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Weathering and Erosion Thematic Unit

Weathering and Erosion Thematic Unit . By Patricia Ellison. Analysis…. Learning Goals - The students will be able to understand, demonstrate, and visualize the changes that occur on the Earth’s surface through the forces of change, which cause weathering and erosion. Analysis… .

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Weathering and Erosion Thematic Unit

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  1. Weathering and Erosion Thematic Unit By Patricia Ellison

  2. Analysis… • Learning Goals - The students will be able to understand, demonstrate, and visualize the changes that occur on the Earth’s surface through the forces of change, which cause weathering and erosion.

  3. Analysis… • Core Objectives • Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind) • Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water). • Describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering, or erosion. • Describe the role of deposition in the processes that change Earth’s surface. • Explain how layers of exposed rock, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time.

  4. Analysis… • The class is made up of 26 students • 15 male • 11 female • There are 5 students receiving Special Ed services • 3 students receive speech services • 2 students receive math/language arts services • 7 students are ELL learners • 2 students could be labeled as gifted learners (based on IOWA data) • 65% of the students in this class receive free or reduced meals (breakfast and lunch)

  5. Analysis… Technology: (at home) * 87% have some sort of access to internet at home. * 67% use it almost every day

  6. Task Analysis... • What is Weathering & Erosion? • “Forces of Change”(ice, wind, water, gravity) • Landforms (ie. Buttes, Arches, Canyons, etc.) • Changes to the Earth’s Surface • Understand a Basic Timeline

  7. Design… Prerequisites – Have heard of weathering and erosion, and that rocks have different hardness. And, basic understanding of how to do group work appropriately. 5thGrade Erosion and Weathering Scope and Sequence This unit is designed to teach students to be able to understand, demonstrate, and visualize the changes that occur on the Earth’s surface through the forces of change, which cause weathering and erosion. Lesson 1: Identify Weathering and Erosion Lesson 2: Glaciers Lesson 3: Wind Lesson 4: Water, Deltas, and Deposition Lesson 5: Root Pry & the Grand Canyon Lesson 6: Review Lesson 7: Assessment

  8. Development & Implementation • Lesson 1 – Brainpop.com &RAP! • Lesson 2 – (Math Homework!) Dirty Ice Experiment • Lesson 3 – (Social Studies) Dust Bowl & the Glitter Rock

  9. Development & Implementation • Lesson 4 – Sand Pit Land Formations • Lesson 5 – (Writing Assignment) Root Pry Twinkies & Grand Canyon PB&J • Lesson 6 – REVIEW with Bill Nye the Science Guy  • Lesson 7 – Assessment + Evaluation Survey

  10. Evaluation:What to CELEBRATE…(about Addie) • ADDIE – I LIKE IT! (But I’m a nerd, and LOVE this type of Structure) • LOVED looking at the analysis information of my class! (Who knew Data Dashboard could be so interesting…) • Though it was tedious to do the Design, then Development phase, doing each phase helped flesh out all my ideas before getting caught up in the details.

  11. Evaluation:What to CELEBRATE…(about the implementation) Instructor’s Perspective… • Students were consistently engaged • Lessons 1 – 3 were FAST, but we got through it all! (even with a sub teaching one of the lessons!) Learner’s Perspective… • Loved all the activities with food (real shocker!) • 23/26 felt like they learned the material well (according to the survey given)

  12. Evaluation:What to CELEBRATE…(about the implementation)

  13. Evaluation:What wasn’t Awesome…(about ADDIE) • ADDIE is very time consuming! Took a long time to complete all of the phases • It was very TEDIOUS to rewrite, and rewrite what did seem to be the same thing over and over again. • Felt OVERWHELMING at times • Is NOT realistic for all units due to the amount of time it takes to complete

  14. Evaluation:What wasn’t Awesome…(about the Unit) • The Timing was off on some of the (lessons 1-3 worked but were rushed… the rest needed more time.) • All of the “Hands on” activities got expensive/time consuming to prep. • In the future, I may just demo the Cake Layers of the Grand Canyon with PB&J and instead of doing pairs, have groups of 3-5 to create their own Grand Canyon (to save on costs & time!) • Doing Twinkies and PB&J in the same day = Not a great idea (SUGAR OVERLOAD!)

  15. Evaluation:What wasn’t Awesome…(about the Unit) Student Suggestions: • More Food • Do MORE experiments • Have less writing • Use Sprinkles instead of the dust for the dust bowl activity  • When we’re absent, don’t make us make up the experiments • And…

  16. Evaluation:What wasn’t Awesome…(about the Unit) Someone didn’t like my Rap… (I admit, I’m a VERY WHITE, white girl – but come on, I TRIED!)

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