Big Ideas: ● Weathering, erosion, and deposition act together in a cycle to wear down and build up the earth’s surface, consequently these forces shape our landscape. ● Understanding science is often a hands-on process. ● Scientist use their knowledge of math and statistics to represent their findings.

Unit PlanSarah Kirby

Examples of Differentiation

• Students understand the processes by which glaciers erode the land.(practical)

• Students will take a block of ice, with sand frozen into it, and rub it over a bar of soap. Students will apply their knowledge of glaciers to explain what the ice is doing to the soap.

• Students can name and explain the four elements which cause erosion and deposition. (creative)

• Students will create a poem using key terminology and definitions.

• Students can compare and contrast mechanical and chemical weathering. (analytical)

• Students will create a Venn diagram

• Students can list the three results of wind or sand erosion/deposits on the coast. (memory)

• Short quiz

How does this address the core propositions?

• Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.

– NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.

– They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.

– They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of

skills, and incorporate new findings into their practice.

Like everyone in this cohort, I was able to delve deep into my curriculum while planning this unit. I worked with the state

standards and created my own big ideas and essential questions. I took ownership over this unit and I now understand what I am teaching at a deeper level. I was also able to pull in strategies from our other classes to expand my lessons. I am excited to implement the skills from this course into my daily practice.