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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

S6E5. Students will investigate the scientific view of how the earth’s surface is changed, and the processes that change rocks and the surface of the earth – D. Describe processes that change rocks and the surface of the earth.

W.6.2.F- Provide a conclusion or section that follows from the information or explanation presented.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Describe weathering and erosion
Differentiate between weathering and erosion
Determine patterns that cause weathering and erosion
Investigate how weathering and erosion affect the earth’s surface

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Weathering
Erosion

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do the processes of weathering and erosion cause the earth’s surface to change?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the Lesson Essential Question. Highlight the word processes. Think-Pair-Share: Discuss with your partner what this word means and predict why it will be important to the lesson.

Have students with a partner log on to the interactive game “Shape It Up!” (available at Kinetic City). Explain that this game will challenge them to identify the forces that shape the earth’s surface and the relative speed with which they act.

This quick Activating Strategy will allow students to visualize the four earth-shaping forces that cause erosion.
Key Vocabulary (for explicit instruction):

Wind, Water, Glacial and Volcanic Activity

Vocabulary Strategy:
Vocabulary Matrix (word, description, example, visual)
Students will complete the matrix as part of the Activating Strategy.

Previewing (what, who, when):

Scaffolding (what, who, when):
Provide examples for each of the four types of activities

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Compare and Contrast Graphic Organizer

Previewing (what, who, when):

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will partner read an article about weathering and erosion. Students will read and discuss the article using “Say Something” by taking turns summarizing key points and posing questions after each paragraph.

Review Compare and Contrast Anchor Chart. Explain how the steps for comparing help complete the graphic organizer. The teacher will think aloud how the key words and concepts in the article can be compared using the Compare and Contrast Graphic Organizer. Students will work with a partner to complete the remaining portions of the organizer.

Numbered Heads: With a partner, discuss the similarities and differences between weathering and erosion? 1’s – discuss similarities. 2’s – discuss differences.

Previewing (what, who, when):
Preview the Anchor Chart and steps for completing the Comparison Graphic Organizer. Students practice comparing and contrasting familiar content to complete a comparison graphic organizer (ex. fairy tales, movies, famous TV characters, previously read storybooks, etc).

Scaffolding (what, who, when):
Students may be given a word bank on the graphic organizer

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Elevator Speech:
With a partner, students write key points about similarities and differences between weathering and erosion. Share Elevator Speeches with new partners, explaining why each key point is important.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Show pictures, facts, and video clips from various resources to show the causes and effects of weathering and erosion. Group students into teams of three or four for the Scavenger Hunt (Scavenger Hunt Sheet)

Students will work together to complete the scavenger hunt by finding examples of weathering and erosion from nearby sources. Students will collaboratively answer reflection questions.

Review the Anchor Chart for Determining Patterns. Complete a matrix from the information gathered during the Scavenger Hunt: word, description, visual, forces, negative effects.

Previewing (what, who, when):
Preview the Anchor Chart and steps for Determining Patterns. Students practice determining patterns with familiar content (ex. fairy tales, movies, famous TV characters, previously read storybooks, etc) and record their observations and patterns on a matrix.

Scaffolding (what, who, when):
Partially completed matrix

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Letter to an Absent Student: Explain the patterns you observed during the Scavenger Hunt. Why are these patterns important?

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will complete the Weathering and Erosion Lab. This material consists of a circus of class practical and demonstration activities that simulate some of the processes occurring in weathering and erosion. The lab is to be done either with a partner at stations, or in groups set up at tables.

Weathering and Erosion Lab

Activity 1 looks at the effect of pouring water onto brown sugar to simulate the effect of water on soluble rock.

Activity 2 looks at the residue left after water samples have evaporated to show that water can dissolve minerals.

Activity 3 shows that water expands on freezing by placing a sealed jar of water in the freezer overnight and looks at the effect of freezing on a water-soaked sample of porous rock.

Activity 4 simulates the effect of water impact on rocks by pouring water on sand.

Previewing (what, who, when):
Demonstrate for the students what each activity is designed to simulate, and discuss the errors in lab that may occur.

Scaffolding (what, who, when):
Strategically create groups to support students based on readiness-levels.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Problem/Solution: Using the information from the comparison graphic organizer, and the patterns matrix and lab, students should create a solution to the erosion problem(s).

Stand and Deliver: Students share their solution and explain their thinking to a new partner(s).

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Students will write a Lab Report defending their conclusions about the causes and effects of erosion, and justify why their solution is reasonable and effective.

Differentiated Assignment for Struggling Students:
Provide struggling students questions to answer as part of helping them justify their conclusion, prior to writing the lab report.
Questions to ask:
In our activities prior to lab, what factors contribute to erosion?
How is weathering and erosion related?
What did the activities demonstrate in lab, erosion, weather or both? What in the activity led you to your decision? (You must classify each activity)

Differentiated Assignment for More Challenge:
Ask students to write their report for a government committee that is investigating global environmental issues. Explain why your conclusions regarding the causes and effects of erosion significantly impact global environmental issues?

Remediation:
Students review their graphic organizer and identify how and why each activity in the lab was related to what is on the graphic organizer. Students should write their ideas on sticky notes, one for each activity.

List-Group-Label: Collect sticky notes, cluster together similar ideas for each activity, and together create a summary of the lab.

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