Teacher Candidate: Kristen Lamake Unit Title: Weathering and Erosion Subject: Earth Science Grade Level: 9 Essential

Question(s): Lesson Title/Number State Standards and Performance Indicators

Hackett 2011 Date: 11/12/11

Wind and Erosion Review Session/ Brian Tree Exercise/ Lesson 4 STANDARD 6Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. STANDARD 1Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Lesson Objectives (Blooms Taxonomy)

Students will be able to 1. Evaluate their personal note taking skills. 2. Practice organizing data into 3. Diagram (scaffold) and explain the interconnectedness of Erath processes. ----------------------------------------------------------------------------------Evidence that students have achieved objective # 1 1. Students will successfully create a study guide in the form of a brain tree or other structure using class notes from the unit that can represent visually the interconnectedness and nuances of the weathering and erosion processes introduced in this unit.

---------------------Acceptable Evidence *Could be collected for accountability/auditing purposes.

Hackett 2011 For the bell-ringer activity, the teacher will ask students to ask the students to raise their hands to tell what sorts of things the class has Bell Ringer and learned over the past two weeks (for the unit). Prior Knowledge After ~ 7 minutes the teacher will preface the lesson to say that part of Tap being a good scientist is being someone who takes thorough notes and is someone who can research and organize data.- The students role in the This can be together or class is to become a scientist- because in order to really understand separate. Also may be science and understand deeper meanings and more complicated concepts called: set induction, you need to take an active role in it. anticipatory set, The teacher will continue to say that in this unit the class has begun to see introduction/review interactions between the many systems operating on and within the Earth; _______________ one way the class is going to practice doing science is to experiment using graphic organizers and reflect on personal note taking skills. The teacher will check for understanding (CFU) (1) using red card, Procedure green card. Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Day 1: After the bell-ringer and introduction, the teacher will draw two lists on the board one (erosion) and the other (weathering) (the two main topics in the unit) (visual 1). The class will define both terms and using his/ her class notes each students will be given a chance to come up to the board to write one process under each category (kinesthetic 1).

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

The teacher will explain the choice of graphic organizer (a tree), and the class will begin to brainstorm. The teacher will explain that part of creating an effective graphic organizer is finding a shape or image to work off of that makes sense to the user in his/her mind; the teacher will model making analogies and relate parts of a tree to different aspects of weathering and erosion: Canopy: (the end result -factors that affect those processes) e.g. temperature, climate, velocity etc Outer Branches: (examples of those process) e.g. mass wasting, wind erosion, precipitation i.e. chemical weathering Inner Branches: (the two processes that occur at/ on the lithosphere) weathering and erosion Trunk: (where weathering and erosion take place) The Lithosphere (visual 2) The students will be called on, one by one, to come up to the board again to contribute at least on piece of information on each tear of the tree (kinesthetic 2). During the process the teacher will provide verbal prompts and

Hackett 2011 elaboration about student ideas and progress (audio 1). Once the tree is complete the teachers will CFU (2) by asking the students what the tree means to them or if they can think of a better shape, after watching the process of the trees creation, that could represent the data. -The teacher will also ask the students if they felt, based on the notes they took, if they could have created the full tree by themselves (and if not, what types of things were missing or what observations did they make about their notes-were they messy, organized, or hard to read? ). Last, the teacher will summarize the exercise (audio 2). The students will then be given a homework assignment to create their own graphic organizer/ study guide for the unit material. The teacher will do red card green card to check comfort level of class (CFU3). Additional day: After the homework is turned in and unit test is taken, a short ~5 question exit-slip type survey will be given to the students about their feelings on the effectiveness of the brain-tree/graphic organizer idea, and whether or not they would like to use it as review again. The teacher will mostly do formative assessment in the form of informal observations, and with dialogue/discussion with the class. Another form of formative assessment of this lesson is in the form of a homework assignment. (This lesson will serve as the unit review but will be held ~ 4 -5 days before the unit final in case it is not well received by ~ 85% of students. In which case a second review assignment or session will be held.)

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Assessment Type and purpose (sometimes called

The assessment of this lesson will be a reflection on summative assessment (the unit final) where test scores and depth of answers will be compared to those of previous unit test performances. Also students will complete a survey on their perception of the effectiveness of this lesson.

Hackett 2011 evaluation)

Closure for this lesson will be in the form of a class discussion about the effectiveness of this lesson. Closure

Accommodations and/or Interactions with Support Staff

The teacher will try to accommodate for different leaning styles by incorporating (all) visual, kinesthetic and auditory instruction styles/ activities into the lesson when possible.

Resources/Materials Time Required

1. Class text book 2. Class notes ~ 1 day (~ 60 minute class period)