STEP Standard 2 - Writing Standards-Based Objectives and

the Learning Goal

Unit Topic: Earth and Space Science

Unit Title: Processes That Change the Earth

National or State Academic Content Standards

 4-ESS2-1.: “Make observations and/or measurements to provide evidence of the
effects of weathering or the rate of erosion by water, ice, wind, or vegetation”
(Next Generation Science Standards, 2018).

 4-ESS2-2.: “Analyze and interpret data from maps to describe patterns of Earth’s
features” (Next Generation Science Standards, 2018).

Learning Goal
 Students should be able identify weathering and erosion and discuss how they
affect the Earth.
 Students should be able to analyze evidence to demonstrate when weathering and
erosion has occurred.
 Students should be able to collect data that addresses the cause and effect
relationship between weathering and erosion.

Measurable Objectives
 At the end of the lesson, students will be given a test to assess their knowledge.
 Students will create a science project that demonstrates the process of either
weathering or erosion. The project must contain the following elements:
o A poster that outlines their project
 Title, materials used, procedure, before and after picture, etc.
 Definition of either weathering or erosion
 Data that addresses the causes and effects of weathering or erosion
o A physical model of their project
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment: Students are to sort each picture under the proper categories.
After cutting out the pictures, students are to determine whether the picture represents
weathering or erosion then glue it under the proper header. By completing this activity, I
will gauge students’ prior knowledge before my lesson.

Weathering Erosion Deposition

 Pre-Assessment Data: Whole Class

Number
Exceeds 0
Meets 0
Approaches 4
Falls Far Below 1

Pre-Assessment Analysis: Whole Class

 Based on the data above, I would not change my selection of national or state

academic content standards, the learning goal, or measurable objectives. Based on

the data collected, I have to differentiate and present the information in multiple

of ways in order to help my students retain the information.

Effects of data

The data above provides a baseline of students' knowledge. Four out of my five

students have some prior knowledge of weathering, erosion, and deposition. The one

student that falls far below is a student that requires a lot of one-on-one attention and

constant redirection. She has a lot of behavior issues and functions at a lower academic

level than the 4th and 5th graders in the class. Because the program is diploma bound, she

has to be exposed to the 4th-grade curriculum. When creating the lesson, I have to plan,

deliver, and assess her around her needs and the needs of the other students.
When planning my lesson, I must provide many visuals. I will ensure I

incorporate images and videos to define and explain the terms. I will modify lessons

based on each student needs and make sure they can access the information. The students'

knowledge of the lesson will be assessed through quizzes, test, and a project. For their

project, they are to create an experiment or model that portrays either weathering, erosion
or deposition. They are also to have a written report detailing their experiment and the

materials they used.

Post-Assessment

Weathering Erosion Deposition

 “The breakdown of rocks on
Earth’s surface into smaller
“The process of many
pieces” (Houghton Mifflin
weathered rocks and soil
Harcourt, 2018).
from one place to another”
Houghton Mifflin Harcourt,
2018).

“occurs when water slows

down and drops the rocks and
sediments it carries” Houghton
Mifflin Harcourt, 2018)

Post-Assessment Data: Whole Class

Number

Exceeds 0

Meets 4

Approaches 0

Falls Far Below 1