Unit Plan Lesson Plans

Content Area: Science Subject: Duration: approx. 30 min. a day for

Weathering 4 weeks

Standard:
UCSC.2. Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
1. Describe how weathering and erosion change Earth's surface.
a. Identify objects, processes, or forces that weather and erode Earth's surface.
b. Describe how geological features are changed through erosion.
c. Explain the relationship between time and specific geological changes.

Objectives:
Students will be able to...
Define weathering and identify the process steps of weathering on rock and other substances..
Idenitfy evidence of weathering.
Demonstrate how weathering breaks down earth.

Essential Questions:
What is weathering?
What are the characteristics of weathering?
What are the different weathering processes?

Vocabulary:
Weathering, deposition, formation, process, characteristics, permeable, earths surface

Interdisciplinary Connection:
Literacy Writing Skills - Informational essay on how weathering effects Earth with articles and lab data.

Assessments:
Pretest, student notes, lab write up/teacher observations, informational essay

Teacher Student

Introduction: Introduction:
Pose essential question and learning objectives to Students read aloud and analyze questions and
the class. objectives.

Students write a brainstorm list of what they know on

Have student brainstorm what they know on
the topic. Students share their list with a partner to
Weathering
see what can jog their memories.

Administer Pretest on Weathering Students complete their pretest on weathering.

Students listen and read the vocabulary terms aloud

Write up vocabulary terms one by one, defining as they are presented. Student create their
them, describing them, and giving visual cues for vocabulary 4square for each word including the
core words students need to know. definition, part of speech, association, graphic
thumbnail.
Teacher led Lecture/Presentation focus on
weathering processes, and the types/forces in
weathering.
Teacher instructs students on the lab instruction, and
objectives. Teacher leads students step by step in a
lab Lab: Weathering mini lab - skittles
Teacher poses a writing prompt about the weathering
process. Teacher leads students in discussion and
prompt analysis along with revisiting literacy writing
skill expectations and components of information
writing. Teacher assists students as needed in the
creation of an informational essay on weathering.
Teacher leads concept wrap up discussion revisiting
the objectives and essential questions with lead in to
the next section of the unit.
Students listen to the information presented, take
notes, and participate in the discussion.
Students read and highlight their instructions for their
mini lab asking questions as needed.Students then
work through their lab as instructed conducting
weathering effects on skittles.
Students answer prompting questions and write up
what occured in the lab and how it simulates
weathering of Earth.
Students annotate their articles, discuss in a group
and brainstorm. Students then use their literacy
skills, to answer a prompt about how weathering
processes work by writing and editing a multi
paragraph informational essay.
Students participate in the wrap up closure
discussion, talking with a partner to answer the
essential questions and discuss if they feel they were
able to complete the objectives along with any other
questions they want to have answered.
Content Area: Science Subject: Duration: approx. 30 min. for four
Erosion day

Standard:
UCSC.2. Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
1. Describe how weathering and erosion change Earth's surface.
a. Identify objects, processes, or forces that weather and erode Earth's surface.
b. Describe how geological features are changed through erosion.
c. Explain the relationship between time and specific geological changes.

Objectives:
Students will be able to...
Identify evidence of weathering or erosion.
Demonstrate how weathering breaks down earth.
Compare weathering and erosion as well as the different types of weathering.
Identify landforms and explain how they were formed from weathering and erosion.
Discuss the relationship between weathering and erosion.

Essential Questions:
What is erosion?
What are the characteristics of erosion?
How does weathering differ from erosion?
What are the characteristics and processes of erosion?
How are weathering and erosion connected?

Vocabulary:
Erosion, weathering, deposition, formation, process, characteristics, permeable, earths surface, physical,
chemical, biological processes

Interdisciplinary Connection:
Science/Tech/Writing Integration - written play script/video tutorial detailing the erosion process.

Assessments:
Pretest, student notes, lab write up/teacher observations, informational video tutorial and script

Teacher Student

Introduction: Introduction:
Pose essential question and learning objectives to Students read aloud and analyze questions and
the class. objectives.

Students write a brainstorm list of what they know on

Have student brainstorm what they know on Erosion
the topic. Students share their list with a partner to
see what can jog their memories.

Administer Pretest on Erosion Students complete their pretest on weathering.

Write up vocabulary terms one by one, defining
them, describing them, and giving visual cues for
core words students need to know.
Teacher facilitated video Lecture/Presentation focus
on erosion processes, and the types/forces involved
in erosion.
Teacher instructs students on the lab instruction, and
objectives. Teacher leads students step by step in a
lab Lab: Erosion mini lab - skittles.
Teacher instructs students on the lab instruction, and
objectives. Teacher leads students step by step in a
lab Lab: Vinegar and chalk.
Teacher poses a questions about the erosion
process that was shown in our labs. Teacher leads
students in discussion and tutorial on the video
creation along with revisiting literacy writing skill
expectations for narratives and components of
scripts. Teacher assists students as needed in the
creation of an their video tutorial of erosion process
steps.
Teacher facilitates video watch through and
discussion. Teacher leads concept wrap up
discussion revisiting the objectives and essential
questions with lead in to the next section of the unit.
Students listen and read the vocabulary terms aloud
as they are presented. Student create their
vocabulary 4square for each word including the
definition, part of speech, association, graphic
thumbnail.
Students listen to the information presented, take
notes/outline information in a graphic organizer, and
participate in the discussion.
Students read and highlight their instructions for their
mini labs asking questions as needed. Students then
work through their lab as instructed conducting
erosion effects on skittles and chalk using water and
vinegar.
Students answer prompting questions and discuss
what occured in the lab and how it simulates erosion
of Earth. Students then use their literacy skills, to
Write a script and their tech skills, to video record a
walk through tutorial of what is happening in their lab
using vocabulary.
Students self reflect on their own video and script as
well as students score their peers on their video.
Students participate in the wrap up closure
discussion, talking with a partner to answer the
essential questions and discuss if they feel they were
able to complete the objectives along with any other
questions they want to have answered.
Content Area: Science Subject:
Weathering & Erosion Changes surfaces

Standard:
UCSC.2. Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
1. Describe how weathering and erosion change Earth's surface.
a. Identify objects, processes, or forces that weather and erode Earth's surface.
b. Describe how geological features are changed through erosion.
c. Explain the relationship between time and specific geological changes.

Objectives:
Students will be able to
Identify landforms and explain how they were formed from weathering and erosion.
Discuss the relationship between weathering and erosion.

Essential Questions:
How does the formation of Earth's geological features relate to the processes of weathering and erosion over
time?

Vocabulary:
Erosion, weathering, deposition, formation, process, characteristics, permeable, earths surface, physical,
chemical, biological processes

Interdisciplinary Connection:
Cross Curriculum Integration: Math challenge - How long does it take? Figuring the math behind weathering
and erosion worksheet
Cross curriculum Integration: Social Studies/Literature - The native myths behind the Grand Canyon

Assessments:
Student brainstorm list, teacher observations,summary poster from jigsaw,compare/contrast chart, math
worksheet, timeline, group poster

Teacher Student

Pose essential question and learning objectives to Students read aloud and analyze questions and
the class. objectives.

Students write a brainstorm list of the geological

Teach leads students in a review discussion of
formations they can recall. Students share their list
different geological formations studied in the past
with a partner to see what can jog their memories.
such as arches, canyons, valleys, etc.
Facilitate student activity of Jigsaw readings of article
sections - read, illustrate, and discuss
Teacher instructs and leads students in a cross
curriculum Integration activity for Social
Studies/Literature on The native myths behind the
Grand Canyon vs the actual creation of the canyon.
Teacher instructs and leads students in a cross
Curriculum Integration activity Math challenge
focused on how long it takes for weathering and
erosion to changes Earths geological
features.worksheet
Teacher explains and assigns geological features for
students to do a research of geological landforms
and their creation through
weathering/erosion/deposition.
Teacher shows samples and demonstrations of how
to work with a group, how to research and what the
final products of their timelines and posters will look
like. Teacher will assist students as needed.
Teacher leads concept wrap up discussion revisiting
the objectives and essential questions with lead in to
the next section of the unit.
Students read their section of their article, annotate it
and then present it to the rest of their jigsaw groups.
Groups then make a overall summary poster to
combine their information.
Students listen and read native american tribesmen
myths about the creation of the grand canyon.
Students compare and contrast versions of the
myths creating a list of similarities and differences.
After discussing the plot details aloud, students
watch a video about the weathering and erosion that
created the grand canyon over time.
Students work in teams to complete their worksheet
in which they use their operations skills of multidigit
numbers to determine how long it takes for
weathering and erosion to create the common
geological formations found on Earth.
Students work to research their assigned geological
feature and how weathering or erosion helped create
the feature. Students create a timeline of effect from
weathering and erosion on their feature. Students
then work to create a small group poster with others
who have similar geological features to show the
process of weathering, erosion, and deposition and
how they created their features.
Students do an around the room walk looking at
others posters, taking notes, and reflecting grading
their work and their peers work.
Students participate in the wrap up closure
discussion, talking with a partner to answer the
essential questions and discuss if they feel they were
able to complete the objectives along with any other
questions they want to have answered.
Content Area: Science Subject:
Weathering, Erosion, and their impact on Earth Surfaces

Standard:
UCSC.2. Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape
Earth's surface.
1. Describe how weathering and erosion change Earth's surface.
a. Identify objects, processes, or forces that weather and erode Earth's surface.
b. Describe how geological features are changed through erosion.
c. Explain the relationship between time and specific geological changes.

Objectives:
Students will be able to
Identify evidence of weathering or erosion and explain their processes.
Demonstrate how weathering breaks down earth.
Compare weathering and erosion as well as the different types of weathering.
Identify landforms and explain how they were formed from weathering and erosion.
Discuss the relationship between weathering and erosion.

Essential Questions:
1. What is weathering?
2. What are the characteristics of weathering?
3. How does weathering differ from erosion?
4. What are the characteristics and processes of erosion?
5. What are the different weathering processes?
6. How are weathering and erosion connected?
7. How does the formation of Earth's geological features relate to the processes of weathering and erosion
over time?

Vocabulary:
Erosion, weathering, deposition, formation, process, characteristics, permeable, earths surface, physical,
chemical, biological processes

Interdisciplinary Connection:
Literacy Writing Skills - Informational write up speech on how weathering and erosion are processes that
affect Earths surfaces.

Assessments:
Student performance task (cumulative geologist project slideshow, write up, and reflection), observations in
jeopardy game, student question cards.

Teacher Student

Pose essential question and learning Students read aloud and analyze questions and objectives.
objectives to the class.
Teacher facilitates review Jeopardy game for Students play through the jeopardy review game practicing
students
Teacher gives example questions and
assists students in the make n trade
question review activity.
Teacher demonstrates and provides
information for students to prep for their
cumulative project presentation "geologist"
slide show and speech
Teacher facilitates students in their
presentations and reflection write ups.
Teacher leads concept wrap up discussion
revisiting the objectives and essential
questions.
their skills a
nd discussing answers to review what they've
learned about weathering and erosion.
Students create questions for review on one cards then trade
adns switch cards with peers in groups answering their
questions and validating/correcting each other's responses.
Students listen and participate in the teacher demonstration,
reading through their project requirements and any questions
they might have.
Students work through the creation of their project outlining
their requirements, completing their components, and
creating their speech and slide presentation as well as their
reflection.
Students listen and rank others on their presentations then
present their own cumulative task.
Students participate in the wrap up closure discussion,
talking with a partner to answer the essential questions and
discuss if they feel they were able to complete the objectives
along with any other questions they want to have answered.