Name: Irving Moses

Class: Earth Science 1

Date: November 21, 2023

Subject Deposition and Erosion

Title of Lesson Deposition
Standards 4-ESS2-1. What is deposition? What are the four agents that transport
deposition? What is the order of the two phases(erosion and deposition)?

Objectives Visual, Audial

Four components: ● Students will be able to connect and synthesize information
Learner, Behavior, about deposition and erosion, demonstrating a solid
Condition, Criterion understanding of geological processes and their effects on
Earth's surface.

● Learner: Students will: connect and synthesize information

about the definition of deposition, it’s four agents, and
● Behavior: students will be working with the teachers, their peers,
and independently to retell important details of the lesson.
Students will be observed and rewarded with token economy for
participation and completion. Students not following classroom
norms will be addressed by restorative practices.
● Condition: Students will have the options of completing the level
based tasks/assignments by using assistive technology, teacher
made materials, or visual aids.
● Criterion:

Prior Instruction The Weathering and Erosion Task

New unit: Continuing with Regents topics to prep seniors for the January
Regents
Academic Language Synthesize, Sedimentation, Deposition, and Erosion
Demands and prior
knowledge
List academic
vocabulary required

Assessments Check for Understanding: What is deposition ? What are the four
agents that carry out transportation? What is sedimentation? What is
Indicate ongoing the continuous cycle/two phases order?
assessments
throughout the lesson
as well as the final 2-Approachi
4-Exceeding 3-Meeting
check for L RUBRIC ng 1-Developing Sta
Standards Standards
understanding Standards

Attach rubric if I explain how I connect ideas I connect I connect ideas to

applicable complex ideas to content and ideas to recent experiences.
onnect connect to each skills using content
other and the academic knowledge.
conclusions I draw language.
from those
connections.
I use important I use the I identify the I identify the impo
details as well as important important details.
nthesize inferences to details to details and
argue for the explain the make
bigger picture that bigger picture connections
they show. that they show. between
them.

Materials YouTube video, Task(Teacher Made Materials)

Procedure
Gain Student Warm-up: Would you rather be followed by a band wherever you go or by
Attention someone narrating your life?

1. Would you rather have every meal you eat for the rest of your life be
too spicy, or too sweet?

Review Critical Connect: Students explain how complex ideas connect to each other and the
Prerequisite Skills conclusions they draw from those conclusions.
All students should
show ability to
perform skill Synthesize: Students use important details as well as inferences to argue for the
bigger picture that they show.
State the daily lesson
objective that will be
communicated to the Students will be able to tell how the materials from the earth are broken
students down(deposition), define deposition, the four agents that are used for
This needs to be transport, and the order of the two phases.
written in student
friendly language.
“I do” ● Explain the skill rubric
Explicit Modeling ● Go over the mini-lesson/guided practice
Time required is ● Check for understanding after going over the mini-lesson(visual &
based on objective audio)
requirements.
Think aloud of the
skill. Including clear,
consistent and concise
language.
Provide several
models.
Involve students in the
later models (ask
questions in which the
answers rely on
knowledge from the
first model or previous
knowledge)
“We do”
Prompted or Guided Guided practice read aloud, have students popcorn paragraphs.
Practice
(taking them through Answer questions:
guided practice). More What is deposition in your own words?
than one practice
opportunity. What four agents are used to transport particles?
Indicate faded
prompts. (TAR: Tell What is sedimentation in your own words?
the students how to do
it, Ask them how to do
it, Remind them out
to do it)

Physical prompts to
verbal prompts when
applicable.
“You do”
Unprompted Practice Independent Practice - students will work independently on:
Demonstration of the
skill while being ● True/False Statements(10)
monitored. Some ● Word Scramble(4)
lessons will not have ● Multiple Choice Questions(5)
● Reflection
an opportunity for
independent mastery.
Small groups do not
count as independent
performances.
(small groups may be
to keep students at a
level of higher
prompting)
Closing Take away: What is deposition, and name four ways that it can be transported?
1) Brief review of What is sedimentation?
what was learned.
2) Preview the next What is the order of the two phases?
lesson Ice wedging, and a rusted bike are examples of: Physical and Chemical
3) Assign Independent Weathering
Work
Tip: This should
bring lesson to full Cool Down: Riddles
circle and address
the daily objective
and the language 1. This belongs to you, but everyone else uses it.
function (s)
2. Which word in the dictionary is always spelled incorrectly?

Targeted Students For the following students: Z.B, J.G, N.H, and T.M all of these
Modifications/ modifications/accommodations will help them complete the task with 80%
Accommodations frequency.
(IEP)
(e.g., extended time) ● Highlighted materials,
● font size and shape,
● chunking,
● sentence starters,
● alternative/repeated directions(visual and audial), and use of a timer
Small Group ● Peer - Peer share out
Modifications/ ● Pacing groups
Accommodations if ● 1:1 instruction/small group instruction
applicable
(e.g., simplified
vocabulary read
aloud).
Technology ● Google classroom
Applications Used ● YouTube

Bloom's ● Higher order thinking skills

● Synthesize - 5th level

Taxonomy ● Students are expected to synthesize information by using important

Please indicate the details and inferences to argue for the bigger picture.
levels of questioning
addressed in this
lesson.