NAME___CINDISOLOMON___DATE__04/02/2012____ NEVADASTATECOLLEGE TEACHERPREPARATION PROGRAM LESSONPLANFORMAT

Lesson Topic: Processes of Weathering and Erosion Description of Classroom:

7th grade science classroom in a public middle school zoned for lower to middle socio-economic status. Class consists of 30 students- 18 boys and 12 girls. One student with an IEP and one with a 504. Classroom has six lab tables with five to six students at each table. At the back of the room are three sinks, posted safety procedures, one storage unit with lab supplies, reading materials, and textbooks. There is ample space around the lab tables, and classroom, for safe movement from front to back of the classroom.

Form: 005 JDC 4/22/08

Background:
This lesson is an introduction into a unit on mechanical and chemical weathering and erosion. The content of this lesson is designed to be taught during a 50 minute period. Prior knowledge: 1. Students know how to plan and conduct a safe and simple investigation. 2. Students understand that features on Earths surface are constantly changed by a combination of slow (erosion and deposition) and rapid processes (volcanoes, landslides, flood.) 3. Students know water is constantly changing the Earths land surface by eroding rock and soil in some places and depositing them in other areas (streams, glaciers, wave action, wind and mass movement.)

Nevada Standards:
N.8.A5 Students know how to use appropriate technology and laboratory procedures safely for observing, measuring, recording, and analyzing data. E.8.C Students understand that landforms result from a combination of constructive and destructive processes. N.8.B.2 Students know scientific knowledge is revised through a process of incorporating new evidence gained through on-going investigation and collaborative discussion. E.8.C.1 Students know sedimentary rocks and fossils provide evidence for changing environments and the constancy of geologic processes.

Content Objective(s):
Differentiate and describe the processes of weathering and erosion through observation during learning activities listed in language objectives. Differentiate and describe the processes of mechanical and chemical weathering during learning activities listed in language objectives. Determine which environments and climates are most likely to promote different types of weathering and erosion. Students will watch an introductory video on Violent Hawaii.

Methods Objective(s):
Through group work and sharing findings, students will complete written work and develop conclusions about the weathering processes that affect erosion (student organizers.) Students will be able to understand how the ideas are connected by watching videos during warm-up activity, and interactive online activity identifying geological processes.

Language Objective(s):
Using a Smart board or the computer lab students will visit http://www.kineticcity.com/mindgames/warper/. Students will be challenged to correctly identify geological processes (weathering and erosion) that shape the Earths surface, and complete written student organizers, and lab sheets. Students will read and follow the instructions for the activity Effects of Water on Antacid Tablets. They will write their observations on lab sheet 4. http://www.regentsearthscience.com/jeopardy/erosion/jeopardy.htm Activity for evaluating understanding of Weather and Erosion Jeopardy, by participating in and speaking out while sharing answers. Students will listen and participate as teacher reviews the questions in the student organizer, and lab activity during the last part class time.

Key Vocabulary:
Exfoliation- to come off in thin layers. Abrasion- a rubbing, grinding or rubbing away. Weathering- the physical disintegration and mechanical decomposition of earth materials. Erosion- the action or process of eroding. Mass Movement- a quantity of matter that moves. Landslide-rapid downward movement of a mass of rock or earth. Flood- a rising and overflowing of a system of water.

Best Practices: (put an X next to those that you address in your lesson)
Preparat ion X X Scaffolding Adaptation of content Links to background Links to past learning Strategies incorporated X X Grouping Options Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds X X Whole Class Small groups Partners X Independent

X Integration of Processes X Application Listening Speaking Reading X Writing X X X X

Assessment Hands-on Authentic

(Meaningful)

X X X

Individual Group Written Oral

Linked to objectives Promotes engagement

Teaching Strategies:

Kagan Cooperative learning- working in small groups of 3-4 students, they will complete the learning activities. Critical Thinking Questions Blooms Revised Taxonomy

1. Remembering: What is mechanical and chemical weathering and erosion? 2. Understanding: What forces of nature cause weathering and erosion? 3. Applying: Name some different environments where rain erosion is more pronounced? 4. Analyzing: What two processes work together to decompose rocks at or near earths surface? 5. Evaluating: What did the lab activity teach us about reactions to various types of erosion? 6. Creating: Complete the Weather and Erosion Jeopardy student organizer, which will answer questions about the effects of this type of erosion.

Warm Up Activity: (during the first 5 minutes of the lesson to engage students interest, use students
previous experiences to explain concepts, and evaluate ideas by asking open ended questions.) We will watch a video entitled Violent Hawaii http://www.pbs.org/wnet/nature/lessons/breakingit-down/video-segments-violent-hawaii/1702/ 1. Why couldnt these cliffs have been created by wave erosion? 2. What geologic feature offers clues that the cliffs were been formed by massive landslides? 3. What might have caused the landslides? We will watch a video entitled Water Erosion http://www.pbs.org/wnet/nature/lessons/breakingit-down/video-segments-violent-hawaii/1702/ 1. Why might heavy rainfall accelerate erosion? 2. Is the steel mesh being draped across the hillside intended to prevent weathering or erosion? 3. What other types of erosion management can you think of?

Lesson Sequence:
(5 minutes) Videos on Violent Hawaii and Water Erosion. These two videos will engage the students interests by explaining in greater detail the causes and effects of erosion in the real world, and mans attempts to control it. (10 minutes) Using a Smart board or the computer lab students will explore the interactive game http://www.kineticcity.com/mindgames/warper/ in pairs, for the purpose of discussing the weathering and erosion definitions. Students will be challenged to correctly identify geological processes (weathering and erosion) that shape the Earths surface. (10 minutes) Teacher will explain that weathering involves two processes (mechanical and erosion) that generally work together to decompose rocks at or near earths surface. Teacher will demonstrate the process through a group activity. Within their small groups, they will break apart an effervescent tablet with a small hammer, as well as placing it in water. They will then evaluate the results and complete lab sheet 4. Safety instructions will be clearly stated prior to beginning this activity. (10 minutes) Class will participate in playing the game Weather and Erosion Jeopardy http://www.regentsearthscience.com/jeopardy/erosion/jeopardy.htm Students will complete the Weather and Erosion Jeopardy, student organizer to be turned in for a participation grade.

(10 minutes) Review students answers to the organizer questions, correcting and elaborating for deeper student understanding. (5 minutes) Students turn in both hand outs for participation and assessment grades.

Accommodations:
All required student accommodations will be met. If students have learning challenges, their peers in their group can help them study buddy. Students who have behavior issues will be sat in close proximity to the teacher. Teacher will move around the room and check on student for additional assistance. Student with 504 is seated at the front of the classroom for assistance with staying on task.

Supplementary Materials:
Lessons used to create this lesson plan were retrieved from: www.pbs.org/nature Breaking it Down; A Sample Unit Plan Format in EDRL 451A- Content Area Literacy; http://geology.com/teacher/erosion.shtml Erosion Classroom Activities and Lesson Plans. Weathering and Erosion Jeopardy student organizer (attachment) http://www.kineticcity.com/mindgames/warper/. Students will do online challenge of correctly identifying geological processes (weathering and erosion) that shape the Earths surface. http://www.regentsearthscience.com/jeopardy/erosion/jeopardy.htm Weather and Erosion Jeopardy game. Lab sheet 4- Effects of Water on Antacid Tablets Effervescent tablets Small hammers Beakers Water Paper towels Pencils Science Journals

Review/Assessment:
Some specific discussion questions for the Effects of Water on Antacid Tablet. I ask each group as I move around the classroom and observe students engaged in activity: How does weathering and erosion occur? What is the result of each type of weathering? Where on earth or where in Nevada does this happen? Each table contains sodium bicarbonate which dissolves in water in much the same way that carbonate rocks dissolve in carbonic acid. Do you think that temperature is a factor in chemical weathering? (Ill accept all answers since this is an introduction into various types of weathering and erosion.) **Grading rubric for the above activity: I will expect each student to complete 100% of the lab sheet. Specific grading rubric for the Weathering and Erosion Jeopardy: I will expect each student to answer each of the 10 questions on the student organizer with 90% accuracy.

Every student must participate in the interactive activity either through visual or speaking participation. Each student will receive 5 points for participation grade. Students will be tested on vocabulary at the end of the unit test.

Reflection:
I reviewed a few different lesson plans on mechanical and chemical weathering. I took different elements to modify this lesson into one 50 minute period. After reviewing the activities and the time frame allotted, I may run out of time because of the warm-up activity. I want to allow plenty of time for the students to explore, explain, elaborate, and evaluate their learning experience. I like this lesson plan and feel that it will engage the students in some productive group and online activities that will build upon schema, and develop their knowledge about the processes that create erosion.