Unit Overview and Lesson Series

Dawn Gazunis
Earth Science- Destructive and Constructive Forces, Landform Change
Course:

Earth Science

Grade Level:

8th Grade

Unit Title: Restless Earth, Montgomery County Earth Space Systems

Length of Time: Typical unit length is 6 weeks.
Relevance to
Students:
Understanding the
energy causing
land formation and
deformation and
why it is important
to life on earth.

Standards: Maryland Core Learning Goals 2: Concepts of

Earth/Space Science
Students will explore the transfer of energy that causes destructive and
constructive process. They will demonstrate the ability to explain the different
processes.
2.4.2 The student will explain how the transfer of energy drives the rock cycle.

ISTE Standards:
Creativity and Innovation, Research, Information Fluency, Technology Operations
and Concepts
National Geography Standards: Geography for Life:

Culminating Performance/Product:
The culminating product of this lesson will be a 2-person group power point presentation on one process
or change of the earth. There will be short quizzes to check level of understanding along with
homework handouts.

Assessment limits:
Destructive processes (weathering, erosion, subsidence, melting)
Constructive processes (lithification, deformation, metamorphism, volcanism,
cooling/crystallization, deposition)
Landform change (surface & groundwater, coasts, glacial processes, desert processes)

Lessons: At the conclusion of the unit, the student will be able to identify and explain the constructive
and destructive forces and processes that cause landform changes with a power point presentation and
a rubric grade rating of 3/5 or better.
Day 1 Introduce students to destructive and constructive processes of the earth rock cycle
Day 2 Explore different examples of each process and change
Day 3 Start the Power point presentation explaining one process or change

Contents
Day One Lesson Plan............................................................................................................... 4
Time Allotted:................................................................................................................... 4
Lesson Topic:.................................................................................................................... 4
Curriculum Standard(s) Addressed:..................................................................................4
Cognitive/Affective Objectives:......................................................................................... 4
Materials:......................................................................................................................... 5
Procedures:.......................................................................................................................... 5
Bell Work/Warm-Up:......................................................................................................... 5
Motivator/Bridge:.............................................................................................................. 5
Developmental Activities Chronology...............................................................................6
Summary/Closure:............................................................................................................ 7
Review/Reinforcement (Homework):................................................................................8
Assessments........................................................................................................................ 8
Adaptations:......................................................................................................................... 8
Reflection:............................................................................................................................ 9
Day Two Lesson Plan............................................................................................................. 10
Time Allotted:................................................................................................................. 10
Lesson Topic:.................................................................................................................. 10
Curriculum Standard(s) Addressed:................................................................................10
Cognitive/Affective Objectives:.......................................................................................11
Materials:....................................................................................................................... 11
Procedures:........................................................................................................................ 12
Bell Work/Warm-Up:....................................................................................................... 12
Motivator/Bridge:............................................................................................................ 12
Developmental Activities Chronology:............................................................................13
Summary/Closure:.......................................................................................................... 14
Review/Reinforcement (Homework):..............................................................................14
Assessments used during day 2.........................................................................................15
Adaptations:....................................................................................................................... 15
Reflection:.......................................................................................................................... 15
Day Three Lesson Plan.......................................................................................................... 16
Time Allotted:................................................................................................................. 16
Lesson Topic:.................................................................................................................. 16
Curriculum Standard(s) Addressed:................................................................................16
Cognitive/Affective Objectives:.......................................................................................17

Materials:........................................................................................................................... 17
Procedures:........................................................................................................................ 17
Bell Work/Warm-Up:....................................................................................................... 17
Motivator/Bridge:............................................................................................................ 17
Developmental Activities Chronology.............................................................................18
Summary/Closure:.......................................................................................................... 18
Review/Reinforcement (Homework):..............................................................................19
Assessments used during day 3.........................................................................................19
Adaptations:....................................................................................................................... 19
Reflection:.......................................................................................................................... 19
Works Cited........................................................................................................................... 20

Day One Lesson Plan

Time Allotted:
One Class Period
Lesson Topic:
Introduce students to the constructive process of the earth rock cycle that act
upon landforms.
Curriculum Standard(s) Addressed:
Maryland Core Learning Goals 2: Concepts of Earth/Space Science
(mdk12, 2014)
The student will demonstrate the ability to use scientific skills and processes
to explain the physical behavior of the environment, Earth, and the universe.
Expectation
2.4 The student will analyze the dynamic nature of the geosphere.
Indicator
2.4.2 The student will explain how the transfer of energy drives the
rock cycle.
Assessment Limits
Constructive processes
(Lithification, deformation, metamorphism, volcanism, crystallization,
deposition)
Destructive processes
(Weathering, erosion, subsidence, melting)
Landform change
(Surface & groundwater, coasts, glacial processes, desert processes)
ISTE Standards: Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
National Geography Standards: Geography for Life (2012)
Reading Literacy in Science and Technical Subjects
1. Cite specific textual evidence to support analysis of science and technical
texts
a. Using geography to interpret the present and plan for the future
4

Describe and analyze the influences of geographic contexts on

current events and issues
2. Changes in geographic contexts
a. Describe and explain current changes in the geographic
characterizes of places, regions, and environments and predict how
they will be different in the future.

Cognitive/Affective Objectives:
Introduce students to the constructive process of the earth rock cycle that act
upon landforms.
Cognitive objectives:
The student will be able to identify examples of landforms and the
constructive forces that act upon them.
Affective objectives:
The student will volunteer ideas about constructive and destructive
forces.
Materials:
PowerPoint presentation: Constructive and Destructive Forces (Cite)
Video Adventures in Constructive and Destructive Forces (Cite2)
http://youtu.be/fwFLc9ah5sE
Promethean Board, ActiVote and Teachers Computer
Hand held tablets in sync with the Promethean board for each student
OneNote Software
Google Earth students have prior experience pinning in Google Earth
Paper and pencil
K-W-L chart and homework handouts(bookmark)

Procedures:
Bell Work/Warm-Up:
A) Turn in Homework (review of the Rock Cycle and vocabulary words)
B) Participate in 6 Quick Questions on Promethean board with ActiVote
a. 2 questions vocabulary terms
b. 2 questions Constructive process
c. 2 questions Destructive process
Motivator/Bridge:
A) Review prior learning.
a. Participate in 6 Quick Questions ActiVote as a prior knowledge
warm-up
B) Tie new learning into students prior knowledge.

a. Link knowledge of plate tectonics and the rock cycle to destructive

and constructive forces.
b. Explain how the constructive and destructive process is affected by
plate tectonics and the rock cycle
c. Watch Adventures in Constructive and Destructive Forces Video
(Adventues in Constructive and Destructive Forces)
C) State the goal(s) and objective(s) for the lesson.
At the completion of this lesson you, the student, will be able to
identify constructive forces and identify the landforms.

Developmental Activities Chronology

1. Greet students by name at the door as each enters the classroom. In
order to prepare him, mention to the Attention Deficit Hyperactivity Disorder
(ADHD) student that you would like him to do a review demonstration on how to
pin a feature in Google Earth on the next day.
2. As is their routine students pick up an ActiVote and any handouts for the day as
they enter the room, on this day a K-W-L chart (What I Know, What I Want to
Know ,What I Learned) then take their seats. Leave any homework in the InBox.
3. Employ motivator/bridge: Students will use the ActiVote to mark their
answers to six Quick Questions in the middle section of the Promethean board.
This activity will take about 5 minutes and includes simple graphical lapsed time
clock on the Promethean board.
4. Read the objective of the day from the top section of the Promethean Board
and transition to the video Are there any questions before we get started?
5. View the video on Adventures in Constructive and Destructive Forces,
approximately 4 minutes.
6. The teacher will review the homework and ActiVote results during the video and
add additional pre-prepared slides if needed for reinforcement either to the
Promethean Board for all students or to the individual tablets of any students
needing individual differentiation.
7. At the end of the video transition to the constructive and destructive
forces presentation: On promethean board, use the Promethean PowerPoint
presentation: Constructive and Destructive Forces that Act Upon Earths
Surface Features (Williams) to illustrate and reinforce the explanations.
Showing the slides while conducting a walk and talk (cite) strategy using the
teacher remote tablet to control the Promethean board.
6

8. Slide 2: Constructive and Destructive Forces ActiVote on the definition of

constructive and destructive forces as a review and reinforcement of the
previous lesson on the rock cycle and as a bridge to the current lesson on
constructive and destructive forces.
9. Slide 3: What Are Surface Features
a. Explain that surface features are landforms and bodies of water that cover
the Earths surface. Constructive and destructive forces act upon
landforms.
b. As a full class discussion, fill out the list on the Promethean Boardi. Use calling sticks to ask for volunteers.
Feature Type Examples:
mountains, valleys, canyons, gorges, beaches, coasts, sand
dunes, estuaries, barrier Islands, flood-plains, moraines and
drumlins, volcanoes, oceans , lakes, rivers etc.
10.

Transition to the details of the Constructive Processes:

a. Reiterate the main concept that constructive and destructive forces are
forces that act upon the landforms of the earth and energize the rock
cycle.
b. Lets look closer at Constructive Forces.

11.
Slide 4: How Can a Surface Feature Be Changed by a Constructive
Force?
a. Restate a constructive force is a process that raises or builds up the
surface features of the Earth.
b. Natural forces such as wind, water, ice, through the process of deposition.
i. Deposition is the process of dumping sediment, dirt, rocks, or
particles in one place.
c. The movement of the Earths crust through Plate Tectonics
12.
Slides 5-7: Discuss How Do Constructive Forces change a Surface
Feature?
a. Examples of constructive forces
b. Show examples of constructive processes
i. Ask for suggestions from the class
ii. Use prompting questions:
1. Are there other forces and agents besides those we have
listed so far?
(Lunar gravitational force, manmade forces etc )
13.

Slide 8-11: What do you think? Class Discussion

Use What do you think questions and discussion with class to encourage
analysis and synthesis How can we control constructive forces?

Use calling sticks to ask prompting questions

Can technology control or manage the impact of constructive forces?
Are there positive and negative effects from the control of constructive
forces?
What are examples of technology used to control constructive forces?
Summary/Closure:
14.
Transition to Summary: Great discussion lets review what weve
learned today, Please fill out your K-W-L chart.
15.
Slide 12-13: Review; briefly review the different types of constructive
forces and landforms.

16.
Read and explain the homework assignment posted on the Promethean
board and electronically distributed to the student tablets. Use overlapping
strategies by letting students begin to fill out a K-W-L chart, which they have at
their desks.
17.
Use the K-W-L chart as ticket out the door strategy (MCPS, 2014) to
maintain order and on task behavior up until the bell rings. The K-W-L chart will
summarize what the student learned and verify for them that they have met the
daily objective. It will also give them a heads-up on the next lesson.
18.
Remind the ADHD student that you would like him to do a review
demonstration on how to pin features in Google Earth on the following day.
Review/Reinforcement (Homework):
Students will find a current event about a constructive or destructive force
and write up a half page review on their tablet. They can make and include
the graphic organizer, which is on their tablet. Remind students to check the
report rubric.

Assessments
Homework student get corrected homework at end of class.
ActiVote- Quick Questions- students get correct answers immediately and
definitions review
Monitor success and on task behavior during Google Earth assignment
Chart of Surface Features and discussion
Monitor which students volunteer and which seem to hold back
8

ActiVote- Summary students identify constructive forces and landforms

students get correct answers immediately
K-W-L Chart

Adaptations:
The video Adventures in Constructive and Destructive Forces was chosen due to
the fact that the text and images match up with the verbal wording. This will assist
the student with a developmental reading disorder and the student with Spina
Bifida, which often has associated reading difficulties to hearing and understanding
what is being displayed.
There will be an analog lapse time graphic which continually displays the remaining
time in the warm-up activity. The lapse time graphic will also be included on the
summery closure activity giving warning until the bell.
Students will be able to use graphic organizers for their homework if they need it,
but for the student with ADHD, the student with a developmental reading disorder,
and the student with Spina Bifida, it is a requirement.

Reflection:
This lesson plan demonstrates cognitive rigor by inquiring how well the student
understands their prior knowledge of the rock cycle and plate tectonics and how
they can then relate that knowledge to the topic of constructive and destructive
forces. This building of understanding requires enough depth of knowledge to
synthesize the concepts of the rock cycle with the concepts of constructive forces
and how they act upon landforms. The students knowledge is then reinforced by
watching a short memorable video. Their depth of knowledge is increased as they
interact and have a continuing group discussion on the definitions and processes
they have just learned about constructive forces.
This lesson plan demonstrates relevance by requiring the student to think about
now constructive forces impact the planet as they research current events around
the globe. The student must assess the influence of these forces on daily life and
explain ways in which technology can change the results of constructive forces.
This lesson plan demonstrates a quality learning environment by assessing the
students often on the topic both through formative and summative assessments.
The lesson also encourages the students to engage with their peers and allowing
the student a chance to participate in the group discussion. The student is also
included in differentiated instruction of assignments and assistive learning.

Day Two Lesson Plan

Time Allotted:
One Class Period
Lesson Topic:
Introduce students to the destructive process of the earth rock cycle that act
upon landforms.
Curriculum Standard(s) Addressed:
Maryland Core Learning Goals 2: Concepts of Earth/Space Science
(mdk12, 2014)
The student will demonstrate the ability to use scientific skills and processes
to explain the physical behavior of the environment, Earth, and the universe.
Expectation
2.4 The student will analyze the dynamic nature of the geosphere.
Indicator
2.4.2 The student will explain how the transfer of energy drives the
rock cycle.
Assessment Limits
Constructive processes
(Lithification, deformation, metamorphism, volcanism, crystallization,
deposition)
Destructive processes
(Weathering, erosion, subsidence, melting)
Landform change
(Surface & groundwater, coasts, glacial processes, desert processes)
ISTE Standards: Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
National Geography Standards: Geography for Life (2012)
Reading Literacy in Science and Technical Subjects
3. Cite specific textual evidence to support analysis of science and technical
texts
a. Using geography to interpret the present and plan for the future
10

Describe and analyze the influences of geographic contexts on

current events and issues
4. Changes in geographic contexts
a. Describe and explain current changes in the geographic
characterizes of places, regions, and environments and predict how
they will be different in the future.

Cognitive/Affective Objectives:
Introduce student to destructive processes of the earth rock cycle and landform
change.

Cognitive objectives:
o The student will be able to identify examples of the destructive
processes.
o Given a description or graphic of a force, the student will be able to
evaluate and verify the process as constructive or destructive.
Affective objectives:
o The student will volunteer ideas about destructive forces and their
impact mankind.
o The student will share their pinned landform location.

After finishing the lesson, the student will be able to classify and describe
destructive and constructive processes and landform changes. Student will be able
to recognize and discuss different processes that can affect landform changes.
Materials:
Promethean Board and Teachers Computer
Hand held tablets in sync with the Promethean board
Quizlet web site
Paper and pencil for notes
Worksheets and quizzes and homework handouts
Website
http://www.windows2universe.org/teacher_resources/main/frameworks/esl_bi
4.html

11

Procedures:
Bell Work/Warm-Up:
A) Turn in Homework
B) Participate in 6 questions on Promethean board with ActiVote
a. 2 questions vocabulary terms
b. 2 questions Constructive process
c. 2 questions Destructive process
Motivator/Bridge:
A) Review prior learning.
a. Participate in ActiVote prior knowledge warm-up
B) Tie new learning into students prior knowledge.
a.
Provide knowledge of plate tectonics and the rock cycle and
constructive and
destructive process
b. Explain how the constructive and destructive process is affected by
plate tectonics
and the rock cycle
C) State the goal(s) and objective(s) for the lesson.
After finishing the lesson, you, the student, will be able to classify and describe
destructive and constructive processes and landform changes

12

Developmental Activities Chronology:

Each day the top header portion of the Promethean board will have the objective of
the day, and is included at the end of each days warm up.
1. Greet students by name at the door as each enters the classroom. In
order to prepare him, mention to the Attention Deficit Hyperactivity Disorder
(ADHD) student that you would like him to do a review demonstration on how
to pin a feature in Google Earth on the next day.
2. As is their routine students pick up an ActiVote and any handouts for the day
as they enter the room, then take their seats. The network electronically
synchronized student tablets when they entered the room, accounted for all
students, and submitted their homework to the homework folder on the
teachers computer.
3. Employ Motivator / Bridge. Students will use the ActiVote to mark their
answers to the six Quick Questions in the middle section of the Promethean
board 5 minutes.
4. As students complete the Quick Questions warm up the teacher will briefly
review the homework to make sure all students have a good comprehension
of the pervious lesson and then transition into the lesson by reading to the
objective of the day.
5. Transition to Constructive and Destructive Forces Presentation
Slide 15: Constructive Forces and Landforms. Verify that all students
understand the previous lesson.
6. Slide 16: Transition to Google Earth Landforms Activity
7. Slide 17: Use Google Earth to find a landform of the type sent to
your tablet
a. To avoid downtime and loss of momentum randomize the list of landforms
and push students a document with a landform type on it for them to
locate and pin in Google Earth on their tablets.
i. Announce that (student ADHD) will do a review demonstration of
Google Earth pinning on the Promethean board
ii. Give students 5 minutes to locate and pin their landform
iii. As is the routine students needing attention should place their red
signal card upright on their desktop. However, the teacher should
also monitor the class and assist any students having difficulty or
exhibiting off task behavior.
8. Slide 18: Students Volunteer and explain their examples on the
Promethean board.
13

a. Have a different student volunteer explain each feature using their

example and standing up at the Promethean board.
9. Slide 19: Active Vote on the definition of Constructive and
Destructive Force then Transition: Yesterday we looked at Constructive
processes. Today we will look closer at destructive forces.
10.
Slide 20: How Can a Surface Feature Be Changed by a Destructive
Force?
11.

Slide 21- 23: Examples of Destructive Forces

Fill out the chart as a class group
Mention the Yellowstone March 30th 4.8 Earthquake
Prompting questions
Are there other forces and agents besides those we have listed so far?

12.
Slide 24 -28: What do you think?
Use what do you think questions and discussion with class to discuss how
can we control destructive forces?
Prompting questions:
Are there positive and negative effects from the Control of Destructive
Forces?
Can humans control destructive forces?
What are examples of technology used to control destructive forces?
How can we mitigate the negative effective of destructive forces that
we cannot control?
Summary/Closure:
13.
Transition to Summary Great discussion on destructive forces; Were
going to use Quizlet to review and test what we learned today
14.

Summary activity: Quizlet

Log on to Quizlet, CIS: Constructive and Destructive Forces Click the tab
Study
Then Start here Flash Cards
When you are ready, you can take the test and turn in your score or you
may continue to work on Quizlet for homework.
http://quizlet.com/4327558/cis-constructive-and-destructive-forcesflash-cards/

Review/Reinforcement (Homework):
15.
Assign Homework for day 2
1) Work on Quizlet and post your final score on your tablet Quizlet tab.
2) Decide on a topic for your PowerPoint on a constructive or destructive
force and post it on your tablet Homework tab.
14

Assessments used during day 2

Quick questions
ActiVote on basic definitions of constructive and destructive forces are
reinforcement
Discussion and fill out types of destructive forces chart
Monitor which students volunteer and which seem to hold
back
ActiVote on selecting pictures for each type of force
Quizlet Test Scores

Adaptations:
Provide and advance organizer in the form of a OneNote template for Spina Bifita
and ADHD students

Reflection:
This lesson plan demonstrates cognitive rigor by inquiring how well the student
understands their prior knowledge of the rock cycle, plate tectonics and
constructive forces. Students must utilize their new knowledge of landforms and
forces in order to locate them on the globe and explain them to their classmates.
They must integrate this knowledge with their understanding of geography and
geographic concepts like latitude, longitude and the scale of features on the earth.
This lesson plan demonstrates relevance, by requiring the students to use and apply
good technical skills with Google Earth and requiring a foundational understanding
of geography. This understanding of geography and the use of geographic software
is essential in everyday modern life as GIS, location finding devices and smart
phones.
This lesson plan demonstrates a quality learning environment by assessing the
students on the topic by formative and summative assessments. The lesson
encourages the students to engage with their peers and allowing the student a
15

chance to participate in the group discussion. The student is also has assistive
learning technology in the form of the Quizlet project.

Day Three Lesson Plan

Time Allotted:
One Class Period
Lesson Topic:
Introduce students to the constructive process of the earth rock cycle that act
upon landforms.
Curriculum Standard(s) Addressed:
Maryland Core Learning Goals 2: Concepts of Earth/Space Science
(mdk12, 2014)
The student will demonstrate the ability to use scientific skills and processes
to explain the physical behavior of the environment, Earth, and the universe.
Expectation
2.4 The student will analyze the dynamic nature of the geosphere.
Indicator
2.4.2 The student will explain how the transfer of energy drives the
rock cycle.
Assessment Limits
Constructive processes
(Lithification, deformation, metamorphism, volcanism, crystallization,
deposition)
Destructive processes
(Weathering, erosion, subsidence, melting)
Landform change
(Surface & groundwater, coasts, glacial processes, desert processes)
ISTE Standards: Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
16

d. Identify trends and forecast possibilities

National Geography Standards: Geography for Life (2012)
Reading Literacy in Science and Technical Subjects
5. Cite specific textual evidence to support analysis of science and technical
texts
a. Using geography to interpret the present and plan for the future
Describe and analyze the influences of geographic contexts on
current events and issues
6. Changes in geographic contexts
a. Describe and explain current changes in the geographic
characterizes of places, regions, and environments and predict how
they will be different in the future.

Cognitive/Affective Objectives:
At the end of the lesson, the student will be able to produce a power point 10 slide
presentation explaining one constructive or destructive force and location of said
process.
Cognitive objectives: Student will be able to evaluate and assemble a process
to create a power point presentation.
Affective objectives: Student will defend and display a chosen process to the
rest of the class.
Given a description or graphic of a force, the student will be able to evaluate
and verify the process as constructive or destructive.
Student will be able to classify, describe, and differentiate between
constructive and destructive processes.

Materials:

Promethean Board and Teachers Computer

Hand held tablets in sync with the Promethean board
Paper and pencil for notes
Worksheets and quizzes and homework handouts
Computer for each student with power point software

Procedures:
Bell Work/Warm-Up:
Motivator/Bridge:
A) Review prior learning.
a. Participate in ActiVote prior knowledge warm-up
B) Tie new learning into students prior knowledge.
b. Provide knowledge of the constructive and destructive process
17

c. Explain how the constructive and destructive process is affected by

plate tectonics
and the rock cycle
A) State the goal(s) and objective(s) for the lesson.
At the end of the lesson, you, the student, will be able to produce a power point 10
slide presentation explaining one constructive or destructive force and location of said
process to be graded by rubric.

18

Developmental Activities Chronology

1. Greet students by name at the door as each enters the classroom.
2. As is their routine students pick up an ActiVote and any handouts for the day as
they enter the room and then take their seats. Quizlet scores from the day
before or from that nights homework will be collected electronically.
3. Employ motivator/bridge: Students will use the ActiVote to mark their
answers to six Quick Questions in the middle section of the Promethean board.
This activity will take about 5 minutes and includes a simple graphical lapsed
time clock on the Promethean board.
4. Read the objective of the day from the top section of the Promethean Board
and transition to the Constructive and Destructive Forces Presentation. Be sure
to ask Are there any questions before we get started?
5. Slide 30-32 Review constructive and destructive forces and landform changes
6. Student will volunteer to share a brief oral report from their day 1 current event
homework. Students who volunteered to show their Google Earth landforms
would not volunteer again.
7. Teacher assigned groups start work on the PowerPoint presentations
Give directions
Group by interest
Use homework from day 2 to find the force students are interest
in and group
Explain expectations
Rubric guide
Self-assessment of the PowerPoint presentations will utilize the Two
Stars and a Wish template on the students laptops
8. Use proximity and individualize assistance to insure that each student
understands the assignment and the content needed to develop his or her
PowerPoint.
Summary/Closure:
9. The teacher should transition to a review of the days activities, and then
comment on the success of reaching objectives; conclude by passing out the
Ladder of Feedback handout.
10.Explain the homework assignment as student complete the Ladder of Feedback
and use it as a Ticket out the Door

19

Review/Reinforcement (Homework):
1) Student will find 2 additional sites of information on their topic and write 2
half page reviews to add to the presentation on the follow class day.

Assessments used during day 3

The assessments for this lesson include the warm up exercise and Quizlet scores.
These assessments are then used to determine if any student or group of students
needs instruction that is more detailed. The teacher will use proximity and
observation to assess the students understanding of their power point assignment
and provide individualized assistance as needed. The Ladder of Feedback handout
will be used to assess each students overall reaction to the lessons on Constructive
and Destructive Forces.

Adaptations:

Reflection:
This lesson plan demonstrates cognitive rigor by inquiring how well the student
understands their prior knowledge of the rock cycle, plate tectonics and
constructive forces. Students must utilize their new knowledge of landforms and
forces in order to locate them on the globe and explain them to their classmates.
They must integrate this knowledge with their understanding of geography and
geographic concepts like latitude, longitude and the scale of features on the earth.
This lesson plan demonstrates relevance, by requiring the students to use and apply
good technical skills with Google Earth and requiring a foundational understanding
of geography. This understanding of geography and the use of geographic software
is essential in everyday modern life as GIS, location finding devices and smart
phones.
This lesson plan demonstrates a quality learning environment by assessing the
students on the topic by formative and summative assessments. The lesson
encourages the students to engage with their peers and allowing the student a
chance to participate in the group discussion. The student is also has assistive
learning technology in the form of the Quizlet project.

20

21

Work Cited
Action Learning Systems (2010). Proactive Classroom Management. Retrieved from
http://www.stockton.k12.ca.us/susd/blueprint/resources/Proactive%20Classroom
%20Management.pdf
American Speech-Language-Hearing Association (ASHA) (2014). Teaching with
Technology. Retrieved from http://www.asha.org/academic/teaching-technology/
Geologic Processes. (2014). Retrieved from
http://iweb.jackson.k12.ga.us/cstewart/geology/Home.html
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