D-Quadrant Backward Planning

Lesson Title Changing Earth's Surface

What is it you Want Students to Know and Be Able to Do? – Content Standards
Standard 3 - Earth Science
Concepts and Skills 7 - Make predictions and draw conclusions about the impact of natural hazards on human activity - locally and globally
21st Century Skills (ISTE NETS) What will you assess, specifically?
Critical Thinking and Reasoning - Collaboration - contribute to project teams to solve problems
Self-direction - demonstrate personal responsibility for lifelong learning
Invention - use models and simulations to explore complex systems and issues

Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to _

Apply to hands on stream table experiment in lab to simulate different types of mass movement

Essential Question Big, broad open question not subject specific

What processes wear down and build up Earth's surface?
Enduring Understanding: What do you hope students to remember 10 years from now?
Understand what they see on the news
How humans have an impact on these types of natural disasters
How to prepare for these types of natural disasters
Make informed decisions when choosing a site to build a home
Make informed decisions when choosing a type of home insurance to buy
Unit Questions: Open questions – subject specific

What are the erosional forces that affect the Earth's surface

Content/Guiding Questions: Closed questions – fact finding

What causes the different types of mass movement that wear down and build up Earth's surface

How will you know they know it? Formative & Summative Assessment Strategies of content and skills
Formative Assessments:
During the learning process
Reflect on yesterday's lab and how to make changes in your procedure for the next day of the experiment

Summative Assessments:
summarize learning up to that point
End of the Chapter test - be able to correctly define key terms
Be able to list and describe erosional forces that shape Earth's surface
Be able to state their opinion on essay questions (building in a flood plain, purchase flood insurance etc.)

Performance Assessment Task – G.R.A.S.P.S.__
goal - role - audience - situation - products or performance - standards
Goal: The “hook”Your task is…an engaging introduction that kids can connect with – the “real world” situation
Today you will get to play with water! We unfortunately can't go on a field trip around the country to observe different types of mass movement of land, so we will simulate different types of mass movement in the science lab using a stream table.
The Role - Who does this kind of work or problem solving in the “real world?”
Engineers & disaster planners

The Audience – Who will you present your product to (other than the teacher)?
Fellow classmates
Engineers & disaster planners if available

The Situation – More details on the goal
Students will have a stream table filled with various types of soil. They will apply water to their "land" to create various types of mass movement of Earth's surface
They will record and compare their findings, based on type of soil, speed of water, height of slope

The productWhat would you turn in to your boss?
A messy science lab! :-) A stream table full of a variety of different types of wet dirt illustrating landslides, mudslices, slump and creep
Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goals
Work well in a group
Follow instructions correctly
Determine various types of combinations of variables to carry out the experiment correctly
Record results correctly
Graph results to determine under which circumstances would each type of mass movement occur