Erosion and Weathering Teachers Guide: Introduction: Erosion and weathering are two natural processes that happen

on our earth everyday in a variety of ways. Weathering causes physical, chemical and biological changes to the Earths surface. All rocks have some sort of breaking point, and they all react differently to their surroundings. Because of this, different rocks weather in different ways, causing cracks, fragments or degradations. Temperature swings, humidity, and air pressure differences are all examples of different climates that cause different forms of weathering. Erosion differs from weathering in that it actually takes the weathered rock and carries it away from where it was originally formed. This can happen from wind, water, or glacier movements. Overview: The students will be exploring the natural processes of erosion and weathering during this unit. They will be exploring the problems that erosion and weathering can cause, and will look to find any solutions to slow down the process. They will accomplish these learning objectives through interactive activities both online and off line. They will complete a series of individual and group activities to help develop their learning and will be assessed on multiple assignments they turn in, with a final culminating project on any solutions they may have found. b) Standards: Next Generation Science Standards addressed in the unit: - ESS3.C: Human Impacts on Earth Systems
- 5-ESS3-1:Obtain and combine information about ways individual communities use science ideas to protect the Earths resources and environment. - ESS1.C: The History of Planet Earth - ESS2.A: Earth Materials and Systems, - ESS2.B: Plate Tectonics and Large-Scale System Interactions

Common core standards that apply to your unit:

ELA/Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ( RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question q ESS2-1),(5-ESS2-2),(5-ESS3-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. ( W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize o finished work, and provide a list of sources. (5-ESS2-2),(5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhan (5-ESS2-1),(5-ESS2-2) Mathematics MP.2 MP.4 5.G.A.2

Reason abstractly and quantitatively. (5ESS2-1),(5-ESS2-2),(5-ESS3-1) Model with mathematics. (5-ESS2-1),(5ESS2-2),(5-ESS3-1) Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)

2. c) Learning Objectives for the Unit: Students will be able to answer the following questions:
What are the effects of weathering and geological activities in their environments? What are some examples of weathering events or occurrences? Is there anything that prevents of slows down erosion? Is there anything that speeds up erosion? What are the key differences between erosion and weathering?

Students will be able to define erosion and weathering. Students will be able to complete the required and optional individual and group activities listed on the weebly site. Students will be able to form conclusions about why erosion happens and what we can do to help slow the process. Students will be able to work collaboratively in groups. d) WIDA standards:

ELP Standard 1: Social and Instructional Language, Formative Framework: listening, speaking and reading ELP Standard 2: The Language of Language Arts, Summative Framework: reading and writing ELP Standard 4: The Language of Science, Summative Framework: Listening, speaking, reading and writing ELP Standard 5: The Language of Social Studies, Summative Framework: listening, speaking, reading and writing.

e) Teacher background information In this unit, your goal as a teacher is to be the facilitator of learning. This is a chance for students to use their independence, and learn of their own accord through self-motivation. This in itself is a great form of assessment for the students. Students are being asked to complete a list of different activities, and they are to read the directions and follow the steps in order to complete the process. You will be able to answer questions and help guide them along if they are stuck, but it is important that they are following the steps, and learning how to follow a process without needing a teacher to tell them each step. This will test their abilities to be independent learners. In order for this unit to run smoothly you as a teacher will need to register for a free PBS online account and a brain pop account. These are two resources that will be helpful in future units as well and are good resources to be registered with, as they are very student friendly. f) Assessment for the unit: There are many different opportunities throughout this unit to assess students progress. There are both formative and summative assessments

included, as well as, group and individual projects. The many different activities allow for many different opportunities for teachers to gather data on student learning and progress. I have also included both for grade and completion activities, as well as, a student check list to help keep them on track, and allow for students to have a few practice trials with the material before receiving formal grades. For the individual assignments, students will be informally assessed based on their ability to stay on task, their ability to fully complete tasks in a timely fashion, their ability to read and follow directions and their ability to communicate their ideas if they are stuck and need help. During both group and individual assignments, students will be graded on how often they participate and the quality of the work they are producing. Finally, during group work, they will be informally assessed on how they work with others, what they contribute to the group and how often they are participating. Formal assessments during this unit will be taken in the form of the binders the students are to turn in at the end of the unit. They will receive ten points for every optional group and individual completed activity that is written and turned in according to 5th grade standards (previously taught). For the individual assignment 1 they will be assessed using the rubric listed under the assessment tab on the weebly site. For individual assignment 2 they will be assessed using their results and number of tries from the BrainPop quiz. As for the group assignments, they will be assessed using the two rubrics also listed under the assessment tab on the weebly site. I have published them there so that students can look up the standards they are to use before completing their assignments. The summative assessment will be the students final group project and their individual binders. The group project will consist of them having to create a pamphlet compiling all of the insight they have gained over the unit and explain what erosion and weathering are, what the different types of erosion are, why the natural processes can be harmful to the environment and

if there are any prevention methods we can use to slow the processes down. The information that the students provide in this pamphlet will demonstrate their overall knowledge of what they have learned over the course of the unit. Their binders will also represent a summative assessment, as they will be a compilation of all of the materials and information they have acquired during the unit. g) Advance prep: Teacher will need to register for a brain pop account and a PBS online account. The other materials that are needed are: Student computers or laptops Printers for worksheets A binder for each student Writing utensils Internet access Copies of: Cracking Up: A Story About Erosion by Jacqui Bailey, The Disappearing Mountain and Other Earth Mysteries: Erosion and Weathering by Louise Spilsbury, Great Grand Canyon Time

Train Hardcover by Susan Lowell

h) Group activity description: 1. Required activity 1: Time Lapse comparison activity This activity requires the students to look at before and after photos of Hurricane Sandy and the New Jersey coastline. Each member must look at the before and after shots and then observe how some areas were rebuilt and other areas were abandoned after the storm. As a group, each individual must choose a character from the list provided and form an argument as to why or why not rebuilding the coast is the correct solution to the problem of erosion

and weathering. Their arguments must be at least two paragraphs, and provide support as to why they have made up their mind in that way. Once everyone has completed their arguments, the group will present to the whole class in a mock debate. After all of the groups have presented we will take an all class vote on what we feel the correct solution to rebuilding is. For ELL learners, I will make sure they are supported by allowing them to write a bulleted list of why they think the coast should or should not be rebuilt and they may choose any of the characters they feel most comfortable enacting, even if it is a repeat character. 2. Information Pamphlet: For this activity, students will need to work as a group to create a pamphlet on Microsoft Publisher that demonstrates their conclusions at the end of this unit. They will need to answer the following four questions, one on each side of the pamphlet: What are erosion and weathering? What are the different types of erosion? Why can these two natural forces be harmful and are there any prevention methods? The front fold will be the title page and the back page will be reserved for the bibliography. The group must use at least three resources we have looked at over the units term, and provide those sources info in the bibliography on the back. They may choose to work on each section together or divide the sections up among them, depending on which they think will work better for them. They will be graded on neatness, creativity, and organization as well. When they are finished they will place this project with all of the others in their binder to turn in. For ELL learners, I will allow them to use sources written in their native language if it is easier for them. They will also work in pairs to complete the written portions. They may also include pictures instead of text if it is more helpful to them when answering the questions. Optional Group Activities:

1. Design your own experiment: As a group students must come up with a question of why or how weathering and erosion may work. It can be any question they may wish to research about weathering and erosion. Next, they must come up with a hypothesis as to how their question may be answered. Finally, they will all work to design an experiment to prove their hypothesis true or false, and then they will conduct their experiment and present the final results to the class. They may look at the sample experiments listed on the Weebly as guides for their own scientific inquiry. They must complete the Lab Report worksheet individually and put it in their binders to be graded. They will also need to notify you of any extra supplies they may need in order to conduct their experiments. 2. Write a song/rap about erosion or weathering: For this activity students must write a song or rap about erosion or weathering and then record it or sing it live for the class. They must use at least two resources to research information that we have learned in class, and their must be a grand total of four sources. They will need to provide a bibliography at the end of their song/rap lyrics, and all of the materials will need to be placed in their binders. Their song/rap must have a chorus and have at least three different stanzas (verses). They may choose to write it to the beat of a song they already know, or they may make up their own. They may also bring in props or instruments to help them with their performance if they wish. 3. Prezi/Glogster/Powerpoint For this activity, their group can decide which form of presentation they would like to create on the possible solutions or modifications we can make to slow down the process of weathering and erosion (if there are any!) They will need to research using the links provided on the Weebly site, and they may also use any past resources weve used, or find their own sources, but they need to have at least four sources and a bibliography to put their binder

when completed. 4. You Create the Scenarios! Worksheet: For this activity, students get to play Mother Earth. They will receive a worksheet, and must come up with different examples of erosion and weathering. They will write the descriptions of the different forms and then provide a word bank. Once their group has finished coming up with all of the different scenarios, they will swap worksheets around the room to read over, and then try to solve some of them as a class. In order to create correct scenarios they will need to look back at some of the things they have learned about the different forms of erosion and weathering. Their group must come up with at least five scenarios, and if theyd like they can include visuals in their descriptions, as well. i) Individual activities: Required: Activity 1: Newspaper article and summary: For this activity students will need to choose one of the three options of article off of the Weebly site to read. They will then need to write a short summary on the provided worksheet about what they learned. When they have completed that they will need to place those materials in their binder to be graded. Activity 2: Video and Quiz For this activity students will need to watch the BrainPop video listed on the Weebly site. They will then need to take the quiz at the end of the video. If they get more then two answers incorrect on the quiz, they need to rewatch the video and retake the quiz until they no longer get more then two answers wrong. Each attempted quiz results need to be printed and place in their final binder.

Optional activities: 1. Comparison/Contrast worksheet: Students will need to click on the PBS video link on the Weebly site and launch the soils around the world activity. They will pick two different soil types to compare and contrast, and then complete the Venn Diagram worksheet linked to the Weebly site. When they are all finished with this activity they will place their final products in their binder. 2. Comic Strip: For this activity students can create a comic strip discussing either the different types of erosion, the dangers and harms of erosion, or the prevention methods that can be taken to slow down erosion. They may use any of the articles from the first required assignment to guide the facts they include, or they may find their own, but they need to make sure to list the sources they use somewhere on their paper. They must provide at least five facts about which area of erosion they choose to focus on. 3. Book and graphic organizer: They may read any of the books listed on Weebly and then fill out the before, during, after graphic organizer, and place it in their explorers binder when finished. 4. Photo Journalist Entries: Erosion and weathering take place all around us and it is the students job in this activity to go out into the community, and find examples of these processes taking place around us, and document those changes. They must take at least five pictures, and each picture must have a caption describing what has been captured, and a paragraph explaining what process is taking place, what is causing it to happen and whether or not there is anything we can do to slow the process down. They will need to read the article posted on

Weebly before beginning to get a little more insight on the types of erosion happening around us. If they need more ideas they can also check out the reports listed on the same link. When they are all finished they will place the completed product into their binder. j) Presenting Team Findings: This is all addressed in their final summative assessment which is the required team activity 2: creating a pamphlet. Here they will list all of their findings and what they have learned over the course of the unit. There is also a grading rubric for students to access listed on the Weebly page. k) SIOP protocol: In order to meet the needs of all of my students I have been certain to include many different SIOP components into my unit plan. For example, all of my lessons give clear content objectives, and students are able to access the rubrics at any time. I also provide many different supplementary materials for the students to use including, articles, videos, simulations, comic strips, books, music etc to allow them to be creative and also learn from many types of media. The lessons all tend to build off of each other too, so that the most complex ideas do not come until the end, and they are all in the group activities, offering added support. I have included ample interaction and discussion between all students during the team activities with hand on materials available. Furthermore, students receive continuous feedback, as they must get a check next to each activity before they are able to move on to the next task. This also creates an assessment style that checks their comprehension and learning as they progress. l) Literacy instruction: During this unit students are able to use many different resources including, articles online, newspapers, books, videos, songs, simulations etc All of these different forms allow developing readers to feel enabled during

the scientific process. The key vocabulary words in all of the readings are also marked in some way to make it easier for beginning readers to find what is important or difficult to understand and look it up to better their comprehension. The inclusion of both team and individual activities is also very helpful during literacy instruction, as it allows students to feel supported by their peers, but also allows them space to develop on their own. I have included many different levels of readings in these activities to support developing readers without singling them out. This is especially apparent in the books I chose for the book and graphic organizer individual activity. This activity requires students to chose one of the books to read, which allows them to self select a book that they think is manageable for themselves. This starts them out as confident readers. Then they need to fill out a BDA chart to mark their progress in comprehension of the subject as they read and learn. This chart will help them to develop their knowledge as they are more likely to remember facts if they have written them down, and thought about the concepts they already know and the ones they still need clarification on. It is important to also check with all students during their learning to make sure they are meeting objectives and staying on task. This is especially important for literacy students, who may become discouraged by scientific literature that may seem to complex. I make sure to check with students during this unit through our student checklist. They must come to me after every completed and get me to sign off on their work. This is an easy way for me to make sure they are grasping the concepts, and are ready to continue on.