Eileen+J

Ideas
**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

__**<span style="font-family: Arial,sans-serif;">Content/Guiding Questions: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Closed questions – fact finding //__

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

__**<span style="font-family: Arial,sans-serif;">How will you know they know it? **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Formative & Summative Assessment Strategies of content //__//and __skills__// <span style="font-family: Arial,sans-serif;">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

<span style="font-family: Arial,sans-serif;">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.)

goal - role - audience - situation - products or performance - standards 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. Engineers & disaster planners
 * <span style="font-family: Arial,sans-serif;">Performance Assessment Task – G.R.A.S.P.S. __**
 * <span style="font-family: Arial,sans-serif;">Goal: **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The “hook” //<span style="font-family: Arial,sans-serif;">– //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Your task is… ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">an ////<span style="font-family: Arial,sans-serif; font-size: 10pt;">engaging introduction that kids can connect with – the “real world” situation //
 * <span style="font-family: Arial,sans-serif;">The Role **<span style="font-family: Arial,sans-serif;"> - //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who does this kind of work or problem solving in the “real world?” //

Fellow classmates Engineers & disaster planners if available
 * <span style="font-family: Arial,sans-serif;">The Audience – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Who will you present your product to (other than the teacher)? //

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
 * <span style="font-family: Arial,sans-serif;">The Situation – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">More details on the goal //

A messy science lab! :-) A stream table full of a variety of different types of wet dirt illustrating landslides, mudslices, slump and creep 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
 * <span style="font-family: Arial,sans-serif;">The product **<span style="font-family: Arial,sans-serif;"> – //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would you turn in to your boss? //
 * <span style="font-family: Arial,sans-serif;">Standards & Criteria for Success – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rubric criteria – what is expected? Should align with learning goals //