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Hackett 2011

Teacher Candidate: Kristen Lamake Date: 11/12/11Unit Title

: Weathering and Erosion

Subject: Earth ScienceGrade Level: 9Essential Question(s):

What are glaciers and how do they form?

How and in what way do glaciers “move?”

What two Earth cycles are glaciers a part of?

What types of evidence/ erosion patterns/ artifacts do glaciers leave behind?5.What types of things can we learn form studying glaciers/ why are they important?

Transitions from Ice ages - warm periods how might the climate change/ what aresome fundamental differences between the two times?Lesson Title/Number

Glacial Erosion/ Lesson 3

State Standards andPerformanceIndicators

STANDARD 4— Students will understand and apply scientific concepts, principles, and theories pertaining to the physicalsetting and living environment and recognize the historical developmentof ideas in science.-Key Idea 2:Many of the phenomena that we observe on Earth involve minteractions among components of air, water, andland.

Lesson Objectives(Bloom’s Taxonomy)----------------------Acceptable Evidence

*Could be collectedfor accountability/auditingStudents will be able to…1.Identify features in geography that have been carved by glaciers.2.Develop explanations for why glacial features appear the waythey do (they will understand glacial movement and apply thatknowledge to making interpretations about the evidences theyleave behind).3.Begin to discover connections between glaciers presence andclimate (This lesson can later be referenced or could be preceded by lessons on weather and climate change).

Hackett 2011 purposes.-----------------------------------------------------------------------------------Evidence that students have achieved objective # 1…1.Students will be able to label physical representations of glacialfeatures and provide accurate explanations for their existence.2.Students will be able to verbally or visually demonstrate their understanding of glacial movement by creating diagrams or bywriting a short essay.3.Students will be able to verbally and/or visually discuss thecyclical nature of ice ages and describe how scientists useglaciers to find out information about past conditions of theatmosphere and gain understanding of its current state.

Bell Ringer andPrior KnowledgeTap

This can be together or separate. Also may becalled: set induction,anticipatory set,introduction/review

_______________ Procedure

Teacher input,development,instructionalmethod(s), modeling,guided practice,independent practice,and/or activities

*Accommodationsfor learningmodalities arerequired.

Label…visual,auditory, andkinestheticPrior knowledge will be invoked by asking students to tellhow to make a snowball and describe the different features of thesnowball if different types of snow are used; then ask students to imagineand describe information they might have observed about snowballswhen watching a snowman melt. ________________________________________________________ *The teacher will…The students will…Day 1 (glacial formation, climate, and dating):The teacher will gauge prior knowledge with the snowball bell-ringer.The students will be directed to be taking notes during the lesson on allwritten and or drawn material-and on any other ideas or material or ideasthey think might be useful. (students are encouraged to be thinking aboutthe possible regents questions and ideas during).Teacher will lead class discussion into how glaciers form. Teacher willuse the white board (visual 1) and call on students randomly to CFU(check for understanding) (1) and encourage class participation.The teacher will use props to demonstrate glacier movement (placingsunflower seeds on the surface of a half pipe or plate filled with coldhoney) (visual 3). Also the teacher will place a piece of ice on top of athin bad of honey to illustrate re-melting and movement by glacier (visual4). Students will be invited to touch and play with the props to get a better understanding of ice flow (tactical/ kinesthetic option 1).The teacher will CFU (2) by quizzing students about the nature of iceformation and movement.play a video to illustrate glacier formation and movement (audio 1 visual2).The teacher will CFU (3) by asking students to reflect on their interpretations or ideas about the video.Students will be given homework from the class textbook reviewing theinformation the students learned that day in class; introduce thevocabulary and features of glacial erosion.Day 2 (glacial erosion):

Hackett 2011Students will hand in their homework and the teacher will go over it as aclass (CFU 4).Students will be directed to take notes in the same way as the day previous.The teacher will discuss and use visuals to further examine glacialfeatures students learned about the day previous.The teacher will make provide students with local examples of glacial erosion.The teacher will show a second video (audio/ visual 2) illustrating glacialerosion.The teacher will enhance content of video and CFU (5) with a discussiondirected toward discovering what glacial erosion looks like and wherestudents might have seen it previously.Students will be assigned a homework- the students will be asked toresearch a glacier (could be local or somewhere else) and research it’shistory. Students will be asked to identify its origin (time period andlocation), discuss its present state, and identify and describe how some of its erosion features/ evidence of existence. Lastly the students will beasked in 1-2 short paragraphs to hypothesize what the future might holdfor the glacier (will it grow if it has been melting or will it continue tomelt away). Students will be asked to either provide a photograph of their glacier and label its features and evidences of erosion or draw one.Closure for the lesson will be discussion led by student presentations of the student research.

Checks forUnderstanding

Label: directions, procedures, routines,and/or content(formative)Formative assessment:The teacher will make continuous informal observations about the stateof the classroom. Also the teacher will assign two homework’s (the firstlower level Blooms taxonomy- the second higher order Bloomstaxonomy) to reinforce content and to CFU.

Assessment

Type and purposeSummative assessment on content introduced in this lesson will beincluded in the regents- style unit exam on weathering and erosion.