Tws 8 Detailed Plans For 10 Learning Activities

TWS 8: Detailed Plans for 10 Learning Activities
Lesson 1: Introduction (10/20/14)
Objectives
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Subject: 6th Grade Earth Science
Teacher: Michelle Walsh
Enduring Understanding
Students will begin to develop an understanding of erosion, deposition, their affect
on landforms and other features of earth. Students will also begin to learn how
human activity impacts these processes.
Skills
Students will begin to develop further knowledge and understanding of erosion
and deposition, drawing prior knowledge to begin developing a fuller
understanding so they can apply their knowledge in various areas.
Character Traits
Students will be attentive, active listeners and participants.
Standards
S6E5. Students will investigate the scientific view of how earths surface is formed.
d. Describe processes that change rocks and the surface of the earth.
i. Explain the effects of human activity on the erosion of earths surface.
Essential Question
How does human activity shape earths surface?
Resources
SEPUP Textbook: Issues and Earth Science
Collaboration with Others
I worked with Mrs. Marlowe to decide what should be discussed/identified within the first lesson
(landforms and their characteristics).
Connections to Technology
http://www.prometheanplanet.com/en-us/Resources/Item/213016/landforms-forces-that-shapethe-land-this-flipchart-reviews-various-landforms-weathering-erosion#.VDvd-L5FFUQ
Students will refer to the Smartboard for the vocabulary word(s).
Relevant Theoretical Support
Vygotskys Zone of Proximal Development- students begin to work with much guidance from
the teacher, but the lessons and activities developed for this unit allow students to gradually
become independent of the teacher for their learning and understanding methods. Students will
develop skills to support and own their learning throughout this unit.
Learning Hook
Plan
Students will be asked, have you ever held a pebble from a river or beach? How
did if feel? Why do you think it felt this way?
Introduction (15 minutes)
Before class begins, the students will retrieve their journals and textbooks to have
prepared for the days lesson.
Students will answer the hook question in their journals.
Students will receive their first vocabulary sheet. Their first word is erosion.
They will write the teacher-provided definition on their worksheets, discuss
and add any additional thoughts about the term (possible ideas could stem
from the video), as well as draw a picture of what they think erosion looks
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like. These vocabulary sheets will be used throughout the unit.

Activity (50 minutes)
As a class, the teacher and students will review a presentation (promethean
planet) that introduces landforms and discusses the processes that build and
change landforms. The teacher will lecture while students listen and
actively participate during interactive portions of the presentation. Students
will work together in teams to complete the tasks within the presentation.
Students will add landforms to their vocabulary sheet along with
examples accompanied by a picture of a landform.
The teacher will then introduce to the students that they will work in teams
to investigate different landforms. Their goal is to determine which
landform is the best to construct and build a new town on. They will be
studying different elements and factors related to the three landforms and
their advantages and disadvantages during this entire unit.
Next, the teacher will have the students open their textbooks to page C-6.
The teacher will give instructions for the students to look at the three
different landforms on the page, marsh, hillside and cliff. The students will
work in their teams to describe what the landforms look like before
construction, how construction impacted the environment and how the
landforms changed after construction. The teacher will walk around
listening and adding to student discussion.
Then, the students will be given a worksheet where they are to draw a
comic strip depicting weathering, erosion and their effect on one of the
landforms from the lesson. The first picture and description in the comic
MUST be about weathering because weathering must happen for erosion to
take place. The purpose of this assignment is to show students that
weathering and erosion are different. Students have previously learned
about weathering and will reflect on their prior knowledge to study the
connection and differences between weathering and erosion. Their drawing
cannot include anything related to construction because they should explore
other ways erosion takes place (other examples of human activity are
acceptable). The students will also write a sentence describing each of their
drawings using vocabulary terms (landform, erosion) in order to better
portray the links between the pictures (they should be sequential;
weathering then erosion). The comic strips should be submitted by the end
of the class.
Closure (10 minutes)
The teacher will ask the class the essential question, What are some ways
human activity shapes earths surface? The teacher will call on 2-3
students for responses.
Differentiation Strategies
All students will have the opportunity to watch a video, participate in
whole-class activity and discussion, work independently and
collaboratively, think silently, as well as create examples independently and
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in a group.
CA will benefit from whole group discussion. He performs better when he
has the opportunity to share what he is thinking and receive feedback.
LP will benefit from sharing. She works more efficiently when she works
with classmates because they can confirm, correct and/or provoke her ideas
and thoughts.
Assessment (formative)
Students will produce a group response to the question: what are landforms
and how does erosion change them? This response will be recorded by the
teacher for reference later during the unit (to alter their response if needed).
Their response will help the teacher gauge their current understanding of
erosion after the lesson is complete.
Students will also submit their comic strips at the end of the class period.
The teacher will check for 4 relevant pictures and descriptions that must
include 1) a landform, 2) the terms weathering, erosion and landform, and
3) a least 1 factor that inhibits weather and erosion (rain, wind, waves, etc.).
Lesson 2 (10/21/14)
Objectives
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Students will continue to develop an understanding of erosion, deposition, their affect on
landforms and other features of earth. They will learn how water (rainfall patterns)
impact landforms and the contractors ability to build on the (three) different landforms.
Skills
Students will investigate how rainfall patterns affect landforms through graphing mean,
median, and mode of daily and monthly rainfall averages of Georgia. Students will also
investigate how water effects landforms through creating graphs by calculating mean,
median and mode. Students will create and read charts of data.
Character Traits
Students will be working together to share materials and responsibility during
assignments. Students will also be developing confidence in their knowledge and ability
to work collaboratively and independently.
Standards
MCC6.SP.5 Summarize numerical data sets in relation to their context.
ELACC6SL1 Comprehension and Collaboration: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly.
L6-8RH7 6 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
Essential Question
Is rainfall likely to cause flooding; how does rainfall effect landforms?
Resources
After my first lesson, I will refer back to the notes I took from student responses on the Smartboard. I
will discuss with Mrs. Marlowe if any ideas need revisiting/more emphasis or if I should focus more on
other concepts students need more exposure to.
Connections to Technology and Community
Data and other relevant information will be presented on the Smartboard for students to refer to;
students will refer to Smartboard for new vocabulary word(s). Students will also work in groups as a
whole-class community.
Dewey- learning by doing- This theory supports learning to develop practical life skills. In this lesson
students practice calculations that are used in a variety of purposes and settings. Exposure to math in
science shows students relevance between subjects. This lesson also makes connection to students
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environment outside of school. This is relevant to Piagets Constructivism theory (learning influenced
by background).
Learning Hook
Plan
Students will be asked, have you ever experienced a flood? What did you see, or what do
you think you might observe during a flood?
Before class begins, the students will retrieve their journals and textbooks to have prepared
for the days lesson.
Students will respond to the hook question in their journals.

Students will be given new words to add to their vocabulary sheets, deposition and
flooding. They will write the teacher-provided definition and draw a picture. The
teacher will explain the definition and ask for any additional thoughts and ideas to
add to the terms and suggestions for drawings to help remember the term.
The teacher will review the previous lesson over landforms and will ask the class
which landforms they looked at.
The teacher will introduce what the class will be doing for the days lesson
looking at rainfall averages to determine how rainfall is related to erosion.

Listening and following along with the teacher, the class will read the textbook with
the teacher about rainfall and its affect on landforms (page C-15). The teacher will
lecture about the text for further explanation about rainfall and flooding.
The teacher will play a Bill Nye clip that discusses the relationship between erosion
and flowing water. After the clip, the teacher will ask the class how flowing water
changed the salt lick in the video as well as where they have seen that process to
real life (flowing water, water hitting the same area at a frequent rate, is going erode
the surface, changing it. The erosion will be deposited elsewhere creating more
landforms).
The teacher will discuss with the class about water being major factor that inhibits
erosion and deposition. The students will be studying rainfall averages and their
affect on flooding and changes of landforms. The teacher will review how to find
mean, median and mode as well as how to accurately draw and label a bar graph.
Students will set up their graphs with the teacher on graph paper. She will draw one
on the white board with the students as they draw theirs individually.
The teacher will then provide students with data charts of monthly and annual
rainfall in the surrounding area (Macon). Using the charts, the students will
calculate mean, median and mode for the data independently, but share their final
calculations with their groups to check their math. Again working independently,
looking at their data and calculations, they will fill in their graphs documenting their
findings about rainfall. The graphs will emphasize the significance of rainfall and
flooding.
TWS 8: Detailed
Plans for
10 Learning
Activities May
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Month
January
February
March
April
June
Rainfall
10
13
13
13
7
7
(centimeters
Considering their graphs, the students will be asked to infer and discuss in their
)
groups which landform (cliff, marsh, or hill) would be most affected by Macons
Rainfall
4
5 rainfall5and how. This
5 will help3 students take
3 into consideration how weather may
(inches)
impact their decision to build on one of the three locations. The groups will share
Month
July
August their
September
December
ideas with Octobe
the class. November
The teacher will
then discuss with the students how each
Year
2004 200 2006 2007 2008 2009
2010
2011
2012 2013
r by rain.
landform is changed
5 13
Rainfall
10
10
10
7
7
Rainfall
137
142
122
81
106
177
122
74
94
167
(centimeters
)(centimeters
Data to be given to
)
Rainfall
4
5
4
4
3
3
students:
Rainfall
54
56
48
32
42
70
48
39
37
66
(inches)
(inches)
Annual Rainfall in Macon (2004-2013)
Average Monthly Rainfall in Macon (2004-2013)
Closure (10 minutes)

Students will share their findings. They answer the essential question: Is rainfall
likely to cause flooding (in Macon); how does rainfall affect landforms? Their
answers will be recorded on sticky notes to give the teacher before leaving class.
All students will have the opportunity to work independently and collaboratively,
utilizing writing and math skills. The teacher will assist all students during the class
period. Students will also document their understanding through drawings and
graphs.
CB has strong math and leadership skills. He will work well during this lesson
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because he will be able to explain/show others how to make the calculations and
document them.
LP does not have strong math skills. She will benefit from the opportunity to check
her work with her tablemates.
Students will submit their calculations and graphs for the teacher to check for
understanding and completion of the entire assignment. The teacher will check their
calculations and the graphs for all desired components. If students do not produce
accurate answers they will be asked to make changes and return their work to the
teacher (no penalization for redo). Students will also submit their response to the
essential question. The teacher will read their answers to determine what the current
understanding is.
Lesson 3 (10/22/14)
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Objectives
Students will continue to develop an understanding of erosion and how water
effects landforms. They will investigate how a river creates different landforms.
Skills
Students will know how landforms are created through the erosion and deposition
of sediments due to flowing water. They will learn this through hands-on learning,
applying prior knowledge and asking questions. Students will write about rivers
and how landforms are created/changed through investigation.
Character Traits
assignments. Students will also be developing confidence in their knowledge and
ability to work collaboratively and independently.
Standards
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly.
L6-8RT3 Key Ideas and Details: Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Essential Question
What is the relationship between flowing water and sediments?
Resources
SEPUP Textbook: Issues and Earth Science; SEPUP Lab Kit
I will discussed with Mr. Moore, the other 6th grade science teacher, and Mrs. Marlowe how
much intervening I should expect to do during this lab, or if students should be able to handle it
without much assistance from me.
Students will look to the Smartboard for their daily vocabulary word(s). Students will also work
in their groups to complete the lab.
Deweys learning though doing; Piaget- constructivism
Both of these theories support learning through experience and interaction. In this lesson the
students will be learning through interactions with the lab and classmates. These theories support
learners being responsible for their understanding and growth of knowledge. These activities
place much responsibility on the students for completion, understanding, and collaboration.
Learning Hook
Plan
Students will be asked, by a show of hands, how many of you been to the beach
and used a hose or outdoor shower to rinse your feet before leaving the boardwalk?
Why are you rinsing your feet/where does the sand go?
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Introduction
Students will be given new vocabulary words to add to their sheets: sediments and
elevation. Students will copy down the definitions; discuss them as a class with the
teacher (what they already know about them, how they has to do with erosion).
This will begin the discussion for the lesson, how flowing water creates landforms
(pushing sediments from one place to another).
Activity
The class will read from the textbook about flowing water, rivers and
sediments. They will discuss the text and a picture of a river (page C-19).
The teacher will introduce the lab they will completea simulation of a
river. Students will send their group member to get the lab materials.
Before beginning the lab, students will write a before statement of what
they think they will observe during the lab in their journals. The teacher will
prompt this idea with a brief discussion over gravity and its affect on water
(water flows due to gravity, and the flowing water moves sediments). Then,
they will set up the lab, following the teachers guide, and complete the lab
procedure in the textbook (page C-20). During the lab, the teacher will
signal a time for students to pause their lab, write what they are currently
observing during the lab in their journals. Once the lab is complete, they
will write what the final outcome of their lab experience was. These
observations will be recorded in their journals.
Students will clean up the lab and return the materials to their correct
places.
Once the lab materials are returned, students will respond the to the prompt
in the closure.
Closure
Using their new vocabulary term, sediment, they will write 4-6 sentences
about rivers and their relationship with erosion and deposition and how they
affects/changes landforms.
Each student will have the opportunity to observe and participate in the lab.
During the lab, the students will collaborate for sharing their turns to
complete the lab procedures, ideas and thoughts. They will all complete a
writing component describing their observations during the lab and how
they think a real river is connected to erosion and deposition.
Both CB and LP benefit from differentiation during the lesson itself. From
stopping during different points of the lesson, they can take a few minutes
to collect their thoughts, reflect and infer. This will help promote authentic
learning and ideas for both, not sharing or listening to others before forming
their individual thoughts.
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Their writing prompt that will be submitted before they leave class, or at
the beginning of the next class. The teacher will look for the following
components during assessment: 4-6 complete sentences, accurate grammar
and punctuation, a description of how rivers are related to erosion and
deposition, an example using the word sediment, and an example of a
landform changing due to the river.
Lesson 4 (10/23/14)

Objectives
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Students will continue to develop and understanding of and study earth processes
(erosion and deposition accompanied with weathering) and how they are
connected. Students will identify what some positive and negative effects of the
process are.
Skills
Students will write about earth processes, their pros and cons and how they are
connected to one another. Students will know what constructive and destructive
forces are and how human interactions impact such forces. They will hold
conversation to develop further understanding of main concepts from the lesson.
Character Traits
Students will be diligent, patient workers and writers. They will read, listen and
follow instructions carefully.
Standards
f. Explain the effects of physical processes (plate tectonics, erosion, deposition,
volcanic eruption, gravity) on geological features including oceans (composition,
currents, and tides).
L6-8RT9 Integration of Knowledge and Ideas: Compare and contrast the information gained
from experiments, simulations, video, or multimedia sources with that gained from reading a text
on the same topic.
L6-8WHST4 Production and Distribution of Writing: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience.
ELACC6W2 Text Types and Purposes: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
Essential Question
How is human activity related to erosion and deposition?
Resources
I spoke with Mrs. Marlowe about the students opportunities to write in class and how she felt
about their writing skills, which influenced me to develop a lesson for students to utilize and
strengthen their writing skills in the area of science.
Students will look to the Smartboard for their daily vocabulary word(s) as well as the portion of
the lesson using the pro/con chart.
Vygotskys learning and communication theories- students are constructing evidence of their
own learning other than through mirroring. According to Vygotsky, language is a mechanism for
thinking. Through writing and verbal discussion in this lesson, students are participating in
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authentic learning and thinking.

Learning Hook
Plan
Students will be asked, what can you remember from the previous lesson about
river simulation? What did the simulation teach you about erosion and/or
deposition?
Students will be given two vocabulary words to copy down from the Smartboard:
destructive and constructive forces. The teacher will ask if any students know an
example of a constructive or destructive force and listen to answers. Then, the
teacher will inform the class that they will be reading from the text about earth
processes, including the two previously mentioned forces.
Activity (45-50 minutes)
The class will read aloud from the text about weathering, erosion and
deposition and their impact on several different factors (floodplains,
farming, deltas) (page C-27).
Students will use a teacher provided chart to create a list of pros and cons
(along with the teacher) of constructive and destructive forces, using
examples from the lesson. Students and the teacher will discuss some pros
and cons before students move to the next step, writing.
Using these terms and other ideas from the text and concepts and ideas
from past lessons (aftermath of construction, landforms, pollution, weather,
soil, etc.) as well as their newly created charts, students are to respond to a
prompt given by the teacher: In a minimum of 4 complete sentences, using
at least 3 examples and the terms destructive, constructive and floodplain,
what are some negative and positive effects of erosion and deposition?
Closure (5-10 minutes)
In their journals, students will respond to the essential question, How is
human activity related to erosion and deposition? Students can choose to
share what they have written or not. Students will also draw pictures for
their daily vocab words after reading about them in the textbook.
Students are not being given the answers, but are investigating the text for
different/new terms and ideas to enhance their learning. They are describing
these new terms to the teacher as they also write them down for reference.
Students can listen to one another while they develop ideas of their own as
they share their writing.
CB benefits from discussing his ideas before writing them down. He takes
direction well from the teacher while he explains his understanding.
LB needs to work on independent work ethic. She will have the chance to
read the text and decide what terms and concepts are most important to her
learning in this lesson.
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Students will submit their responses to the writing prompt before the end of
the class period. The teacher will assess their responses according to
inclusion of the following components: accurate grammar, 4 complete
sentences, the terms destructive, constructive and floodplain and 3 examples
of positive and negative effects of erosion and deposition.
Lesson 5 (10/24/14)

Objectives
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Students will begin to develop and understanding of how earth processes affect
coastal systems, such as deltas and beaches and the relationship between human
activity and shrinking coastlines.
Skills
Students will observe and recall information from the video to document their
ideas the thoughts through writing. They will work on their communication
development through discussing erosion and deposition in relation to a delta.
Students will also read, follow along and collaborate during this lesson to
complete a concept map. For the concept map students will make connections,
inferences and form understanding of concepts from the lesson.
Character Traits
Students will be attentive and active listeners. They will work diligently, patiently
and cooperatively when collaborating with others. They will be respectful of
others opinion and ideas, as well as polite to others.
Standards
on the same topic.
L6-8RH7 6 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and digital texts.
Essential Question
How is a beach part of a coastal system and how are the changed by human activity?
Resources
SEPUP Textbook: Issues and Earth Science; Discovery Education Online (Disappearing Delta
clip)
I asked Mrs. Marlowe for ideas to teach about deltas and coastal environments. She referred me
to Discovery Education online where I found the video for this lesson. I spoke with the parapro
teacher, Ms. Stewart, about the best way to keep the collaborative students invested in the video.
She suggested having them take notes during the video and maybe stopping during to discuss
and ask questions.
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Students will look to the Smartboard for their daily vocabulary word(s).
Video: On the Gulf: Coastlines in DangerThe Disappearing Delta (14 minutes)
Students will also work in their groups to complete their concept maps.
Gardners Multiple intelligences- this lesson utilizes differentiation for several different types of
learners. There are many students in these classes that learn and perform best in the class using
one strategy, but many who benefit from more than just one or two. Having multiple
differentiations for teaching and learning ensures all students are accommodated.
Learning Hook
Plan
The teacher will ask the students have you ever had a favorite pair of socks or
shirt that you wore so much it began to have holes in it? Why do you think that
happened?
Students will watch a video called The Disappearing Delta that discusses New
Orleans Mississippi River and Delta. The video shows and explains how the delta
has changed over several years, how peoples lives are affected by the
disappearance of the delta, and how human activity contributes to the reduction of
the delta.
During the video, students will write down 2 ways that the delta has been
changed due to human activity and 2 ways human lives have been changed
by the disappearing delta. These notes will be recorded in their journals.
When the video ends, the teacher and the students will discuss their
observations and how they think erosion and deposition took place in the
Delta.
Next, the students will read aloud with the teacher from the text about
coastlines, how they are formed and changed, and the impact of human
activity on the coastal system (C-44). Then, in groups, the class will create
concept maps making connections and inferences from concepts from the
text. The students will be provided with a list of words to use in their
concept map on the Smartboard. Once students have completed their
concept maps, they will submit them to the teacher.
Terms for concept map:
Coastal system
Erosion
Deposition
Balanced
Long shore current
Beach
Delta
Cliff
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Hill
River
Dredging
Jetty
Breakwater
Seawall
Closure (5 minutes)
The teacher will review the main concepts from the lesson: the disappearing
delta and how human activity accelerated the process, erosion and
deposition and coastal systems, and the management of earth processes
(jetties, breakwater).
This lesson provides visual, auditory, kinesthetic, communicative,
collaborative, independent learning opportunities.
In this lesson, CB will work with specific students who are less talkative to
help him stay on task. He will also be a group leader to retrieve materials
(paper and markers) for the concept map.
For LP, she doesnt expand well on her ideas when she write. Working on a
concept map is a different form of expressing ideas and connections, but
visually opposed to written word.
Assessment (formative and summative)
Each group will submit their concept map. The teacher will look for all
words to be included on each map as well as adequately labeled connections
between concepts. Students will write on the back of concept maps how
each tablemate added to the creation of the concept map (self-assessment).

Lesson 6 (10/27/14)
Objectives
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Students are continuing to build on their understanding and knowledge of erosion
and deposition through investigating how cliffs are changed due to erosion and
deposition and why it is important to know how cliffs change (stability of
structures).
Skills
Students will know how ocean waves affect the shape of land, and more
specifically, cliffs. They will learn this through hands-on learning, applying prior
knowledge and asking questions. Students will make observations and record their
experiences to build understanding and knowledge.
Character Traits
assignments. Students will also be developing confidence in their knowledge and
ability to work collaboratively and independently. Students will also make
informed decisions and show mature behavior for young adults.
Standards
L6-8RT3 Key Ideas and Details: Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
on the same topic.
L6-8RT10 Range of Reading and Level of Text Complexity: By the end of grade 8, read and
comprehend science/technical texts in the grades 68 text complexity band independently and
proficiently.
Essential Question
How do ocean waves change the shape of the land?
Resources
SEPUP Textbook: Issues and Earth Science; SEPUP Lab Kit
I spoke with Mrs. Marlowe and the other science teacher on the team, Mr. Moore, about their
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experiences with this lab and what to expect. This lab uses water and I wanted to know how
much assistance the students may need.
Connections to Technology & Community
Students will look to the Smartboard for two video clips showing the effects of erosion of cliffs.
https://www.youtube.com/watch?v=wKgSeJ2lUjA
https://www.youtube.com/watch?v=zUh3WeilFN4
Students will also work in their groups to complete the lab.
Students will be given the opportunity to receive extra credit on their weekly homework
assignments if they complete a protocol (given by the teacher) where the students teacher their
parents about something we have learned in class.
Deweys learning though doing; Piaget- constructivism
Both of these theories support learning through experience and interaction. In this lesson the
students will be learning through interactions with the lab and classmates. These theories support
learners being responsible for their understanding and growth of knowledge. These activities
place much responsibility on the students for completion, understanding, and collaboration.
Learning Hook
Plan
The teacher will ask the students by a show of hands, how many of you have been
to the beach? Have you ever seen objects that have been eroded?
Introduction
The teacher will introduce the students to the lesson; they will be reading and
investigating about how cliffs are changed through different factors of erosion. The
students will be given an anticipation guide to follow along with before and after
the lesson. They will fill in the first part of the guide during this portion of the class
and complete it at the end of the class. The students will watch two video clips
from YouTube showing how erosion changes the shape of a landform and how that
process impacts peoples lives.
Activity
The students will follow along with the teacher as they read from the text
about coastal areas and how they erode (C-40).
The teacher will introduce the students to the lab they will complete for this
lesson. The students will follow along with the teacher as she explains the
procedure and demonstrates the two parts of the lab they will complete
(modeling a cliff and slowing down erosion). Then the designated students
will retrieve the lab materials and begin the labs in the table groups. The
teacher will walk around to observe and assist the students during this time.
After completing the lab, the students will clean up their areas and return
their materials to the teacher.
The teacher will ask what the students observed during the lab.
Closure
The students will return to their anticipation guides and will complete them
accordingly. The teacher will ask students about the questions on the guide
and how students responded to them. The teacher will also remind the
students that they will be beginning their group projects the next day.
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Each student will have the opportunity to observe and participate in the lab.
During the lab, the students will collaborate for sharing their turns to
complete the lab procedures, ideas and thoughts. They will all complete a
writing component describing their understanding before and after the lab
of erosion and their impact on cliffs.
Both CB and LP benefit from differentiation during the lesson itself. They
will have the opportunity to share their skills (CB- leadership, LPteamwork) as well as work on skills in other areas (writing, demonstrating
knowledge during the lab). This will help promote authentic learning and
ideas for both through utilizing both strong and challenging skills during
this lesson. They will also have the opportunity to collaborate with their
tablemates for assistance as well as refer to the teacher during the activity
for further assistance.
Assessment
The teacher will observe during the lab, listening for understanding during
conversation. The teacher will also collect the anticipation guides from the
students before they leave class. The teacher will look to the guides for the
classs understanding of erosion of cliffs and how their shapes are changed.
If students do not show comprehensive understanding, the teacher will
return to the concepts of this lesson during the beginning of the next lesson.
The teacher will review what they did in this lesson, what the concepts
were, and how they are connected to this lab and previous lessons and
concepts from this unit.
Lesson 7 (10/28-29/14)
Objectives
Walsh 20

Students will demonstrate their newly gained knowledge and perspective on
erosion, deposition and how those factors contribute to the formation of landforms
as well as how those factors make certain landforms more or less desirable to
construct building on.
Skills
Students will know how the processes of erosion and deposition impact landforms
such as a cliff, marsh and hill. They will apply their knowledge through
collaboration and teamwork to complete a group project.
Character Traits
Students will be patient, polite and diligent workers. They will use their creative
skills and perseverance to produce an organized, thoughtful product representing
their knowledge.
Standards
on the same topic.
Essential Question
Day 1: how do erosion and deposition factor into the decision of where to build new towns/living
facilities?
Day 2: which of the three landforms, cliff, hill, or marsh, is the best to build houses on?
Resources
I spoke with Mrs. Marlowe about the best approach to assigning a project. She suggested giving
the classes 1-2 days to work on the projects in class and to give the classes a whole day to
present their projects. She helped me with developing a guideline to give students.
Students can choose to use technology (or not) for their presentations.
Students will work in their learning community to complete their projects.
Walsh 21
become independent of the teacher for their learning and understanding methods. Students will
have the skills at this point to show their knowledge and understanding without much support
from the teacher.
Learning Hook
Plan
Day 1: the teacher will ask the class, will someone refresh our memories of what
we will be doing in class today?
Day 2: the teacher will ask the class, who can remind the class what they should
be working on today as a continuation of the previous day?
Introduction
The teacher will explain what the students will be working on for the next two
classes. For both days the students will be working in their construction teams
creating presentations about which landform would be the best for their company to
build their next project on. The students will use teacher provided worksheets with
further details and information to be used to complete their projects. The teacher
will also inform the class that they will be voting on which groups presentation is
the best, considering where they chose to build and the reasons why they chose to
build on that landform.
Activity
Day 1: The teacher will give students a guide as to how they should create
their posters for their presentations. The teacher will also talk with the class
about what elements they can bring into their presentations (music,
handouts, business cards).
Students will use the information given by the teacher, their textbooks and
their gained knowledge from the unit to work in their groups to complete
their projects. Students will work for the entire class period collecting their
thoughts and ideas, writing them down and working towards creating their
product.
Day 2: The teacher will pass back the students work. Then the teacher will
remind the class what there are to be working towards (documenting their
understanding and knowledge and finishing their projects) and that this
class is their lass in-class opportunity to complete their projects. They will
present their projects in the following class.
Students will spend the entire class completing their projects.
Closure
Day 1: the teacher will ask each group about the progress, if they have any
further questions and collect their projects to keep them safe.
Day 2: the teacher will ask the students if they have any final questions
before they present tomorrow as well as collect their projects.
All students will have the opportunity to work collaboratively. Because this
project requires group effort, most of the class work will be completed in
groups. However, if students would like, they can research and document
their ideas individually and then get together with their groups to share their
Walsh 22
ideas.
CA will benefit from the opportunity to lead his group through his ideas and
guidance of how their project should look and what it should say. He will
have strong ideas of what his group should or should not do.
LP will benefit from this lesson because she has the opportunity to write
down her thoughts and ideas while she thinks independently. Then she can
also share and collaborate with her group members for how to complete
their project. She will need confirmation of her ideas, which she will
receive from her teammates.
Assessment
The teacher will make observations during the class about student
collaboration, documentation and discussion of knowledge and ideas as
well as gauge for progress of the creation of their projects.
Lesson 8 (10/30/14)
Objectives
Walsh 23

Students will demonstrate their newly gained knowledge and perspective on
erosion, deposition and how those factors contribute to the formation of landforms
as well as how those factors make certain landforms more or less desirable to
construct building on.
Skills
Students will demonstrate their knowledge from this unit through a group-created
presentation. Students will know how landforms and changed due to erosion and
deposition, the characteristics of different landforms and how/why people need to
take these facts into consideration.
Character Traits
Students will be attentive during presentations. Presenters will be well mannered
and show confidence in their knowledge. All student will be honest, polite and
courteous.
Standards
L6-8RH7 6 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and digital texts.
on the same topic.
Essential Question
Which landform is the best for the building/expanding of a town or city?
Resources
I spoke with Mrs. Marlowe about how long each group should have to present and how to get
them involved in their assessment. She suggested using self-evaluations and provided me with
one she has used in the past.
Walsh 24
Students may utilize the class computer or Smartboard for their presentations.
Students will work in their learning community to complete their projects.
become independent of the teacher for their learning and understanding methods. In this lesson,
though presenting their projects, students are demonstrating their knowledge based off of this
theory. They are showing what they know through their own process of synthesizing their
knowledge.
Learning Hook
Plan
The teacher will ask the students, what is the most important thing you learned
about yourself during collaboration and creation of your project?
Introduction
The students will answer the hook question on paper for the teacher to collect upon
completion. Then the teacher will let the students know they will choose numbers
from a bowl to create the order of which group will present their project first. The
teacher will go around from group to group to have them pick numbers. The
teacher will record what order the presentations will go.
Activity
Whichever group drew the first slot for their presentation will begin the
class with their presentation. Then the following groups will present
according to the numbers they drew from the bowl. All students will listen
and watch until the entire class has given their presentations.
Closure
The students will write down which presentation they thought was the best,
concerning which landform was chosen and the evidence and reasoning
used to defend the groups choice. The teacher will collect the votes and
tally them for reveal the following day. Each student will fill out a selfevaluation form provided by the teacher. Once they complete their form
they will return it to the teacher.
N/A (presentation day)
Students will present their projects as they have chosen to.
Assessment
The students will complete a self-evaluation form. The teacher will assess
the forms according to student responses. The students will be documenting
whether their projects included all components as well as how they
participated during the creation and presentation of their project. Therefore,
the teacher will look for whether the students completed the project
according to the guidelines and through individual participation. Students
should provide at least one way they participated in the creation and one
way during the presentation of their projects.
Lesson 9 (10/31/14)
Objectives
Walsh 25

Students will demonstrate and document their understanding of the main concepts
from this unit through a review game and the creation of a study tool.
Skills
Students will know the concepts from this unit (mainly erosion and deposition as
well as their counterparts: weathering, flooding, soil, constructive and destructive
forces, etc.) and how they are related to their lives and the prior units. They will
demonstrate this knowledge through group and individual activity.
Character Traits
Students will be reflective, pensive and thoughtful while they participate in the
review game as well as while they work on the creation of their study tool.
Standards
on the same topic.
Essential Question
What are the processes of erosion and deposition and how are they related to the
creation/changing of landforms?
Resources
I talked about reviewing this unit with Mrs. Marlowe and Mr. Moore (science teacher across the
hall) and what strategies work best for the students. Mr. Moore suggested a game and Mrs.
Marlowe and I discussed having the students take part in creating their study guides/tools.
The students will play a review game with the teacher using the Smartboard.
http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1296575191
Students will work in their learning community to complete the review game.
Walsh 26
Vygotskys learning and communication theories- students are constructing evidence of their
own learning other than through mirroring. According to Vygotsky, language is a mechanism for
thinking. Through writing and verbal discussion in this lesson, students are participating in
authentic learning and thinking. Students are taking what they have learned and creating a tool to
benefit their further understanding.
Learning
Plan
Hook
The teacher will ask the students, what was the most interesting thing you learned
during Unit C?
Introduction
the teacher will tell the class they will be spending the class reviewing for their
assessments next week. They will be playing a review game using the Smartboard
that will review the concepts and topics from this unit. Then, they will create a
flipbook to use as a study tool.
Activity
The teacher will guide the students through a review game of jeopardy. The
students will work with their teams to discuss the answers to the questions.
Students will record their answers on mini white boards to show the teacher
their answer. The teacher will go through the game asking the questions and
revealing the answers as well as keeping points for teams who answer
questions correctly. The teacher will also reveal to the students which team
earned the most points at the end of the game.
After the review, the students will use their vocabulary sheets and their
textbooks to create flip charts. The teacher will provide the students with a
list of words or concepts they should include in their flip charts. For the
remainder of the class, the students will work on creating and finishing their
flipcharts. These charts will serve as study tool for students to use as they
prepare for their assessments during the next class.
Closure
The teacher will ask if any students would like to share their flip charts and
if they added anything additional that they think the rest of the class could
benefit from. The teacher will also ask if there are any questions before the
students take the test in the next class.
All students will participate in the review game. The students will
collaborate and share answers and ideas during the review game. Then,
while creating the flipbooks, students can work with tablemates or work
independently to make their study tool. Playing the game provides visual
learners with review tool they can observe visually. Auditory learners can
listen to the questions and responses in the class. Visual learners could also
benefit from writing their concepts and topics in their flipbooks.
CA will benefit from working with his tablemates during the review game.
He can talk with others and share his ideas and knowledge about the
questions. This will help him confirm and grow confidence in his
preparedness for the assessment.
Walsh 27
LP will benefit from working with her tablemates while she participates and
listens to her teammates. She can share her ideas while she may get new
ideas from classmates. Through creating the flipbook, LP develops a
physical piece of her understanding, which she can look over to help
prepare her for the test. Writing out the vocabulary and concepts will help
her conceptualize and synthesize her understanding.
Assessment
The teacher will gauge student knowledge and understanding based off of
correct answers and responses during the review game. The teacher will
also make observations during the creation of flipcharts. The teacher will
listen to conversation and look at what students are writing in their charts to
gauge their understanding and readiness for the assessments in the next
lesson.
Lesson 10: Summative Experience (11/3/14)
Objectives
Walsh 28

Students will understand what erosion and deposition are, how their processes
impact different landforms, how their processes vary, and how human activity
increases or deceases these processes.
Skills
Students will show their knowledge through selected response questions and
writing prompt.
Character Traits
Students will be attentive, careful and thoughtful. They will work diligently to
answer all questions to their best abilities.
Standards
relevant content.
on the same topic.
L6-8WHST4 Production and Distribution of Writing: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience.
relevant content.
Essential Question
What are erosion and deposition and how do their processes impact peoples lives and the world
around us?
Resources
N/A
I worked with Mrs. Marlowe to develop questions and a prompt to appropriately and effectively
Walsh 29
assess my students knowledge of the concepts and topics from this unit.
Students will look to the Smartboard for the writing portion of the test.
Popham- validity of assessment; the teacher will infer what the students know based off of their
performances on their assessments.
Learning Hook
Plan
The teacher will have students respond to this question in their journals: what is the
most important thing you learned from this unit?
Introduction
The class will be reminded that they will be taking a test on this day. The teacher
will ask if any student had a question or needs refreshing before beginning the test.
Activity
The students will complete the first portion of the text, select response.
Once they complete the first portion, they will receive the writing prompt
and will answer it in complete, thoughtful sentences to complete the test.
Once students have finished both portions of the test, the teacher will allow
the students to work on a word search (incorporation words and definitions
from unit C) or read their A.R. books silently.
Closure
If time allows, the teacher will talk to the class about what they should
expect in the next unit, B, plate tectonics.
All students will receive the same exams with one portion being select
response and one being a writing prompt. The select response portion will
have a variety of different questions, such as true/false, multiple choice and
fill-in-the-blank.
Assessment
Students will submit their select response and writing prompts upon
completion for the teacher to grade. The teacher will gauge student learning
through percent of accurately answered selected response questions (10090%: A; 89-80%: B; 79-70%: C, 69 and lower: F). The teacher will also
gauge student learning through grading the responses to the writing prompt
looking for thorough, grammatically correct, conceptually sound writing.
The students will write with the same grading scale in mind the teacher has
used throughout the whole unit.

Tws 8 Detailed Plans For 10 Learning Activities

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TWS 8: Detailed Plans for 10 Learning Activities

Lesson 1: Introduction (10/20/14)