TITLE OF LESSON- What shapes our earth? 6th grade Earth Science PROBLEM-BASED LEARNING (99 points) Website references: Inquiry and Problem-Based Learning http://www.youtube.com/watch?v=3MRo4c_Q7Fs Problem Based Learning 2:04 http://www.youtube.com/watch?v=vDe74bOxXLw Problem Based Learning http://www.youtube.com/watch?v=sNhismExIwU ASCD Express 6.25: Problem-Based Learning for the 21st Century Classroom 5:22 http://www.youtube.com/watch?v=4HMCSJGrAFw Subject: Earth Science Teacher: Ms. Freeman Lesson objective: The students will be learning about how our earth is shaped and why it is shaped the way it is. Also they will be seeing what will happen if these changes become even more powerful. Furthermore, they will see what our soil is made up of and how it is made that way, and the different features it has such as soils particle sizes. (2 points) Date: 3-23-13 Length of lesson: 1-2weeks Grade Level Content Expectation: E.SE.06.12 Explain how waves, wind, water, and glacier movement shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. E.SE.06.13 Describe how soil is a mixture, made up of weather-eroded rock and decomposed organic material, water, and air. 5 E.SE.06.14 Compare and contrast different soil samples based on particle size. (5 points) (NGSS) ELA Common Core: Math Common Core: Focus Question: What are the four main things that weather and erode our earth’s surface? What are the different soil particle sizes? What is soil made up of? How does the shaping of our earth’s surface effect the land around us? (2 points) Key Concepts:. Glaciers: A slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles. Gravel: A loose aggregation of small water-worn or pounded stones. Sand: A loose granular substance, typically pale yellowish brown, resulting from the erosion of siliceous and other rocks Silt: Fine sand, clay, or other material carried by running water and deposited as a sediment, esp. in a channel or harbor. Clay: 1.A stiff, sticky fine-grained earth, typically yellow, red, or bluishgray in color and often forming an impermeable layer in the soil 1 organic material: (Organic Materials) Compounds composed of carbon, hydrogen, and other elements with chain or ring structures. particle size: Particle size is a introduced for comparing dimensions of solid particles (flecks), liquid particles (droplets), or gaseous particles erosion: 1.The process of eroding or being eroded by wind, water, or other natural agents. minerals: 1.A solid inorganic substance of natural occurrence. weathering: 2.(of rock or other material) Be worn away or altered by such processes: "specimens that weather away quickly". soils: The upper layer of earth in which plants grow, a black or dark brown material typically consisting of a mixture of organic remains. sediments: Matter that settles to the bottom of a liquid; dregs. (5points) Time:1- Lesson 2 weeks Element: Be very specific and include all materials, especially rubrics. Instructional Outline: Earth Science There will be rubrics shown at the end of this lesson. Assessment: What will my students do to demonstrate: 1.a developing understanding (embedded assessment) (5 points) For this assessment, they will be working in groups to solve the problem that I gave to them, I will be able to tell that they are understanding the information that they are given, if they are working together to find outcomes to the problem and are able to give solutions to the problem given in a way that makes sense and could really happen. Also I will be observing them on the two labs that I will be conducting with them in class, the “here come the rain and also the wind one as well. When observing them I will see that they are working together to figure out each step and understand the outcome of the labs. 2.a deep understanding of this benchmark (final assessment)? (5 points) For this assessment, there will be a test at the end of this unit that will contain all the we have learned over these next few weeks. The test will be shown at the end of this unit. Introduction (*i.e. Anticipatory set: Since we live in Michigan I thought doing a activity on Michigan’s history of weathering would be the best way to start off my lesson. I found this activity on this website: www.mstaconference.org/.../soils_at_sleeping_bear_dunes_lesson_pl... 2 Anticipatory Set, Access prior knowledge, or KWL) (5 points) Step one: Read the book Under Michigan: The Story of Michigan’s Rocks and Fossils by Charles Ferguson Barker. Step two: Have the students focus on the part in the story “Michigan Under Ice”. While reading this story I will be asking questions about what we are reading to guide them along and they also need to be taking notes on this story. Step three: After the book, we will then watch a video of the history of Michigan under ice. This video is listed below. Problem-Based Learning Lesson Components: Instructional Activities: How will I present this material? Be sure to use strategies that address multiple intelligences and higher order thinking Page One –The Problem Question (10 points) Page Two--Facts and Clues (10 points) Be sure to include a completed Facts and Clues Answer Key Page 3—Resources (Minimum of ten resources) (10 points) Page 4--The Content (Big Ideas, Standards, Misconceptions) (15 points) Closure/Review Techniques (4 points) To close this lesson, I would first like to take the children on a field trip, since we live in Michigan I would take them to the Sleeping Bear Sand Dunes up north or Silver Lake Sand dunes, whichever one is the closest to the school we were at. The lesson that I would do is from the same website that I got my introductory from. At the sand dunes we would be looking at the soil types that are there. Here is the step by step lesson from the website: www.mstaconference.org/.../soils_at_sleeping_bear_dunes_lesson_pl... And it is under the heading “At the sleeping bear sand dunes lakeshore”. After completing this lesson at the sand dunes and also filling out the tic tac toe that is on the website as well we will then have a review day. REVIEW DAY: Will consist of a Jeopardy game with the hot topics that we have learned over the past few weeks. Under each category there will be 5 questions. I will have the students get in to teams of 5 and they will answer the questions as a team. The team who wins gets 5 extra credit points on their test. TEST: There will be a test at the end of this lesson. Test will be shown below. 3 Homework/Individual Practice: For homework, I would like to give the students a few sheets throughout the weeks of doing this unit lesson. The ideas for these (5 points) worksheets could be having them observe the soil around their house, have them do an observation about it and even bringing some of their soil in to the school to show and see what it mostly consists of. What would be cool if someone could find some clay around their house and bring it in? Another idea for homework would be I would have the students research at home one of the four things that shape our earth and have them do a write up on it and give a little presentation about their force that changes our earth, and do a small presentation board about their earth changing force. Just a one page write up about what they found. Then I would just give a few worksheets throughout the week to work on at home. See the end for homework pages. Differentiation/Accommodation Luckily this unit will be a lot of hands on and group work which will greatly help the students that have a harder time with these topics. Strategies Working together in groups will help these students better understand (What will you do to help the what is given to them, they will all have to work with one another and special needs, at-risk or help each other as well. Also I will give the children that are struggling struggling students?) either more things to help with or less depending on their needs, some (5 points) of these students love to do things and others do not, getting them excited about the lesson and showing them they will be working with their hands and not just sitting there will get them more motivated. Tips: 1. Give them more time to complete an assignment. 2. Review with them more, tell them what they need to do more than once or write it on the board for them to see. 3. Give them more study sheets to help them. 4. Read things to them, such a tests or reading pages. 5. More visual demonstrations, such as when we do our labs show them a way to do it. 6. Larger printed material. 7. Bigger spaces thought out the reading given. 8. Not as many choices for test. I will accept when I see them working as a group and everyone putting Evidence of Understanding: What evidence will I accept that forth an effort, and I can hear and see that they are coming up with the students have acquired the great ideas and solutions. Also I will accept when I get back concepts or skills for this homework and grade it and see that they understand the material and Benchmark? are getting what I am asking for. Also I will accept that they What are my students doing that understand everything when I grade their test and I see them getting demonstrates that they don’t the correct answers. understand? (5 points) If I can see that some of my students are struggling I will make sure I make an effort to help them better understand it and also find students that do understand it to help them work through the problems together. I can see this if their homework isn’t correct, they aren’t contributing to their group work or they are not helping or understanding with the labs. This content can be connected to the student’s prior knowledge of Connections: : How can I 4 connect this content expectation with the students’ prior knowledge, other subjects, and other expectations? (3 points) Materials/Resources: (3 points) what they already know what wind, water, waves and glacier movement. They have learned in earlier years about all of these concepts, which will allow me to build on that knowledge. I can also use these concepts to help with their writing and reading, because a lot of these GLECS can be used to write papers and also read about the information. I could also incorporate some math such as the particle sizes of the sand, silt and clay. Therefore, I believe their prior knowledge and incorporating the different subjects will greatly increase their learning of this new information. All my website are next to the information that I got them from, I will also need all of the lab materials which are listed on each lab, the students will all need paper and pencil, highlighters, coloring utensils, the video for the intro, computers, and all homework sheets. 5 Page One—The Problem Story: To begin with, in South Beach Florida on the gulf coast, the ocean waves produced by the currents, winds and weather are crashing up on the shores. The Sahara Dessert in Africa the winds are whipping the sand around making new hills and valleys. There are glacier movements in the Antarctica that are shifting and melting and making new landforms. The water is moving all over our earth making new shapes throughout our lands. All of these movements that take place around us are shaping and reshaping the land and making new landforms by dropping new sediments and taking other sediments with them. The shaping of our world is always changing by the many different factors our weather has on us. Problem: There are people around the world that are addressing global warming, and all of the changes in the weather. What were to happen if our weather changed drastically, the wind sped up, the waves were higher and crashing harder, the glaciers started melting and the water was slowing fading faster? What would happen to our landforms? What can we do to prevent these things from possibly occurring in the future? Page Two—Facts and Clues Facts and Clues Q: Is the earth really getting hotter? A: Yes. Although local temperatures fluctuate naturally, over the past 50 years the average global temperature has increased at the fastest rate in recorded history. And experts think the trend is accelerating: the 10 hottest years on record have all occurred since 1990. Scientists say that Hypothesis The earth is really getting warmer. The glaciers are melting a little each day. Our lakes and reservoirs are dwindling fast. What Needs to be Learned What are the causes of global warming. What effects it has on our earth. How are our landforms and things that change the shape of our world changing? 6 unless we curb global warming emissions, average U.S. temperatures could be 3 to 9 degrees higher by the end of the century. Q: Are warmer temperatures causing bad things to happen? A: Global warming is already causing damage in many parts of the United States. In 2002, Colorado, Arizona and Oregon endured their worst wildfire seasons ever. The same year, drought created severe dust storms in Montana, Colorado and Kansas, and floods caused hundreds of millions of dollars in damage in Texas, Montana and North Dakota. Since the early 1950s, snow accumulation has declined 60 percent and winter seasons have shortened in some areas of the Cascade Range in Oregon and Washington. Our water ways are being polluted. Polar bears habitat is being taken away because of the temps rising. The weather has been getting more severe. What are things that we can do to help prevent these things from occurring? What cities or states are the biggest contributors to the pollution? How can we keep the water clean? • Melting glaciers, early snowmelt and severe droughts will cause more dramatic water shortages in the American West. • Rising sea levels will lead to coastal flooding on the Eastern seaboard, in Florida, and in other areas, such as the Gulf of Mexico. 7 • Warmer sea surface temperatures will fuel more intense hurricanes in the southeastern Atlantic and Gulf coasts. • Forests, farms and cities will face troublesome new pests and more mosquitoborne diseases. • Disruption of habitats such as coral reefs and alpine meadows could drive many plant and animal species to extinction. Q: What country is the largest source of global warming pollution? A: The United States. Though Americans make up just 4 percent of the world's population, we produce 25 percent of the carbon dioxide pollution from fossil-fuel burning -by far the largest share of any country. In fact, the United States emits more carbon dioxide than China, India and Japan, combined. Clearly America ought to take a leadership role in solving the problem. And as the world's top developer of new technologies, we are well positioned to do so -we already have the know-how. 8 Page Three –Resources: http://www.nrdc.org/globalWarming/f101.asp?g clid=CPryvtf2lbYCFQ70nAodLH4A4A#2 http://news.nationalgeographic.com/news/2005/1 1/1121_051121_warming_water.html 9 http://education.nationalgeographic.com/educati on/encyclopedia/global-warming/?ar_a=1 http://www.livescience.com/topics/globalwarming/ 10 Page Four—The Content Big Ideas: 1. What is shaping our landforms 2. What are the effects of global warming? 3. What can we do to prevent global warming? 4. What are the causes of global warming? GLCES/Standards: E.SE.06.12 Explain how waves, wind, water, and glacier movement shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. E.SE.06.13 Describe how soil is a mixture, made up of weather-eroded rock and decomposed organic material, water, and air. 5 E.SE.06.14 Compare and contrast different soil samples based on particle size. Misconceptions: 11 Separations along bedding plane, like those that dominate most sedimentary outcrops, occur deep beneath the Earth's surface. Rocks (and minerals) grow. Coarse-grained rocks are rough, fine-grained rocks are smooth Coarse-grained sedimentary rocks cooled slowly, coarse-grained igneous rocks formed in areas of high depositional energy, etc. With minerals, the term 'massive' texture means that the samples are big. Streams are simply flowing water (with little to no concept of sediment movement). Floods are rare, atypical, almost unnatural events rather than normal river behavior. Rivers do not carve valleys, but only passively flow down them (this is an old idea, the role of rivers in sculpting the land surface was not even recognized by most geologists until the exploration of the southwest United States by Powell's and other early surveys). Although rivers can cut down over time, they do not cut to the sides (inadvertently aided by widespread attention paid to Grand Canyon, and Goosenecks in earth science texts). Waterfalls can increase in height over time, but do not retreat (again stasis, the idea that features do not fundamentally change is a common problem). Deserts are relatively rare (relatively few humans live in them, so not familiar to most students) The 'Ice Ages' happened in the past and are now over (common text book and science education movie terminology, as well as Hollywood movies and original hypothesis). The present Ice Caps have always existed on Earth, although their size has changed through time (few texts specifically mention that ice ages are the exception, not the rule). Glaciers can metamorphose rock (since they can erode and depress crust, why not alter it? textbook and movie emphasis on glacial efficiency and reinforced by common association of metamorphosed Precambrian rock exposed in glacial areas. Glaciers are only moving ice masses (with little to no concept of sediment transport). Glacial ice moves backwards during glacial 'retreats' (like everything that retreats in real life) Glacial ice is stationary during times when front is neither advancing or retreating. Glacial retreat and advance is just motion of whole ice cap back and forth (sort of like a bad toupee) with no significant change in total ice volume (again idea of stasis). Use of 'bulldozer' analogy for glacial movement and sediment transport (earth science textbooks and secondary earth science education films). 12 Idea of four ice ages still prevalent in general earth science literature. http://serc.carleton.edu/NAGTWorkshops/intro/misconception_list.html. Information from this website Video for introduction. http://www.msue.msu.edu/objects/content_revision/download.cfm/item_id.211898/workspace_id. 26697/How%20The%20Great%20Lakes%20Were%20Formed%20(Video).swf/ Lab Activities that are great for these GLCES. http://www.marcom.com.au/SGuides/ZZVLC/6VLSAEA03.pdf At this website I found many great activities that I would love to do for these GLCES, the pages that I found them on were pages, 25-29. They were called here comes the rain and wind blown, this website explains them both so good that I wasn’t going to even try to explain it again myself. These two activities I would like to do after we talk and read about the water and wind movements. Activity: Wave Erosion and Glacial Erosion a. Erosion is made up of natural, physical and chemical processes by which rocks and soil are continuously worn down. One major cause of erosion is running water. In a river there are stones being carried with the current that erode the banks of the river. Waves and currents seen in the ocean and in Lake Michigan erode rocky cliffs and sandy beaches. When an area receives more water than the soil can absorb the water flows to the lowest level, carrying with it the loose top soil. Erosion occurs often and is constantly changing the land. b. Wave Erosion i. Fill a flat-rectangular container with an inch of water ii. At one end place a pile of sand that extends out of the water (this is your coastline or beach) iii. Measure the height of the sand and record it on your paper. iv. Make a sketch of what you see. v. On the opposite end of the beach (coastline) place a hard piece of thin plastic or wood in the water. Move it back and forth to make small waves in your container. Continue for 10-15 seconds then record the height of the sand after the waves have settled. vi. Does the beach look different? How are the measurements different? vii. Repeat the waves but make them bigger, record your findings. Try extended the time too. c. Glacial Erosion i. Flatten a piece of modeling clay or play-doh ii. Take an ice cube and press it lightly on the modeling clay/play-doh, move it back and forth several times 1. Does anything happen to the clay/play-doh? 2. Does anything happen to the ice? iii. Place a small amount of sand on top of the modeling clay/ play-doh 13 iv. Put the ice cube on top of the sand and let it sit for a minute or two Pick up the ice cube and observe the side that was in the sand 1. Describe what you see vi. Place the ice cube back onto the modeling clay/play-doh and move it back and forth on the sandy area. vii. Remove the ice cube and gently wipe the excess sand off the surface of the modeling clay/play-doh 1. Describe the surface of the clay after it was rubbed by the sand and ice. 2. How would this compare with the surface of the land when a glacier drags rock and other materials over it? d. Wind Erosion i. Wind causes erosion by picking up pieces of sediment and soil, then moving them. Obstructions on the lands surface cause the wind to slow down, causing the sediment and soil to drop. These wind-borne sediments cause further erosion by wearing away at larger pieces of rock. ii. Take a small pile of sand and using a straw, blow some of the sand. iii. What are caused by wind erosion? (sand dunes) Taken from: Beth Diekema, Grade 6 (diekemabe@gmail.com) Sleeping Bear Dunes Earth Science Lesson Plan v. Sleeping Bear Dunes Earth Science Lesson Plan - MSTA Conference www.mstaconference.org/.../soils_at_sleeping_bear_dunes_lesson_pl... 14 This rubric is for their presentation of what’s shaping the earth written and poster board project, explained above in homework. Lab Report : What’s shaping our earth? Teacher Name: Ms. Freeman Student Name: ________________________________________ 4 3 2 1 Spelling, Punctuation and Grammar One or fewer errors in spelling, punctuation and grammar in the report. Two or three errors in spelling, punctuation and grammar in the report. Four errors in spelling, punctuation and grammar in the report. More than 4 errors in spelling, punctuation and grammar in the report. Scientific Concepts Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. Report illustrates an accurate understanding of most scientific concepts underlying the lab. Report illustrates a limited understanding of scientific concepts underlying the lab. Report illustrates inaccurate understanding of scientific concepts underlying the lab. typed and uses headings and subheadings to visually organize the material. Lab report is neatly handwritten and uses headings and subheadings to visually organize the material. Lab report is neatly written or typed, but formatting does not help visually organize the material. Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases. Several reputable background sources were used and cited correctly. Material is translated into student\'s own words. A few reputable background sources are used and cited correctly. Material is translated into student\'s own words. A few background sources are used and cited correctly, but some are not reputable sources. Material is translated into student\'s own words. Material is directly copied rather than put into students own words and/or background sources are cited incorrectly. CATEGORY Appearance/Organization Lab report is Background Sources 15 This rubric is going to be used for all the labs that are given to them. Lab Report : All labs Teacher Name: Ms. Freeman Student Name: ________________________________________ CATEGORY 4 Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated. Experimental Hypothesis Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. Journal/Notebook Clear, accurate, dated notes are taken regularly. Experimental Design Experimental design is a well-constructed test of the stated hypothesis. 3 2 1 The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner. The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. Hypothesized No hypothesis has relationship between been stated. the variables and the predicted results has been stated, but appears to be based on flawed logic. Dated, clear, Dated, notes are Notes rarely taken accurate notes are taken occassionally, or of little use. taken occassionally. but accuracy of notes might be questionable. Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. Experimental design Experimental design is relevant to the is not relevant to the hypothesis, but is hypothesis not a complete test. 16 This rubric will be for their group work on the problem. Lab Report : Working on the problem Teacher Name: Ms. Freeman Student Name: ________________________________________ 4 3 2 1 Participation Used time well in lab and focused attention on the experiment. Used time pretty well. Stayed focused on the experiment most of the time. Did the lab but did not appear very interested. Focus was lost on several occasions. Participation was minimal OR student was hostile about participating. Scientific Concepts Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. Report illustrates an accurate understanding of most scientific concepts underlying the lab. Report illustrates a limited understanding of scientific concepts underlying the lab. Report illustrates inaccurate understanding of scientific concepts underlying the lab. Background Sources Several reputable background sources were used and cited correctly. Material is translated into student\'s own words. A few reputable background sources are used and cited correctly. Material is translated into student\'s own words. A few background sources are used and cited correctly, but some are not reputable sources. Material is translated into student\'s own words. Material is directly copied rather than put into students own words and/or background sources are cited incorrectly. Experimental Hypothesis Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. Hypothesized No hypothesis has relationship between been stated. the variables and the predicted results has been stated, but appears to be based on flawed logic. Error Analysis Experimental errors, their possible effects, and ways to reduce errors are discussed. Experimental errors and their possible effects are discussed. Experimental errors are mentioned. CATEGORY There is no discussion of errors. http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=26&section _id=4& 17 Homework ideas Project: Pick a “what’s shaping our landforms” and do a one-two page paper on it and a poster board with facts and pictures about it. 1 week to work on it. Observations: Look at the soil around your house, and write a paragraph about what you see, then go to a different site, such as a lake or somewhere other than your house and look at the soil there, make a observation about that. Draw pictures to show what you saw as well. 3 days to finish this. Review/Test jeopardylabs.com/play/earth-science-review-jeopardy2. jeopardylabs.com/edit/earth-science-review-jeopardy2 for editing Here is the jeopardy game, I did not do every single question, but here is a quick idea of what it would look like and a few questions. This would be used for the day before the test. After reviewing we will then have a test over everything that we have learned throughout the few weeks that we worked on these new concepts. 18