Instructional Procedures

Michigan State University

TE 403: Teaching Science To Diverse Learners: Fall 2013
By Kendra Asher
Solutions to Wind Erosion Procedure

Anticipated Time and Dates for Lesson Teaching: 60 minutes on 11/22/13 day 1] and 30 minutes on 11/25/13 [day 2]

Instructional Procedures Chart:

In the chart below, you will lay out what you and your students will actually do during your teaching time. Be as specific as possible. Directions for
each column are provided below:
Supplies:
1. For each student: clip board, pencil, worksheet packet
2. Groups: group work worksheet, solution to look at
3. Solutions: paper clips, burlap, grass representation, rock, fence, string, toothpicks, wall, leaves, tillage representation, hay bales, sand, fan,
shoe box, ELMO, projector, pen, worksheet,

Activity
Name &
Timeframe

What the Teacher

Does and Says

Anticipated Students
Actions/Responses

I-AIM Function and

Rationale
Select an I-AIM function
below that matches the
activity youve described.
Academic,
Explain how this activity
physical, social & matches that function.
linguistic needs
Establish a question
of Focal Students Elicit students initial

1. When someone is talking, do not talk over Students are sitting attentively as I
them
explain the expectations.
2. Raise your hand and sit nicely in your spot
Setting
3. Please do not go to the bathroom or get a
Behavior
drink unless necessary
Expectations 4. Be respectful of other students ideas. Do
not say they are wrong.
[2 min]
5. When I am talking, no one else should be.
6. If you have an idea or comment but it is
not time to talk, write it down.

ideas
Explore experiences
and ideas for patterns
Students explain
patterns

I will speak
--------
slowly to make
sure
expectations are
understood.
For the visual
learner, the
expectations will
be shown on the
board.

Introduction
to the Lesson

Introduction
of Material
(Background
Knowledge)
[8 min]

Activity 1
[10-15 min]

7. I will be using popsicle sticks to chose who

will answer the question.
Erosion video
1. Today we are going to be learning about
wind erosion and what are some solutions
for it. What makes these good solutions?
2. Before we begin, lets watch this short
video about erosion of a beach in Florida.
Look at the pictures they show of how it
has changed and listen for how much
money it is going to cost to repair the
beaches.
3. http://www.cbs12.com/news/top-
stories/stories/vid_11221.shtml
Background Knowledge
1. Before we begin lets make sure we know
some things first.
2. Someone explain to me what weathering
is. Use popsicle sticks.
3. Those are some good ideas.
4. Weathering is the breaking apart of a
material by an outside force
5. Tell me what erosion is.
6. Erosion is the transportation of weathered
material or material broken off of another
material such as rocks. The key difference
is TRANSPOTATION. (These terms and
definitions will be presented on the board
in a power point to help students learn the
terms.)
Classroom Work
1. There are many forces that can change the
shape of the land through erosion.
2. Any ideas on what these may be?
3. These are all good ideas. Today we are
going to focus on wind erosion.
4. Lets see how wind can change the shape
of the land.
5. In this box is a pile of sand. I will use a fan
to be the wind.

1. Students will pay attention as the

lesson topic is introduced and then
watch the video as an introduction to
the topic as well

The video clip will

appeal to audio
and visual
learners. It
presents more
types of erosion
than will be
discussed which
may be appealing
to the high
students.

Establish a questions
Students will be informed of
the lesson focus. Although
not phrased as a question,
the questions regarding
solutions for erosion and
what is wind erosion are
introduced. The video is an
introduction into erosion.

1. -----
Terms and
2. Answer is in What Teacher Does and definitions will be
Says #4. Pick a popsicle stick. Some
shown on the
may explain what weather is. They
board for visual
will be quiet and remain in their
learners and to
seats.
help low level
3. ----
students become
4. ----
familiar with
5. Answer is in What Teacher Does and terms.
Says #5. Pick a popsicle stick. They
will be quiet and remain in their
seats.

Elicit students initial ideas

This introduction begins
students thinking about
erosion and what it is.

1. ----
Students who
2. Wind, rain, water, gravity. Pick a
have questions
popsicle stick.
while I am talking
3. -----
will be asked to
4. ----
write down their
5. -----
questions for
6. Students will suggest ideas such as it
later.
will move, blow out of box, or flatten By doing the
out.
paperclip
7. The sand was moved. It moved away
example

Elicit students initial ideas

Students are asked what
they believe will happen
when the fan is turned on
the make them think about
the effects of erosion. Then
they are asked to think
about if the paper clip will
help and later rocks.
Students will need to think

Transition
[2-3 min]

6. What do you think will happen to the sand

when the fan is turned on? Ask 1 or 2
students.
7. What happened to the sand?
8. Now I am going to show you a few ways to
not make the sand move when the wind is
applied to the sand.
9. You are going to be filling out a chart as
we test ways. We will do a few together.
(Re-pile the sand.)
10. This is a paper clip. Lets see what happens.
11. Why did it not work? Do you have any
other ideas of how to use it? Lets try them.
12. On your chart. Fill in paper clip for
solution. On the diagram, draw how the
paper clip was used. Then write if the
solution worked. How do you know it did
not work? This will help you keep track of
the results to help you see a pattern.
13. Lets try one more solution. Here are some
rocks. Write down rocks on the solution
name on your chart. Watch now as I turn
on the fan.
14. Someone tell me what happened.
Remember to write this down on the
chart. Did the sand move? Also draw on
the diagram how the rocks were used.
15. Would it work to stop the wind from
moving the sand if I moved the rocks to
the opposite side of the pile? Any ideas?
Lets see.
16. Fill your chart out for rocks again but in
this new position. What makes this
solution similar to the paper clip? (not
block the wind, noticing patterns)
Introduction of Group Work
1. Now that we have done 2 examples
together, you are going to practice
yourself.
2. In your table groups, you will be given a

8.
9.
10.
11.

12.

13.
14.

15.

16.

1.
2.
3.
4.
5.

from the fan. The wind erosion

moved the sand.
---
---
----
Pick a popsicle stick. It did not work
because the paper clip did not block
the wind or protect the sand.
Students fill out the worksheet
chart. Under solution they write
Paper clip. Under Did the
Solution Work? they will write no
and then they will explain in the
Why or Why Not? column their
reasoning. Finally, they will describe
the solution with details such as
hard, metal, light, gray and wire.
Then they will draw on the diagram
how the paper clip was placed or
used in relation to the wind and the
sand.
---
Again they will fill out the chart.
Students will tell me that the sand
did not move and why this
happened.
Students will reply no because the
rocks will not protect the sand from
the sand.
This solution is similar to the
paperclip because it does not stop
the wind from moving the sand.

---
---
---
---
Students will move quietly to their

together, low
level students
will see how to
fill out the chart
independently

about what makes these

solutions work or not.
Explore experiences and
ideas for patterns.
Students are beginning to
see investigations and test
the solutions. Students will
record the findings on the
chart to begin to track
patterns. Students will share
their ideas if selected to
share and will need to
defend their choice. If
students begin to see
patterns, filling out the chart
will become easier.

Low level
students are
mixed with high
level students.
The children of

---------

solution.
3. Together, you will think about how to use
the solution, if it will work, and why it will
or will not work. Use the sheet of paper
given to the Material Distributor to keep
track of your ideas on the Table Group
Work- Wind Erosion Solution
4. When you are done, you will present your
idea to the class and I will test it for you.
5. Remember we are still working on quiet
transitions to your seats. Lets keep trying
this. Go to your tables now.
Group Work
1. I will walk around visiting the table and
answering questions. When most are done
or about 5 mins, students will move back
to the risers.
2. I will choose a Popsicle stick. The person
will present the solution by reading the
worksheet the group completed together.
3. According to how the students present the
solution, I will test it. The students in the
Activity 2
group will tell the class why they were
[15 min]
right or wrong, and other ways to use the
solution.
4. If students do not arise at the correct
method to use the solution, I will show it
to them.
5. Lets fill out the chart. Fill in the name of
the solution, did it work, why did it work
or not work, and draw how it was used on
the diagram.
6. Repeat for all 4 remaining groups.
1. Now that we have tested many different
types of solutions, we are going to look at
Transition
the chart you filled out to see what
[15 seconds]
patterns there are.

2. We want to find out what makes some
Activity 3

seats at their table groups.

differing abilities
can learn from
each other and
support each
others learning.

1. Students will be working in their

Low level
small groups. The material
students who are
distributor will be recording their
the material
answers and they discuss the
distributor will
solution.
need to verbally
2. The material distributor will present
explain the
their completed worksheet to the
solution. If they
class.
struggle with
3. Students will watch as I demonstrate
reading and
the solution they provided. The
writing this will
group that presented the solution
help their
will discuss why they were right or
learning.
wrong. They may even suggest other
methods to use it.
4. ---
5. Students will fill out the chart
according to the correct solution.

Explore experiences and

ideas for patterns
Working in groups, students
will apply what they have
already learned and the
patterns they have begun to
recognize to think about
how the solution they are
given would work. The
group work will help to
facilitate sharing of pattern
ideas and coming to a
conclusion about what they
have observed and what the
answer is.

1. Students pull out their charts and

get prepared to discuss what they
have witnessed.

--------

---------

Patterns to Identify- ideas want

Students will be

Students explain patterns

[15 min]
3.

4.
5.
6.

1.

2.

Closure
[5 min]

solutions work and others dont, and the

common characteristics of these solutions.
What do the successful solutions have in
common? Solutions need to break the
wind or help hold the ground together.
Why are there solutions that do not work?
Why are there solutions that do work?
Students will be guided to the correct
answer through their own explanations. If
they do not head in the right direction,
guidance will be given.

students to discover
given time to
Stopping the wind or breaking the
think, thus
wind prevents the sand from moving allowing low level
The solution must weight enough or students the time
be substantial enough to not be
they need to
moved itself
formulate
Some solutions do not work because patterns.
they do not stop the wind or are not High level
large enough.
students, if they
1. ---
become
2. ----
impatient, will be
3. Students will look at their charts and told to write down
diagrams to look for patterns. They
the patterns they
will come to the Patterns to Identify see.
conclusions.
4. Some of them are bad because they
do not stop erosion from happening.
They do not prevent the wind from
moving the sand. They do not have a
large surface area to shield the sand
or are used in a way that does not
take advantage of their large surface
area.
5. Successful solutions for erosion
break the wind or hold the ground
together not allowing the wind to
move the sand.
Before you can leave the risers, you must 1. ---
If low level
fill out the last page of the worksheet. This 2. Students will remain on risers until
students struggle
is your ticket back to your seat.
done and then they will give me
to formulate an
What do you think is the best solution, and
their packet of worksheets. They
idea, ask them to
why? Explain your choice using the
must give an effective solution,
instead write
patterns we have discussed. Write at least
reasoning and write three sentences
about a solution
3 sentences.
to be released from the lesson.
that does not
work and why. It
may be easier for
them to locate a
poor solution.
High-level
students if they

Students will analyze and

make conclusions about the
characteristics a solution
must have to be effective
and vise versa. Students will
express their own ideas and
as long as they are
supported with evidence
they will be encouraged.
Students will decide what
makes a good solution and
what does not, thus
explaining the patterns they
have seen.

Students explain patterns

Though writing and
explaining why a solution is
a good one, students will be
applying the patterns they
have seen and the
conclusions they have made.

1.

2.

3.

Assessment
Task
[30 min]

4.

5.
6.

7.
8.

finish really early,

may be asked to
write about a
poor solution as
well.
Using the diagram template used in the
1. Students will move to their testing
Low level
lesson and the table, students will be
locations and work quietly.
students feel less
placing and analyzing two methods to
Answers:
pressure when
lessen the effects of wind erosion not
2. Burlap- sand not move, moves for
placed around
used as examples in class.
leaves
the room
Students will be given the solutions of
3. Burlap prevents wind erosion, leaves
because they can
covering the land in fabric such as burlap
do not
not always see
and leaves.
4. Burlap is best solution
that others are
After drawing these solutions on the
5. Best solution because blocks the
done already.
diagram showing how to use them,
wind
students will need to decide which is the
6. Descriptions match rubric
best solution and which is not a good
7. Could be comparison of
solution.
characteristics listed above, burlap
They will then fill out a chart, which
be used in more than one way, any
indicates why one solution is better than
issues that might occur when used
the other and demonstrate the solutions
for solution 2pts: If states a
similarities and differences on a chart. The
difference and references other
focus will be on how the material is used
solutions ex. The Burlap is rough but
and the characteristics of the solution.
the leaves are smooth. 1pt: If only
Students will turn in their papers.
states a characteristics or aspect of
After the assessment is completed, the
one solution ex. Burlap is rough.
two solutions will be modeled to the class 8. Not heavy, to be effective must be
and the comparison chart filled out.
placed in front of sand,
Students ideas will be encouraged.
9. Diagrams match rubric
This assessment will be completed
10. While demonstrating how to use the
individually.
solutions, students are quiet and on
Supplies Needed: Comparison chart and
the risers
diagram sheets, burlap sample and leaves,
sand and wind diagram.

Students explain patterns

This will show what students
actually learned and if they
can apply the patterns and
conclusions they made with
new solutions. IF they could
explain the patterns, then
they can accurately
complete the assessment.


Connections to Students Prior Understandings and Experiences
Write a brief paragraph here to describe how you are connecting to students Prior Experiences and Understandings. You should describe how
you used what you learned about your students understandings and prior experiences during your science talk, or from information you have learned
from talking with your students informally on the playground, at lunch, etc. during your lesson.
I know from experience in the classroom that the students have issues being quiet during instruction, being patient while waiting for their
name to be called and listening to directions. I have taken this into account when designing my lesson. I will set up rules in the beginning regarding
talking. Before I give activity instructions I will wait till no one is talking. Since the same students tend to raise their hand and know the answer, I plan
to use the class popsicle sticks to call on students. This gives low-level students a chance to talk and gives shy students a chance as well. From my pre
questionnaire about erosion I discovered the students know nothing. They did not know what the term was and expressed an interest in learning it.
Thus, I will make sure I am explicit in my definition and write it on the board for them to see. From what the students have told me and from my
experience in the classroom, they have not done many experiments. Although I will be experimenting for them, they will still have the opportunity to
observe and suggest ways for the solution to be used.