nd
Week of : 11-30-12-4-15
Benchmark ( REG / ADV): SC.7.E.6.2 (AA): Identify the patterns within the rock cycle, relate them to surface events (weathering and erosion), and sub-surface events (plate tectonics and mountain building). SC.6.E.6.1: Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.6.E.6.2: Recognize that there are a variety of landfo rms on Earth’s surface and relate these landforms as they apply to Florida. SC.7.E.6.6: Identify the impact that humans have had on
Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.912.E.6.2
: Connect surface features to surface processes that are responsible for their formation.
Essential content – factors that change Earth’s surface
Learning Goal(s):
(1) Identify ways in which humans can impact Earth’s spheres.
(2) Describe and give examples of how Earth’s surface is built up and torn down .
Objectives:
(1) Students will describe ways humans can negatively affect
Earth’s spheres.
(2) Students will research a landform in order to design a tourist
brochure.
(3) Students will differentiate between mechanical weathering (physical change) and chemical weathering (chemical change).
(4) Students will describe the processes of erosion and deposition.
ESE / ESOL Modifications Guide:
1.
Context clues, Gestures
2.
Multi-media
3.
Linguistic Modeling, Restate
6. Adjusted Assignment
7. Hands-on Experience
8. Visual Aids
4.
Individual Instruction
5.
Peer Tutoring
9. Alternate Assessment
10. Adapt Materials
ESOL/ESE Modifications: 1,2,5,7,8
Assessments: Unit 4
Pre-Assessment : Learning Goal Self -Assessment (before unit)- Unit Four- constructive forces ; destructive forces;
Pre Test - “getting ready to read” Chp. 3,4,5, Chp. 7;
Science Probes
Formative Assessment : bell ringer sheet summaries;
Thinking Maps; Learning goal self –assessment; reflection sheets
Summative Assessment: End of unit test
Essential Questions:
(1) How do human activities inadvertently/deliberately change Earth’s surface?
(2) How can the processes of weathering and erosion be both positive and negative?
HOQ:
1. What can be done to change people’s habits with regard to littering?
2. Why do you think people intentionally pollute the Earth?

Key Vocabulary

(1) (5) (1)
Bell Ringer: (none computer lab )
I Do: present PENDA assignments to complete
We Do : questions
You Do: computer lab
1. Complete activities dated 11/28/15 -80% or higher (plate tectonics)
Exit Question: (none computer lab)
Homework: PENDA assignments 80% or better
Bell Ringer: Rate yourself on the new learning scale Human Impact on
Earth.
I Do: Review Earth’s Spheres, Cornell notes on deforestation and urbanization.
We Do : Discuss with shoulder partner how humans can change each of the spheres (negative affect)
You Do :
1. Share human impacts with the class. Place on large circle map in room.
2. Cornell notes-Deforestation and urbanization affects (desertification, erosion) Refer to learning scale.
3. Rate yourself on the learning scale. Discuss where you are with your shoulder partner.
Exit Question: Explain one way humans can change the geosphere.
Homework: PENDA assignments with at least 80% accuracy
(2 ) (3) (2)
Bell Ringer :(none-computer lab)
I Do: Present directions for research.
We Do : questions about tourist brochure
You Do :
1. Research a landform of your choice. Focus on the location of the landform, how it developed, and the forces that act on it, why you feel the landform is unique, and what is being done to preserve it. Design a tourist brochure about the landform and list some of the more famous examples of the landform from around the world. DUE: December 16 th
. (Wed.)
Exit Question: (none- computer lab)
Homework: PENDA assignments 80% or better
Weathering
Erosion
Deposition
Urbanization
Deforestation
Desertification
Litter
Standards/Modifications/Differentiation

Think about it ; getting ready to read

Cornell notes

Active reading questions

Interactive notebook ( INB )

PENDA science on computer for students completing assigned work

AR reading time for students completing assigned work

Cooperative learning

Check for understanding

(2) (4) (2)
Bell Ringer: What is the difference between a physical and a chemical change?
I Do: Cornell notes over mechanical and chemical weathering
We Do: : Take pretest page 129 agree disagree; Science probe page
127- discuss; In pairs: Activity- classify changes as either physical or chemical; Discuss why examples fit into one or the other category ;
View website animations of mechanical and chemical weathering
You Do:
1. Take Cornell notes over mechanical and chemical weathering; summarize
2. In pairs :Complete page 137-138 Lesson Review#1
Exit Question: Examples of mechanical (physical) weathering are and
Homework: PENDA assignments 80% or better
.
(2) (5) (2)
Bell Ringer: Chemical weathering is _________________________.
I Do: introduce erosion and deposition
We Do : Take pretest – agree/ disagree page 159; correct; Science probe page 157
Outside observation, students will go outside to view examples of weathering and erosion on
campus. Present visualizations of types of erosion and deposition. Discuss.
You Do:
In Pairs: Mini Lab- “Modeling changes”
1. Students will use skittles, dropping pipette and water to model weathering, erosion and deposition.
2. Complete data table; answer conclusion questions; discuss answers using individual white boards.
EXIT question: Erosion is _________________; weathering is __________________.
Homework: PENDA assignments 80% or better