then walk around the class and ask where all the items came from. Bricks and chalk board? Metal and chalk?
Development: Go over the chart handout. Expain what each group is specificall and use examples. COLOUR, SIZE, TEXTURE, SHAPE, LUSTER. For one ask person with a birthday closes to November to find something in the class that is very smooth. Ask another person for something that SHINY. Class challenge!! Group the class from smallest to biggest WITHOUT talking. This will help students to understand that each rock is different. Get students to complete the handout.
Closure: Hand in the handout and read to see what the students know and where we need to work.
Adaptive Dimension: ELL and SPEC ED- The questions have been written and talked about multiple times in class. Nothing is new or overly difficult.

Lesson 4

Content: (Topic) Rocks and Minerals Focus- Rock vs Mineral.	Teaching Strategy: *Direct- Learning new information using lecture, and teacher/student experiment. *Individual Study- Science notebooks
Learning Outcomes: Provide evidence of the Earth's history: Students will be able to- Explain how igneous, sedimentary, and metamorphic rocks form.	Assessment: *Read the students science notebooks *Thumbs up/middle/down
Common Essential Learnings (CEL’s): Personal and Social Values and Skills -Students work cooperatively with others
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -Cookies. 1 plain and 1 chocolate chip. -Paper towel -Pencil	Extra paper.
Classroom Management Strategies: -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Helpers of the day will pass out the handouts to everyone. -Having the experiment set up and ready to go. -Have all students follow along with the teacher..
Presentation Minds on: Start with previous lesson. Rockhound? Geologist? Why did I have you line up in order??- Explain now the shift is focused to mineral vs rock? Have students copy on the board rock vs mineral. As them students to point out a rock or mineral in the class.
Development: 2 sets of cookies. One is plain the other chocolate chip. Plain=mineral(all the same). Chocolate= rock (2 or more minerals). Break up chocolate chip cookie and separate cookie from chip. What do you notice? Break up plain cookie. What do you notice? Plain only has one thing. Class together mineral is made of one thing rock is made up of many things.* Reinforce rocks are 2 or more minerals. In nature minerals are built of the same thing where rocks are made from many minerals. Handout worksheet and do a read aloud. Work in pairs!
Closure: Do final sheet and ask what is a rock and what is a mineral.
Adaptive Dimension: -The one girl in my class who can speak both will help me translate the reading.

Lesson 5

Content: Rock Formation.	Teaching Strategy: *Direct- Speak at front/Read aloud.  *Interactive Learning/co-op- Students use work sheet to make conclusions about how rocks are formed.
Learning Outcomes: Provide evidence of the Earth's history: Understand how ingenious and sedimentary rocks are formed.	Assessment: Go over worksheets aloud if time or at home if no time.
Common Essential Learnings (CEL’s): We know the three rocks now how are they made.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -28 DUO tangs -28 hole punched handouts. -Markers, Pencil crayons, pencils. -post its.	Presentations papers
Classroom Management Strategies: Start with “SLANT” and give best person a prize. Have smooth transition by giving clear instructions. Bring class to carpet and hand out sheets and do a read aloud.
Presentation Minds on: Start with three types of rocks. Get students to copy that off the board. Make sure they know there is three types of rocks.  Ask if they can guess how they are made?
Action: Put handouts in work books. Then, read aloud the work sheets and have students return to their seats. Have students work in pairs if they are comfortable. If not work on the carpet with those whom need more help. Go through the reading all together for a second time and answer as a group.
Closure: Check to see if we remember what the three types of rocks are and how they are made. Ask questions like what is IGNE? Sedimentary? How many minerals are there?
Adaptive Dimension: ELL- They can work on writing skills on the carpet with me and we can do a read aloud together.
Extra- Word search. Cross word. OR complete anything that you have not finished.

Lesson 6

Content: Rock Formation Continued. Sheet number 2.	Teaching Strategy: *Direct- Speak at front/Read aloud.  *Interactive Learning/co-op- Students use work sheet to make conclusions about how rocks are formed. *Work in pairs on the work sheet.
Learning Outcomes: Provide evidence of the Earth's history: Understand how ingenious (MAIN) and sedimentary rocks are formed.	Assessment: Go over worksheets aloud if time or at home if no time.
Common Essential Learnings (CEL’s): We know the three rocks now how are they made.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -28 DUO tangs -28 hole punched handouts. -Markers, Pencil crayons, pencils. -post its.	Presentations papers Diet coke + Mentos
Classroom Management Strategies: Start with “SLANT” and give best person a prize. Have smooth transition by giving clear instructions. Bring class to carpet and hand out sheets and do a read aloud.
Presentation Minds on: Start with three types of rocks. Get students to copy that off the board. Make sure they know there are three types of rocks.  Ask if they can guess how they are made?
Action: Put handouts in work books. Then, read aloud the work sheets and have students return to their seats. Have students work in pairs if they are comfortable. If not work on the carpet with those whom need more help? Go through the reading all together for a second time and answer as a group. IGNESOUS- Talk about MAGMA and LAVA.  ABOVE GROUND or UNDERGROUND. WHOLES OR NO WHOLES.
Closure: Check to see if we remember what the three types of rocks are and how they are made. Ask questions like what is IGNE? Sedimentary? How many minerals are there?
Adaptive Dimension: ELL- They can work on writing skills on the carpet with me and we can do a read aloud together.  ELL are only required to complete the first work sheet and we will do it together.
Extra- Word search. Cross word. OR complete anything that you have not finished.

Lesson 7

Content: (Topic) Rocks and Minerals Igneous experiment	Teaching Strategy: *Direct- Learning new information using lecture *Individual Study- Science notebooks
Learning Outcomes: Provide evidence of the Earth's history: Students will be able to- Explain how igneous, sedimentary, and metamorphic rocks form.  (1.2)	Assessment: *Read the students science notebooks *Thumbs up/middle/down *YESTERDAY Check (Minds on)
Common Essential Learnings (CEL’s): Personal and Social Values and Skills -Students work cooperatively with others. Work on time management skills.  Team work and listening skills.  Reading comprehension.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -Diet Coke -Mentos	-Overhead of the steps for the experiment
Classroom Management Strategies: - Start with slant or clapping.  -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Helpers of the day will pass out the handouts to everyone. -Having the experiment set up and ready to go. -Each student will choose a role to complete in their group. -Having an overhead stating the steps to the experiment.
Presentation Minds on: Review part: How are igneous rocks formed? What is the difference between lava and magma?
ACTION: Show the Purmice and Basalt rocks to class. Explain that some rocks have more air pockets then others that makes them lighter. The ones that have fewer bubbles are denser. (compact) What will happen? With 10 minutes left get everyone to stand up and get jackets. Get ready for recess. We will do our experiment outside.  Only one volunteer needed.
Closure: Students will discuss what they have learned in the class through the lecture and the experiment.
Adaptive Dimension: -ELL + SPEC ed Draw what happened and label. Extra- Word search. Cross word. OR complete anything that you have not finished.

LESSON 8

Content: (Topic) Rocks and Minerals SEDIMENTARY	Teaching Strategy: *Direct- Learning new information using lecture *Individual Study- Science notebooks
Learning Outcomes: Provide evidence of the Earth's history: Students will be able to- Explain how igneous, sedimentary, and metamorphic rocks form.  (1.2)	Assessment: *Read the students science notebooks *Thumbs up/middle/down *YESTERDAY Check (Minds on)
Common Essential Learnings (CEL’s): Personal and Social Values and Skills -Students work cooperatively with others. Work on time management skills.  Team work and listening skills.  Reading comprehension.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -5 Plastic bottles -5 Ziploc bags of sand -5 Ziploc bags of soil -5 Ziploc bags of rocks/gravel	-Overhead of the steps for the experiment
Classroom Management Strategies: - Start with slant or clapping.  -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Helpers of the day will pass out the handouts to everyone. -Having the experiment set up and ready to go. -Each student will choose a role to complete in their group. -Having an overhead stating the steps to the experiment.
Presentation Minds on: Review part: How are igneous rocks formed? What is the difference between lava and magma? NEXT Hand out one rock to each group and ask what they think the rock is and why? What is sediment?  How do you think this type of rock is formed?
ACTION: The class will discuss what erosion is.  Students will discuss soil and grains of sand.  After the class helpers will pass out their science duo-tangs and handouts.  Students will be learning about the experiments that they will be doing and will be place in groups that they had on Monday.  Students will go to a table that has there group number on it.  Students will choose what role they are going to complete during the experiment in their group.  Students will complete the experiment one step at a time as a class through following the instructions on the overhead.  After the students are finished the experiment they will answer the questions in the handout as a group then clean up their tables. ~~Sediment collects at the bottom of lakes, rivers and oceans. That why in some sedimentary you can see SEASHELLS. ~You can tell sedimentary by the LAYERS PART2 Start with a read aloud with the answer to the question sheet provided. Give students culminating activity. (ELL must work with one on one different time) Students must complete whole booklet including ELL. I have 5 fact sheets with almost all the information you need. This will be provided you cannot get the information on your own. Get students to put into their books right away!! Tell them they cannot take it out.
Closure: Students will discuss what they have learned in the class through the lecture and the experiment.
Adaptive Dimension: -ELL + SPEC Draw what happened. Extra- Word search. Cross word. OR complete anything that you have not finished.

Lesson 9

Content: (Topic) Rocks and Minerals            Erosion	Teaching Strategy: *Direct- Learning new information using lecture *Individual Study- Work sheets
Learning Outcomes: Provide evidence of the Earth's history: Erosion and the effect on earth.	Assessment: *Read the students science notebooks *Thumbs up/middle/down
Common Essential Learnings: Discuss the effects of mining on the environment
Prerequisite Learning: None
Lesson Preparation Equipment/materials: 28- Erosion sheets Projector ?
Classroom Management Strategies: -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Helpers of the day will pass out the handouts to everyone. -Having the experiment set up and ready to go. -Each student will choose a role to complete in their group. -Having an overhead stating the steps to the experiment. -Use clap when loosing focus or slant.
Presentation Minds on: Hand out one rock to each group and ask what they think the rock is and why? What is sediment?  How do you think this type of rock is formed?  Then the students will be read to a few pages from a rock book.
ACTION: Start with a read aloud with the answer to the question sheet provided. The class will discuss what erosion is.  Students will discuss soil and grains of sand.  Put handout into books. Read aloud at carpet Erosion. Ask students questions about the effect of erosion on the environment. ORGANIC- Living              WATER 65% of our bodies also a mineral. NON ORGANIC NON LIVING         FOSSILS- animals and plants. Paleontologist- Studies fossils.          SOIL- it takes hundreds of years to form. Happens slowly
Closure: Where do they see erosion? What is organic? Fossils are like footprints true or false?
Adaptive Dimension: -ELL + SPEC ed Draw ON page 2 or colour. Extra- Word search. Cross word. OR complete anything that you have not finished.

Lesson 10

Content: (Topic) Rocks and Minerals: Metamorphic Rock	Teaching Strategy: *Individual Study- Science notebooks *Interactive Learning- Students doing the experiment in a group using cooperative learning *Direct- Learning new information using lecture
Learning Outcomes: Provide evidence of the Earth's history:   Students will be able to: Explain how igneous, sedimentary, and metamorphic rocks form. (1.2)	Assessment: *Checklist- Participation and Cooperation *Read the students science notebooks *Thumbs up down middle
Common Essential Learnings (CEL’s): Critical and Creative Thinking-Students will conclude how metaphoric rock forms Personal and Social Values and Skills -Students work cooperatively with others
Prerequisite Learning: None
Lesson Preparation Equipment/materials:
Classroom Management Strategies: -Start with slant and have your books out. -Have students raise their hands when asking or answering a question. -Have students raise their thumbs up, to the side, or down when asked if they feel comfortable with what they have to do. -Helpers of the day will pass out the handouts to everyone -Students will get back into their groups that they had on Monday
Presentation Minds on: Students will review what they learned last class about sedimentary rocks and review igneous rocks.  Then students will learn the third and final rock in the rock cycle is called metamorphic rock.  What does meta mean?  Have you heard of the word morph before?  What does morph mean?  How do you think this type of rock is formed? METAMORPHIC can come from IGNEOUS or SEDIMENTARY or another metamorphic HEAT PRESSURE AND TIME= change The DEEPER the HOTTER                          The WEIGHT on the layers increases temp ROCKS DO NOT MELT- smaller + denser.
Action: Students will learn about what the parent rock is.  The class will discuss what pressure and heat is and how it changes the parent rock.  Students will also be introduced to the term chemical change and how that is another reason how the parent rock changes.  Students will look at the examples of a parent rock and what it looks like after it changes form.  Look in science book and re-read the metamorphic rock. (ELL do not have to complete the questions)
Closure: Use
Adaptive Dimension: -ELL can state how metamorphic and caterpillars are similar verbally + draw a picture.

Lesson 11

Content: (Topic) Rocks and Minerals: First Review	Teaching Strategy: *Experiencial- Direct. Discussion. Personal review.
Learning Outcomes: Provide evidence of the Earth's history:   Students will be able to -*Compare igneous, sedimentary, and metamorphic rocks. (1.1) *Explain how igneous, sedimentary, and metamorphic rocks form. (1.2)	Assessment: *Checklist- Participation and Cooperation
Common Essential Learnings (CEL’s): Personal and Social Values and Skills- Students work cooperatively with others.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -The Keepers of the Earth book
Classroom Management Strategies: -Have students raise their hands when asking or answering a question. -Having the students sit in a circle to listen to the story
Presentation Set: Students will sit in a big circle in the room listening to an aboriginal story that involves rocks called Rock to Rock.  The story engages the students’ imagination about turning into rocks.  Especially this story will help the students understand erosion and the sedimentary rock forming process.
Development: Students will strongly go over what they learned last class about metamorphic rocks.  Students will volunteer to read the questions one at a time from the metamorphic rock handout.  After students have a better understanding of metamorphic rocks then students will review how igneous and sedimentary rocks are formed
Closure: Then singing the rock cycle song with creating actions to go along with the song.

Lesson 12

Content: (Topic) Rocks and Minerals: Test	Teaching Strategy: *Individual Study- Writing a test
Learning Outcomes: Provide evidence of the Earth's history: Students will be -*Able to display their knowledge of rocks and minerals	Assessment: *Test
Common Essential Learnings (CEL’s):
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -Test
Classroom Management Strategies: -Have students raise their hands when asking or answering a question. -Having the students sit in a circle to listen to the story
Presentation Set: Students will be told a rock joke of the day.  What do you do to a baby rock? Rock it.  Students will have one last chance to go over something that they had problems studying last night.
Development: Students will be handed the quiz by the teacher.  The students will go through the quiz listening to the teacher’s directions about the quiz and what to do when they are finished.  Students will be reminded if they have any questions to raise their hand and the teacher will come answer their question.  Students will then complete the quiz.
Closure: Once the quiz is finished the students will hand it into the designated area then the students will complete other assignments in other subject areas.
Adaptive Dimension: -Have Sarah or Josh’s Educational Assistant act as Josh’s scribe.

LESSON 13

Content: Recycling	Teaching Strategy: *Direct- Large group discussion *Interactive Learning- Students brainstorming together what they have learned *Experiential-
Learning Outcomes: Provide evidence of the Earth's history:   Students will be able to -*Compare igneous, sedimentary, and metamorphic rocks. (1.1) *Explain how igneous, sedimentary, and metamorphic rocks form. (1.2)	Assessment: *KWL chart
Common Essential Learnings (CEL’s): Personal and Social Values and Skills- Students work cooperatively with others.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -6 Handouts just to guess who knows more about recycling. Competition based.
Classroom Management Strategies: -SLANT and books out. -Have the groups go to their assigned areas one at a time. -Have students raise their hands when asking or answering a question. -Each student will choose a role to complete in their group.
Presentation Set: Show Pictures from website.  http://www.mrcollinson.ca/4%20science/rocks%20and%20minerals/4_science_rocks_minerals_aluminum_can_pictures.pdf http://www.youtube.com/watch?v=P9UjmOHC300 Hand out the “quiz”.
Development: Students will have time to brainstorm and write down what they learned about rocks and how they are formed.  Once every group is finished then all of the students will return back to their desks expect for the speakers for each group will come to the front.  The speakers will take turns telling the class what they have learned during the unit.  Once a speaker is finished speaking he or she will return back to their desk.  After the students will see what they have wrote down during the introductory lesson and she if they learned what they wanted to learn about rocks.  Then students can see the difference visually how much knowledge they have gained about rocks from the beginning of the unit.  Students can feel proud of themselves.
Closure: What is something new you learned today?

ROCK/NATURE  WALK

Content: Where are rocks? Where is erosion?	Teaching Strategy:  *Experiential- During the rock stop and ask questions.
Learning Outcomes: Provide evidence of the Earth's history:   Application of knowledge.	Assessment: *Question and answer.
Common Essential Learnings (CEL’s): Personal and Social Values and Skills- Students work cooperatively with others. Listening skills.
Prerequisite Learning: None
Lesson Preparation Equipment/materials: -       NONE.
Classroom Management Strategies: -SLANT and books away. Get jackets. -Have the groups go to their assigned areas one at a time. -Have students raise their hands when asking or answering a question. -Each student will choose a role to complete in their group.
Presentation Set: Today we are going on a walk and during the walk I will ask you some questions. Just answer to the best of your ability.
Development: During the walk take time to outline how the earth was moved from its previous place to make this new flattened land. In doing this we disrupted nature.  Look for areas where there is clear presence of erosions. Near grates is usually amazing. Ask students what they believe what here before the concrete or playground? Who or what lived there?
Closure: What made you really think today.