Grade:
6th Grade
Date: 27 February
(Monday)
Standard(s):
S6E5. Student will investigate the scientific view of how the Earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic
eruption, gravity) on geological features including oceans (composition, currents, and tides).
i. Explain the effects of human activity on the erosion of the Earth’s surface
Learning Focus
Essential
Question(s)
Learning
Target(s)
Targets are
measurable and
aligned with the
standard.
Strategies
What is erosion and what are the different types of erosion?
Target for Class:
Students will be able to: describe what erosion is, most causes of
erosion, understand that erosion is a continuous cycle, most types of
mass movement
Above Level Learning Target:
Students will be able to: describe what erosion is, the major causes of
erosion, understand that erosion is a continuous cycle, different types of
mass movement
On level Learning Target:
Students will be able to: describe what erosion is, most causes of
erosion, understand that erosion is a continuous cycle, most types of
mass movement
Below level Learning Target:
Students will be able to describe erosion, some major causes of erosion,
understand that erosion is a continuous cycle, and some of the different
types of mass movement
Academic
Language
Language Function Describe
Language Vocabulary erosion, sediment, deposition, gravity, mass
movement, landslide, mudflow/mudslide, slump, creep
Language Syntax visuals/pictures, words displayed on board, and
writing notes
Language Discourse conversations between teacher and students,
written notes
Materials
Journal (for QPA Warm-up questions)
Science Interactive Notebooks
Pen/Pencil
Keynote presentation
Introduction to
Lesson/
Activating
Thinking
Activator/Hook:
Body of Lesson/
Teaching
Strategies
At the beginning of the lesson, the students will be asked to create
a class definition of the word ‘erosion.’ We’ll draw from
experiences, situations, and prior knowledge of erosion. After
making this class definition, we will determine how close it is to the
actual definition
At the beginning of the class period, the students will write warmup questions, which will be found on the projector from a Keynote,
and answer the questions in complete sentences. The questions
will relate to what the students have already done for the quarter.
This is designed to prepare the students for their QPA.
From there, we will discuss erosion as a continuous process.
We will then discuss mass movement of sediment, the speed of
mass movement, and the different types of mass movement
During this time, the students will take notes within their interactive
notebooks.
Closure/
Summarizing
Strategies:
At the end of the period, we will recap with questions and a brief
summary of what was discussed in class.
Instagram posts: Students will use a blank Instagram page to make
a summary of the soil recap and soil conservation. Students are
able to draw a picture, create a diagram, etc. in the upper portion,
while using 4 lines at the bottom of the picture area to write a
description. Students may use “text language,” emojis, and
hashtags. Students must use as many vocabulary terms as
possible.
Modification(s)
Accommodations:
and/or
Accommodation Providing more time to take notes
s
Visually seeing notes on the board
Orally discussing vocabulary
Modifications:
Differentiation
Specifically
address how you
will differentiate
your instruction
to meet the
needs of all
students.
Assessment/
Evaluation
Grade:
Above Level:
On Level:
Below Level:
Using the Instagram post would be used as an informal assessment
of the lesson taught that day. It would be used to assess the
learning of what the students recapped on and learned.
6th Grade
Date: 28 February
(Tuesday)
Standard(s):
S6E5. Student will investigate the scientific view of how the Earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic
eruption, gravity) on geological features including oceans (composition, currents, and tides).
i. Explain the effects of human activity on the erosion of the Earth’s surface
Learning Focus
Essential
Question(s)
Strategies
How does water have an influence in erosion? What features are formed
as a result of water erosion?
Learning
Target(s)
Target for Class:
Students will be able to determine that runoff and rivers are two primary
causes for erosion. Students will also be able to distinguish that there are
points of erosion and deposition along the course of a river. Also,
students will be able to identify land features created by river erosion.
Above Level Learning Target:
Students will be able to determine that runoff and rivers are two primary
causes for erosion. Students will also be able to distinguish that there are
points of erosion and deposition along the course of a river. Also,
students will be able to identify all land features created by river erosion.
On level Learning Target:
Students will be able to determine that runoff and rivers are two primary
causes for erosion. Students will also be able to distinguish that there are
points of erosion and deposition along the course of a river. Also,
students will be able to identify some land features created by river
erosion.
Below level Learning Target:
Students will be able to determine that runoff and rivers are two primary
causes for erosion. Students will also be able to distinguish that erosion
happens at rivers. Also, students will be able to identify some land
features created by river erosion.
Academic
Language
Language Function Describe
Language Vocabulary runoff, rill, gully, stream, tributary, flood plain,
meander, oxbow lake, alluvial fan, delta, groundwater, stalactite,
stalagmite
Language Syntax visuals/pictures, words displayed on board, and
writing notes
Language Discourse conversations between teacher and students,
written notes
Materials
Introduction to
Lesson/
Activating
Thinking
Picture of water erosion
Keynote presentation
Interactive Student Notebook
Activator/Hook:
At the beginning of the class period, the students will write warmup questions, which will be found on the projector from a Keynote,
and answer the questions in complete sentences. The questions
will relate to what the students have already done for the quarter.
This is designed to prepare the students for their QPA.
Body of Lesson/
Teaching
Strategies
Water erosion
Relationship between runoff and erosion
Discussing how runoff helps contribute to erosion >> leads into
rivers and tributaries
Erosion by rivers
waterfalls, flood plains, meanders, oxbow lakes,
The students will receive a blank document of the course of a river,
which will be completed by them as the lesson takes place. There
will be defining definitions, observing physical structures, and
determining formation of some.
Deposits by rivers
alluvial fans, deltas, and soil on flood plains
Groundwater erosion >> cave formations
Closure/
Summarizing
Strategies:
Ask students to write one or several possible test questions related
to the learning of the lesson. These questions should not be yes/no
or one-word answer questions. This will be done on index cards
Modification(s)
and/or
Accommodation
s
Accommodations:
Providing more time to complete assignments/take notes
Visually seeing notes on the board
Orally discussing vocabulary
Modifications:
Differentiation
Above Level:
On Level:
Below Level:
Assessment/
Evaluation
Quiz on intro material from Monday
Grade:
6th Grade
Date: 1 March
(Wednesday)
Standard(s):
S6E5. Student will investigate the scientific view of how the Earth’s surface is formed.
h. Describe soil as consisting of weathered rocks and decomposed organic material
i. Explain the effects of human activity on the erosion of the Earth’s surface
j. Describe methods of conserving natural resources such as water, soil, and air.
Learning Focus
Essential
Question(s)
Strategies
How do glaciers contribute to erode Earth’s surface? What part do waves
have an influence on erosion?
Learning
Target(s)
Target for Class:
Students will be able to understand how glaciers, waves, and wind
contributes to erosion and deposition of sediment and materials.
Students will be able to distinguish types of glaciers and how erosion
creates land features as a result. Students will describe how waves
erode areas of the earth and where the sediment gets deposited to.
Students will describe how wind causes erosion and what deflation and
abrasion play a part in that process. Also students will understand the
deposition of wind blown particles of sediment.
Above Level Learning Target:
Students will be able to understand how glaciers, waves, and wind
contributes to erosion and deposition of sediment and materials.
Students will be able to distinguish types of glaciers and how erosion
creates land features as a result. Students will be able to identify and
explain the formation of land features created by glacier erosion.
Students will describe how waves erode areas of the earth and where
the sediment gets deposited to. Students will describe how wind causes
erosion and what deflation and abrasion play a part in that process. Also
students will understand the deposition of wind blown particles of
sediment.
On level Learning Target:
Students will be able to understand how glaciers, waves, and wind
contributes to erosion and deposition of sediment and materials.
Students will be able to distinguish types of glaciers and how erosion
creates land features as a result. Students will describe how waves
erode areas of the earth and where the sediment gets deposited to.
Students will describe how wind causes erosion and what deflation and
abrasion play a part in that process. Also students will understand the
deposition of wind blown particles of sediment.
Below level Learning Target:
Students will be able to understand how glaciers, waves, and wind
contributes to erosion and deposition of sediment and materials.
Students will be able to distinguish types of glaciers. Students will
describe how waves erode areas of the earth and where the sediment
gets deposited to. Students will describe how wind causes erosion and
what deflation and abrasion play a part in that process. Also students will
understand the deposition of wind blown particles of sediment.
Academic
Language
Language Function Describe
Language Vocabulary glacier, continental glacier, ice age, valley glacier,
plucking, abrasion, till, moraine, kettle, headland, beach, longshore drift,
and spit
Language Syntax visuals/pictures, words displayed on board, and
writing notes
Language Discourse conversations between teacher and students,
written notes
Materials
Introduction to
Lesson/
Activating
Thinking
Body of Lesson/
Teaching
Strategies
notebook paper
Interactive student notebook
Keynote presentation
Activator/Hook:
At the beginning of the class period, the students will write warmup questions, which will be found on the projector from a Keynote,
and answer the questions in complete sentences. The questions
will relate to what the students have already done for the quarter.
This is designed to prepare the students for their QPA.
Glacier erosion
- 2 types of glaciers >> continental and valley glaciers; students will
determine the differences between the two based on their
understanding of the word
- looking at a picture of a mountain and using determining with
reasoning what weathering and erosion would look like after
thousands of years based on glacier erosion
- Discussing how plucking and abrasion influence the land that
glaciers reign
- deposition of material from glaciers >> what happens?
- till, moraine, kettle
erosion from waves
- briefly review the impact waves has on a region >> reference back
to weathering and erosion crash course video (coast of Cape Cod)
- How waves erode the land/beaches
- Landforms created by erosion
- deposits by waves
- longshore drift reference (back to waves lessons)
- spits
- sandbars and barrier beaches
erosion by wind
- How does wind cause erosion >> open discussion and review of
prior knowledge
- deflation
- abrasion
- deposition by wind
Closure/
Summarizing
Strategies:
“What did you learn today?” Has your mom/dad/parent ever asked
“what did you learn in school today?” My mom is asking and I want
you to explain to her what you learned today during our science
lesson.
Students will write a summary on a sheet of notebook paper of what
they learned from today’s lesson.
Modification(s)
and/or
Accommodation
s
Accommodations:
Providing more time to complete assignments/take notes
Visually seeing notes on the board
Orally discussing vocabulary
Modifications:
Differentiation
Specifically
address how you
will differentiate
your instruction
to meet the
needs of all
students.
Assessment/
Evaluation
Above Level:
On Level:
Below Level:
“What did you learn today?” assessment
Students will write a summary on a sheet of notebook paper of what
they learned from today’s lesson.
Grade:
6th Grade
Date: 2 March (Thursday)
Standard(s):
S6E5. Student will investigate the scientific view of how the Earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic
eruption, gravity) on geological features including oceans (composition, currents, and tides).
h. Describe soil as consisting of weathered rocks and decomposed organic material
i. Explain the effects of human activity on the erosion of the Earth’s surface
j. Describe methods of conserving natural resources such as water, soil, and air.
Learning Focus
Essential
Question(s)
Materials
Introduction to
Lesson/
Activating
Thinking
Body of Lesson/
Teaching
Strategies
Strategies
Did you study for your test today??
Pencil, eraser, test, silent reading book
Activator/Hook:
Test over erosion
Modification(s)
Accommodations:
and/or
Accommodation Modifications:
s
Assessment/
Evaluation
Test over erosion
Grade:
6th Grade
Date: 3 March (Friday)
Standard(s):
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
d. Describe processes that change rocks and the surface of the earth.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic
eruption, gravity) on geological features including oceans (composition, currents, and tides).
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
Learning Focus
Essential
Question(s)
Learning
Target(s)
Strategies
What choice board are you doing? What’s you plan?
Target for Class:
Students will choose which projects they will be constructing, begin
looking up information for projects via interactive student notebooks and
textbook. Also, students will start developing a working timeline for their
plans.
Above Level Learning Target:
Students will make a decision of their projects, begin looking up
information for projects via interactive student notebooks and textbooks.
Students will create a timeline on a weekly calendar for their plans.
On level Learning Target:
Students will choose which projects they will be constructing, begin
looking up information for projects via interactive student notebooks and
textbook. Also, students will start developing a timeline on a weekly
calendar for their plans.
Below level Learning Target:
Students will choose which projects they will be constructing, begin
looking up information for projects via interactive student notebooks and
textbook. Also, students will start developing a timeline on a weekly
calendar for their plans.
Academic
Language
Language Function Construct
Language Vocabulary - Vocabulary for this assignment includes but is
not limited to the following:
Chapter 6
weathering, erosion, uniformitarianism, mechanical weathering, abrasion,
ice wedging, chemical weathering, oxidation, permeable, soil, natural
resources, bedrock, humus, fertility, loam, soil horizon, topsoil, subsoil,
litter, decomposer, sod, natural resource,
Chapter 7
erosion, sediment, deposition, gravity, mass movement, runoff, rill, gully,
stream, tributary, flood plain, meander, oxbow lake, alluvial fan, delta,
groundwater, stalactite, stalagmite, glacier, continental glacier, ice age,
valley glacier, plucking, abrasion, till, moraine, kettle, headland, beach,
longshore drift, spit, sand dune, deflation, loess
Language Syntax illustrations, foldables, flyers, creative outlet options
Language Discourse writing
Materials
Introduction to
Lesson/
Activating
Thinking
Body of Lesson/
Teaching
Strategies
technology, notebook paper, interactive student notebooks, weekly
calendar handouts with class and homework time, and textbook
Activator/Hook:
At the beginning of the class period, the students will write warmup questions, which will be found on the projector from a Keynote,
and answer the questions in complete sentences. The questions
will relate to what the students have already done for the quarter.
This is designed to prepare the students for their QPA.
After the warm-up introduction, the teacher will emphasize the
importance of planning and developing projects. Depending on
their existing knowledge of planning, the students will either
develop their calendar independently or the teacher will aid the
students in developing a solid plan for completing their projects.
Next, the students will then choose which projects they will endure
during the remaining time and plan their project creations.
Closure/
Summarizing
Strategies:
Students will write in their progress sheet of what they
accomplished during the class period. The class will also share
their potential challenges and successes on an index card
Modification(s)
and/or
Accommodation
s
Accommodations:
Providing more time to complete assignments/take notes
Visually seeing notes on the board
Orally discussing vocabulary
Modifications:
Differentiation
Above Level:
On Level:
Below Level:
Assisting students develop a plan for creating their weekly plan
Assessment/
Evaluation
None for this lesson.