Ms. Destin
Earth /Space Science Lesson Plans
Week of : 11-30-15
Unit 4: Changes to Earth’s Surface
Benchmark (REG/ ADV): SC.7.E.6.2(AA):
Identify the patterns within the rock cycle and relate them to surface events
(weathering and erosion) and sub-surface events(plate tectonics and mountain
building). SC.6.E.6.1: Describe and give examples of ways in which Earth’s surface
is built up and torn down by physical and chemical weathering, erosion, and
deposition. SC.6.E.6.2: Recognize that there are a variety of landforms on Earth’s
surface and relate these landforms as they apply to Florida. SC.7.E.6.6:Identify the
impact that humans have had on Earth, such as deforestation, urbanization,
desertification, erosion, air and water quality ,changing the flow of water.
SC.912.E.6.2: Connect surface features to surface processes that are responsible
for their formation.
Essential content – factors that change Earth’s
surface
ESE / ESOL Modifications Guide:
1. Context clues, Gestures
6. Adjusted Assignment
2. Multi-media
7. Hands-on Experience
3. Linguistic Modeling, Restate
8. Visual Aids
4. Individual Instruction
9. Alternate Assessment
5. Peer Tutoring
10. Adapt Materials
ESOL/ESE Modifications: 1,2,5,7,8
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Assessments:
PreAssessment: Learning Goal Self -Assessment (before unit)Unit Three; Pre Test- “getting ready to read”; Science Probe
Formative Assessment: bell ringer sheet summaries; Thinking
Maps; Learning goal self –assessment; reflection sheets
Summative Assessment: Post Test - pg. 234-235 benchmark
practice
Learning Goals:
(1) Recognize a variety of landforms on Earth and specifically identify common
landforms in Florida.
(2) Describe and give examples of how Earth’s surface is built up and torn
down.
Objectives:
(1) Students will describe ways humans can negatively affect Earth’s spheres.
(2) Students will use problem solving skills to determine who is littering in the town of
“Bradley”.
(3) Students will research a landform in order to design a tourist brochure.
(4) Students will differentiate between mechanical weathering (physical change) and
chemical weathering (chemical change).
(5) Students will describe the processes of erosion and deposition.
Essential Questions:
(1) How do human activities deliberately or inadvertently change Earth’s surface?
(2) How can the processes of weathering and erosion be both positive and
negative?
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HOQ:
1. What can be done to change people’s habits with regard to
littering?
2. Why do you think people intentionally pollute the Earth?
Daily Agenda
 Key Vocabulary
Monday 11/30
Tuesday
12/1
Bell Ringer: Rate yourself on the new learning scale Human Impact on Earth.
Teacher: Review Earth’s Spheres; Cornell notes on deforestation and urbanization.
Teacher/students: Discuss with shoulder partner how humans can change each of the spheres (negative
affect)
Students:
1. Share human impacts with the class. Place on large circle map in room.
2. Cornell notes-Deforestation and urbanization affects (desertification, erosion)
Refer to learning scale.
3. Rate yourself on the learning scale. Discuss where you are with your shoulder partner.
4. Pre lab- introduce lab topic (Litter)
Exit Question: Explain one way humans can change the geosphere.
Homework: PENDA assignments with at least 80% accuracy LAB TOMORROW
Bell Ringer: https://www.youtube.com/watch?v=Co43TXJXryI Great Pacific Garbage Patch
Teacher: Refer to learning scale; introduce lab
Teacher/students: discuss objective of the lab ; experiment overview
Students:
1.Lab- Who is littering? Students will use forensic problem solving skills to narrow down and determine
who is littering the streets in the town of Bradley.
2. Complete a data table.
3. Answer post lab questions.
4. Complete the 4 Level reflection model worksheet.
1. Exit Question: (reflection worksheet) Rate yourself on the learning scale.
Wed.
12/2
1. Homework: PENDA assignments with at least 80% accuracy
Bell Ringer:(none-computer lab)
Teacher: Present directions for research.
Teacher/students: questions about tourist brochure
Students:
1. Research a landform of your choice. Focus on the location of the landform, how it developed, the
forces that act on it, why you feel the landform is unique, and what is being done to preserve it. Design a
tourist brochure about the landform and list some of the more famous examples of the landform from
around the world. DUE: December 16th. (Wed.)
Exit Question: (none- computer lab)
Homework: PENDA assignments 80% or better
Continental drift
Mid -ocean ridge
Seafloor spreading
Convection
Heat transfer
Theory
Plate tectonics
Standards/Modifications/Differentiation
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Think about it ; getting ready to read
Cornell notes
Active reading questions
Interactive notebook (INB)
 PENDA science on computer for students
completing assigned work
 AR reading time for students completing
assigned work
 Cooperative learning
 Check for understanding
Friday
11/20
Thursday
12/3
Bell Ringer: What is the difference between a physical and a chemical change?
Teacher: Cornell notes over mechanical and chemical weathering
Teacher/students:
1. Take pretest page 129 agree disagree; Science probe page 127- discuss
In pairs: 2. Activity- classify changes as either physical or chemical
3. Discuss why examples fit into one or the other category
4. View website animations of mech./chem weathering
Students:
1.Take Cornell notes over mechanical and chemical weathering; summarize
2. In pairs :Complete page 137-138 Lesson Review#1
Exit Question: Examples of mechanical (physical) weathering are: __,__ and ____.
Homework: PENDA assignments 80% or better
Bell Ringer: Chemical weathering is _________________________.
Teacher: introduce erosion and deposition
Teacher/students:
1. Take pretest – agree/ disagree page 159; correct; Science probe page 157
2. Outside observation: students will go outside to view examples of weathering and erosion on campus.
3. Present visualizations of types of erosion and deposition. Discuss.
Students:
In Pairs: Mini Lab- “Modeling changes”
1. Students will use skittles ,dropping pipette and water to model weathering, erosion and deposition.
2. Complete data table; answer conclusion questions; discuss answers using individual white boards.
EXIT question: Erosion is _________________; weathering is __________________.
1. Homework: PENDA assignments 80% or better