UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Geology
Course:
Earth Science
9
Grade Levels:
Topic Areas: Erosion, Deposition, Weathering; Mass Movements; Soils
Time Frame:
1 ½ weeks
Unit Designer(s):
Date Created:
12/3/07
Date Modified:
Paul Dorney, Jacob Mooney, Tony Rappold, Melissa Reed, Mark Reiss, Vivian Turek
Link to National/State Standards
12.11.85
12.11.100
12.11.101
Understand that interactions among the solid earth, the oceans, the atmospheres, and organisms
have results in the ongoing transformation of the earth system. Understand that we can observe
some changes (such as earthquakes and volcanic eruptions) on a human time-scale, but many
processes (such as mountain building and plate movements) take place so sporadically or so
slowly (over hundreds of millions of years) that we cannot observe them but only infer that they
take place from other kinds of evidence.
Understand that a water table marks the top of the zone of saturation of subsurface materials.
Understand at which places in a river or stream one is likely to find a build up of sediment.
Understand why sediments of certain sizes build up in different locations in a stream and how this
can alter its course over time. Understand how these processes can, over the course of time,
change the location of rivers and streams (e.g., meanders).
Summary of Unit
Students will understand how surface processes affect the composition of the land and bodies of
water.
Resources
Soil samples
“What’s Changing the Earth’s Landscape?” webquest
Key Words
Erosion
Deposition
Sediment
Mass movement
Runoff
Rill
Gully
Stream
River
Tributary
Drainage basin
Divide
Ice age
Plucking
Weathering
Mechanical
weathering
Chemical weathering
Creep
Flood plain
Meander
Oxbow lake
Alluvial fan
Delta
Groundwater
Stalactite
Stalagmite
Karst topography
Energy
Potential energy
Kinetic energy
Till
Moraine
Ice wedging
Permeable
Soil
Subsoil
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Abrasion
Load
Friction
Turbulence
Beach
Longshore drift
Spit
Sand dune
Deflation
Loess
Glacier
Valley glacier
Continental glacier
Kettle
Bedrock
Humus
Loam
Decomposers
Contour plowing
Conservation
plowing
Fallow
Crop rotation
Land reclamation
Municipal solid
waste
Leachate
Incineration
Recycling
Sanitary landfill
Hazardous waste
Polar soils
Temperate soils
Desert soils
Tropical soils
Avalanche
Deflation
Ventifact
Cirque
Drumlin
Sod
Esker
Outwash plain
Slump
Soil conversation
Mudflow
Mass movement
Landslide
Topsoil
Decertification
Dust bowl
Soil Horizon
Litter
Development
1
STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
the earth is a dynamic system.
weathering, erosion and deposition work together to change the earth’s surface.
evidence of change is visible suddenly or over time.
mass movements continuously carve the earth.
human activity can speed up or slow down the rate of erosion.
erosion is problematic for societies today.
Essential Questions
What are examples of mass movements?
What caused the formation of the great Lakes?
What are the implications of soil leaching?
How could we use plants to overcome erosion?
What are the different points of view about deforestation?
What dynamic processes have affected our area?
How can we come to an understanding of sustainable soil use?
How am I know/demonstrate that weathering has taken place?
Knowledge and Skills
Students will know
Weathering – types (chemical, mechanical), rate of weathering, causes
Erosion and Deposition – causes, results
Soils – Composition, texture, horizon, types, rate of formation
Mass Movements – types, causes and effects
Students will be able to
distinguish between chemical and mechanical weathering
identify variables that increase rate of erosion
identify soil layers
compare/contrast types of mass movements
describe how topography determines type of mass movement
recognize physical features on earth as a result of mass movement
Students will be familiar with
analyze local examples of weathering/erosion
soil types within different climates
water table and affects on society
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2
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Identification of soil type (Empathy).
Other Assessments (brief description)
Mini-lab: soil profile
Lab: weathering
Glacieration lab
Web Quest: “What’s changing the earth’s surface?”
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3
PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Power Point slideshow/photo album of various features.
H
How will you hook students at the beginning of the unit?
Use a KWL to question/discuss prior knowledge of topics.
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Use Webquest.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Complete data table in Performance Task; allow for revisions as needed.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Complete the “L” in KWL exercise from beginning of unit.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Webquest – differentiates for various learners; to work at their own pace.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Present information in the following order:
Weathering
Erosion
Deposition
Soils
Mass movement
Webquest
Unit test
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4
Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
What are
examples of
mass movements?
What causes the
formation of the
Great Lakes?
Interpretation
What are the
implications of
soil leaching?
Application
How could we use plants to
overcome erosion?
(Topic Area)
Geology
Empathy
Perspective
How can we come
to an understanding
of sustainable soil
use?
Self-Knowledge
What dynamic
processes have
affected our
area?
How can I know/demonstrate
that weathering has taken
place?
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5
Student Performance Task
Unit: Geology
Task: Empathy
Course: Earth Science
Time Frame: 2 days
Overarching Understanding:
 Students will understand that there is a symbiotic relationship between the Earth
and the human experience.
Enduring Understanding:
 Students will understand that human activity can speed up or slow down the rate of
erosion.
Essential Question:

How can we come to an understanding of sustainable soil use?
Vignette:
Clients of an organic farm co-op have contracted you, an agricultural consultant, to
determine the best location for growing their crops. Your challenge is to
compare/contrast soil types from various regions and display this data in a graph or table
format. Draw a conclusion about the best location and soil type for growing agriculture
crops.
Standard:
You will be graded using the following scale:
 Soil type identification rubric (Webquest)
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6
Performance Task Blueprint
Unit:
Geology
Topic Area:
Soil Formation
Goal
Your task is to compare and contrast soil types from different regions.
Role
You are an agricultural consultant.
Audience
Your clients are an organic farm co-op.
Situation
The challenge involves dealing with regional identification of soil type.
Product or
Performance
You will complete a graph/data table to present your findings.
Standards
Your work will be judged by a coordinating rubric.
Z:\Earth Science\NEW UbD Units\Geology\Geology.doc
Type: Empathy
Time Frame: 2 days
7