Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

Understanding by Design
Unit Cover Page

Unit Title: __Earths Changing Surface ________ Grade Levels: ____5th___________

Topic/Subject Areas: ___Science________________________________________
Key Words: rocks/rock cycle, plate tectonics, Earths layers, weathering, erosion, deposition
Designed By: _Natalie King___________ Time Frame: ___4 weeks_______
School District: Regent University

School: Teacher Ed & IDS Dept.

Designed By: _____________________________ Time Frame: __________________

In this four week unit on Earths changing surface students will come to an
understanding that humans play a significant role in shaping Earths surface, many
School
District:features
Regent are
University
School:
Teacher
Edthe
& IDS
Dept. are
geological
formed by Earths plates, and
that rocks
and
surface
constantly being changed by the processes of weathering, erosion, and deposition. Through
the use of various instructional forms such as hands-on exploration activities, authentic
assessment projects, and assessments students will be able to show their knowledge and
learning. The students will also engage in various cooperative learning and instructional
strategies over the course of the unit.
Throughout the unit students will be working towards four major assignments, with
the final assignment connecting all of the major ideas learned over the unit. In this final
project students will create a brochure in which they explain the processes of weathering,
erosion, and deposition and describe their relationship to the entire unit as well as humans
impact on them.

Unit design status:

X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations

Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed
Content Reviewed
Suggested accommodations

X Completed rubrics

Revised draft (date: ____________)

Field Tested
Validated
Anchored
Suggested extensions

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Status:

Initial draft (date: ___________)

Revised draft (date: ____________)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

STAGE 1 DESIRED RESULTS

Unit Title: __Earths Changing Surface_____________
Established Goals (cite specific VA SOL):

5.7 The student will investigate and understand how Earths surface is constantly changing. Key concepts
include:
a) identification of rock types;
b) the rock cycle and how transformations between rocks occur;
c) Earth history and fossil evidence;
d) the basic structure of Earths interior;
e) changes in Earths crust due to plate tectonics;
f) weathering, erosion, and deposition; and
g) human impact
(VDOE, 2015)
Understandings: Students will understand that

Essential Questions:

Humans play a significant role on Earth by constantly

impacting its surface, both positively and negatively.
Earths plates and boundaries are responsible for
many of the geological features found on Earths
surface.
Rocks and Earths surface are constantly being
changed by the effects of erosion, weathering, and
deposition.

How have humans impacted the Earths surface

What are ways to control that impact?
How do erosion, weathering, and deposition effect
and change the surface of the Earth on a daily basis?
What are the key characteristics that distinguish
igneous, metamorphic, and sedimentary rocks from
one another and how is each formed?
What information can be inferred from a fossil?
How does the movement of the surface of the Earth
contribute to features found around the world?

Students will know:

Students will be able to:

The key characteristics that distinguish an igneous,

Identify and give an example of igneous,

metamorphic, and sedimentary rocks

Granite, gneiss, slate, limestone, shale,

sandstone, obsidian, pumice, and coal
Compare and contrast the origin of igneous,
metamorphic, and sedimentary rocks
Correctly label the layers of the Earth on a diagram
and identify the key characteristics of each layer
Construct and be able to explain the key features of
the rock cycle
Infer about how the Earth has changed over time in
the Virginia area by using fossil evidence
Describe the three major plate boundaries and
faults and explain how each effects the changes on
Earths surface
Summarize ways humans have impacted the Earth
and develop ways to address human impact
Differentiate the three types plate boundaries and
their relation to Earths surface
Explain the differences between erosion,
weathering, and deposition and their relation to the
rock cycle

sedimentary, and metamorphic rock :

Composition
Grain Size
Color
The steps that comprise the rock cycle:
Heat and pressure
Cementation
Cooling of magma and/or lava
The layers of the Earth:
Crust
Mantle
Outer/Inner Core
The differences and importance of erosion, deposition,
and weathering on Earths surface
The Earths crust is broken into 8 major plates and they
account for many of Earths physical features
The three main types of plate boundaries:
Convergent
Divergent
Transform/Strike-Slip/Sliding
The definition and effects of a fault boundary
The origin of fossils and what information they tell about
the Earths history

Ways the humans impact Earth

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

Read all about it! (GRASPS) Create a

brochure on weathering, erosion, and
deposition that will be handed out at the
Virginia Museum of Natural History. Students
will provide information about each process, the
effects of each process, and provides ideas for
people to follow in order to curb human impact.
Rocks Rule! Students will draw the rock cycle,
with labels, on poster board and present the
board to the class. During their oral
presentation the students will provide
information on how each rock type is formed
and examples of each type.
Whats Inside? Students will construct a
Styrofoam or paper model of the Earths
interior. The four layers will be labeled as well
as key characteristics of each layer.

Pre Assessment Quiz

Homework What am I?
Distinguishing between igneous,
metamorphic, and sedimentary
Worksheet
Quiz Earths layers

Homework Earths Interior

Identifying the name, order, and key

characteristics of each layer

Worksheet

Skill Check Weathering, Erosion, and

Deposition cut and paste activity
Skill Check Plate Boundaries foldable

Its my fault! Students will take a traditional

assessment (multiple choice and fill in the blank
test) on plate boundaries. Given information on
a boundary, a photograph, or information about
what geological feature has resulted students
must identify which of the three plate
boundaries are the cause.
Student Self-Assessment and Reflection

Entrance Ticket labeling the parts of the rock cycle

Quick check at end of lesson to assess students learning, students will self-assess as it is
gone over
Self-Assess after each major project (Rocks Rule, Whats Inside, and Read all about it)

Self- Assess the Weathering, Erosion, and Deposition cut and paste activity
Reflect on areas that need more studying
Self- Assess the Plate Boundaries homework foldable
Reflect on areas that need more studying
Journal Reflection How do you impact Earths surface and is there anything you should change
about your actions?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

STAGE 3 LEARNING PLAN

Summary of Learning Activities:

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Hook students by showing pictures to students and ask What role does Earths surface play in causing this? Allow
students to share their thoughts. (Images from google).
Introduce essential questions and the standards and goals of the unit.
Introduce and discuss the main assignment tasks the students will be creating: Rocks Rule!, Whats Inside?, Its my
fault!, and Read all about it!.
Complete quiz (teacher developed) and frame of reference activity to assess students prior knowledge (Rutherford,
2008, p. 91).
Present the rock cycle by bringing in examples of various rocks, teacher provided. Question students about the
differences between the rocks.
Look at rock examples again and discuss the differences between rock types and have students record information
in science journals. Introduce key vocabulary: igneous, metamorphic, sedimentary, granite, gneiss, slate, limestone,
shale, sandstone, obsidian, pumice, and coal.
Discuss what a fossil is, where we find them, and what information they can tell us about the Earth.
Hand out homework worksheet What am I? (Teacher developed).
Go over homework from the previous night as a class and clear up any confusion. Students will keep worksheet in
their binders as a study tool.
Lesson on the rock cycle by working with clay. After the teacher models students will work in groups to explore the
process of the rock cycle and its relationship to the three rock types (teacher developed).
Reflect on lesson by drawing the rock cycle in our science notebooks as a class, making sure to label all the key
parts.
As a class, using the information we learned today discuss the relationship between the rock cycle and the three
rock types.
Entrance ticket for morning work on the rock cycle. Students must fill in the necessary blanks on the sheet
(Learning, 2014).
Give students the rubric for the Rocks Rule! project and go over what will be expected (teacher developed).
Students will begin working on their projects in class as the teacher guides them when necessary and will complete
for homework for presentations on Monday.
Allow students 15 minutes to practice their presentations and add/fix anything on their projects.
Students will present their Rocks Rule! projects while classmates actively watch, listen, and peer review.
Whole class discussion in which we reflect on the project and presentations.
Present Madeline Hunter lesson plan on Earths layers (teacher developed). Students will complete a foldable on
Earths layers (teacher developed).
Hand out worksheet on Earths layers for homework (modified version of the following worksheet to fit my students
needs (Layers of the Earth, 2015).
Go over the homework from the previous night.
Give students a short quiz on Earths layers and then go over it as a class. Clear up any confusion students may
have.
Introduce the Whats Inside? project (teacher developed). Those students who do not need any more clarification
on Earths layers can begin work on the project. Students who need more work may come to the back table with me
and we will take time revisiting the material. I will differentiate the project by allowing students to choose to
complete their project as a 3D model, a poster board diagram, or on the computer depending on their
interest.
All students will either continue or start working on their projects. Students were instructed to bring in any supplies
they needed to work the previous day as a homework assignment.
Students will continue to work on their projects in class.
Students will be required to complete their projects for homework if they have not yet finished in class.
Students will present their projects Whats Inside?
The class will reflect on their projects and self-assess their work. What did they learn from doing this project rather
than taking a multiple choice test?
As a class the students will start a KWL (know, want to know, learn) chart with teacher help. Only the K and W
sections of the chart will be filled out during this time and will help guide student learning on this topic.
Present Oreo lesson to the class (Hunter, 2013). Students will use three Oreos to model and represent the types of
plate boundaries: transform, divergent, and convergent. We will also discuss the definition of a fault.
Plate Boundaries exploration activity (teacher developed). Students will be given a few questions about each type

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

32.
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35.

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39.

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43.
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45.

46.
47.

of boundary and will record their answers on a teacher developed worksheet. I will differentiate this lesson by
varying the questions asked to students. Higher level students will be given open ended and critical
thinking questions; lower level students will be asked more straight forward definition-like questions.
Students who fall in between will be given a mix of both types of questions.
Students will complete the plate boundaries foldable in their groups (Lewissr, 2014 ).
As a class we will go over the correct answers to the plate boundaries foldable and discuss how the Earth is
separated into 8 major plates by using a flat cut up paper version of the Earth. We will also discuss how humans
are affected by plate boundaries, such as living conditions.
We will do a review before the plate boundaries assessment by completing the L portion of the KWL chart.
Multiple choice assessment on plate boundaries Its my fault! (Teacher developed). Given information on a
boundary, a photograph, or information about what geological feature has resulted students must identify which of
the three plate boundaries are the cause.
Students will complete a hands-on learning activity in their groups to introduce the topic of weathering, erosion,
and deposition (McKnight, 2009) . Students will be given a plate of sand and tools (a straw, a spray bottle, and
popsicle sticks) to illustrate the processes respectively. Students will use the jigsaw strategy for determining who
has what job in each group (Rutherford, 2008, p. 242).
Discuss how humans impact the processes of weathering, erosion, and deposition through the graffiti activity
(Rutherford, 2008, p. 92).
The teacher will review and discuss the topic of weathering, erosion, and deposition through a cut and paste activity
in the students science notebook (teacher developed).
Using the numbered heads together strategy, (Rutherford, 2008, p. 103), have students discuss how weathering,
erosion, and deposition relate to and affect the other topics we have discussed this month: rocks, rock cycle, plate
boundaries, and Earths layers.
Continue and finish up our discussion and review on weathering, erosion, and deposition and its effect on the other
topics weve covered over the past month.
Review rubric for the final project Read all about it! Students will create a brochure that provides information on
the processes of weathering, erosion, and deposition. The students will begin to work on their projects in class.
Students will continue to work on their Read all about it! project in class while the teacher provides minimal
guidance and informally assesses the students understanding and workmanship.
Students will finish the brochure for homework.
Students will give a quick presentation of their brochures to the class.
Using the 3-2-1 strategy, (Rutherford, 2008, p. 114), students will reflect on their projects: three things they have
learned, two things they liked about their classmates projects, and one thing they wished they could fix about their
project.
Students will reflect back upon the essential questions that were asked at the start of the unit.
Conclude the unit with a reflective journal prompt in which students respond to the following question: Describe the
relationship between the concepts we discussed during this unit? How do you play a role in their relationship and
what are some ways you can change that? The answer should be roughly 1-1.5 pages.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
Tuesday
Wednesday
1. Hook: show pictures and ask
What role does Earths surface
play in causing this?
2. Introduce essential questions and
standards and goals.
3. Introduce and preview the major
projects of the unit.

4.

5.

Complete quiz (teacher

developed) and Frame of
Reference activity to assess
prior knowledge
(Rutherford, 2008, p. 91).
Present topic of rock types
and the rock cycle by
bringing in examples of
various rocks.

WH

WE

16. Allow students 15 minutes to

finish up projects and practice.
17. Students present their rock cycle
projects while classmates peer
review.
18. Whole class discussion to reflect
on the project.

19. Present Madeline Hunter

Lesson plan on Earths
layers (teacher developed).
20. Hand out worksheet on
Earths layers for
homework (Layers of the
Earth, 2015).

27. Present project on Earths layers.

28. Reflect on projects and selfassess.
29. Plate boundaries KWL chart
(Rutherford, 2008, p. 113).

30. Oreo lesson on plate

boundaries (Hunter, 2013).
31. Plate boundaries
exploration activity
questions will differentiate
between higher and lower
learning levels and will
emphasize human impact.

ER

ERT
38. Review and discuss wreathing,
erosion, deposition through cut
and paste notebook activity
(teacher developed).
39. Discussion on how it relates to
the major concepts weve
discussed using numbered heads
together strategy (Rutherford,
E
2008, p. 103).

TE

Thursday

Friday

9. Go over homework
10. Lesson on the rock cycle
by working with clay
(teacher developed).
11. Reflect on lesson by
drawing the rock cycle in
science notebooks.
12. Discuss the relationship
between the rock cycle
and rock types.
ET

13. Entrance ticket in morning on rock

cycle (Learning, 2014).
14. Give students the rubric for the
Rocks Rule! project (teacher
developed) and go over what will be
expected.
15. Students start their projects in class
with teacher guidance and complete
for homework for presentations on
Monday.
WE

24. Allow students to work on

project during class
independently with
teacher guidance either
on computer, on poster
board, or a 3D model.

25. Continue to work on project in

class.
26. Students will complete anything
that is not finished for homework.

TE
(teacher developed). ERT
32. Plate boundaries foldable
34. Review for the assessment
activity in their groups
by completing KWL chart
(Lewissr, 2014).
(Rutherford, 2008, p.
33. Go over foldable and
113).
discuss how humans are
35. Assessment on plate
affected by the boundaries.
boundaries Its my
fault! (Teacher
developed).

TE

6. Look at rock examples again

and begin discussing the rock
types. Record information in
science journal and introduce
key vocab.
7. Discuss fossils and what
information they can tell us.
8. Hand out homework.

E
21. Go over and discuss the
homework from the
previous night.
22. Give students short quiz and
go over in class.
23. Introduce the Whats
Inside? project and rubric

TE
40. Continue and finish
discussion on weathering,
erosion, and deposition by
reviewing the foldable and
Fridays lesson.
41. Review rubric and begin
working on Read all about
it! assignment (teacher
developed).
ERT

42. Students will work on

Read all about it!
assignment in class while
the teacher guides and
informally assesses
students understanding and
workmanship.
43. Students will finish the
ET
assignment at home.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

44. Students will present their

assignments to the class
45. Student will self-assess
after all presentations
using the 3-2-1 method
(Rutherford, 2008, p.
114).

36. Present hands on exploration lesson

on weathering, erosion, and
deposition (McKnight, 2009) using
the jigsaw strategy (Rutherford,
2008, p. 242).
37. Discuss human impact on
weathering, erosion, and deposition
through graffiti assignment

ETO

(Rutherford, 2008, p. 92).

46. Students will reflect on the essential

questions provided at the start of the
unit.
47. Students will complete a journal
prompt with emphasis on how
humans impact the Earth.

ERT

RE

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

Read All About It! Rubric

Task: Create a brochure on weathering, erosion, and deposition that will be handed out
at the Virginia Museum of Natural History. Students will provide information
about each process, the effect each process has on Earths surface, and
provides ideas for people to follow in order to curb human impact.

4
Advanced Proficient

3
Proficient

2
Developing
Proficiency

1
Novice

Brochure
Construction

All 6 of the required

panels were included
and were in the correct
order.

5-6 of the required

panels were included
and/or the panels were
not placed in the
correct order.

3-4 of the required

panels were included
and/or the panels were
not in the correct order.

None of the six

required panels
were included.

Accuracy of
Content

All information
included in the
brochure was accurate
and pertained to the
topic.

Most of the information

included in the
brochure was accurate
and pertained to the
topic.

The information included

in the brochure was
mostly accurate but did
not pertain to the topic.

The information
included in the
brochure did not
pertain to the
topic.

Amount of
Content

At least five
sentences/bullet points
were included on each
panel.

At least three to four

sentences/bullet points
were included on each
panel.

Only two
sentences/bullet points
of information were
included on each panel.

Less than two

sentence/bullet
points of
information were
included on each
panel.

Pictures were included

on most panels and is
eye catching from a
distance.

Pictures were only

included on a few panels
and/or is not eye
catching from a
distance.

Creativity and
Attractiveness

Grade:

Pictures were included

on each panel and is
eye catching from a
distance.

Few to no
pictures were
included on the
panels and/or is
not eye catching
from a distance.

Comments:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic ___Earths Changing Surface___ Subject(s) ___Science____ Grade(s) __5___ Designer(s) ____Natalie King___

References
Hunter, D. (2013, May 30). Oreo Tectonics. Retrieved October 11, 2015, from Free Thought
Blogs: http://freethoughtblogs.com/entequilaeverdad/2013/05/30/oreo-tectonics/
Layers of the Earth.(2015). (Knowledgebears.com) Retrieved October 11, 2015, from
KBTeachers: http://www.kbteachers.com/geology-worksheets/layers-of-the-earth.html
Learning, L. o. (2014). Learning about rocks. Retrieved October 11, 2015, from Layers of
Learning: http://www.layers-of-learning.com/wp-content/uploads/2014/11/The-RockCycle.pdf
Lewissr. (2014). Plate Boundaries, Faults, and Crustal Features. Retrieved October 11, 2015,
from Teachers Notebook: http://www.teachersnotebook.com/products/lewissr/plateboundaries-faults-and-crustal-features
McKnight. (2009, November 12). Wind, Water, Waves, and Ice oh my! Retrieved October 11,
2015, from Beakers and Bumblebees Blog:
http://beakersandbumblebees.blogspot.com/2009/11/wind-water-waves-and-iceohmy.html
Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, Virginia: Just ASK
Publications. Retrieved October 11, 2015.
VDOE (2015). Standards of Learning (SOL) & Testing Science. Retrieved September 11, 2015,
from Virginia Department of Education:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)