Professional Documents
Culture Documents
Name
CWID
806084240
Lesson Title
Coastal Erosion
Subject Area
Geoscience
Unit Title
Shaping EarthS
Surface
Grade Levels
9th-12th
Total Minutes
159 Minutes (3
Sessions)
Feedback Strategy
EntryLevel
Warm-Up / Vocabulary
Questions In
Discussion/Powerpoint:
Formati
ve
Background
Research/Concept Map
Argumentation Guide
Closing Discussion
Summat
ive
Argumentation Guide
Portfolio Of Evidence
Warm-Up
Discussion
Students will
participate in a
warm up activity
to begin thinking
about coastal
erosion and
share their ideas.
Vocabulary This
lesson
incorporates
aspects of the
previous
mechanical
weathering lab.
The teacher may
review some key
vocabulary with
a word wall.
Questions during
discussion/power
point.
Concept Map
Background
research will be
organized into a
concept map.
Some sections of
the
Argumentation
Guide will be
completed as
students work to
make a claim
and build their
explanations.
Completed
Argumentation
Guide students
will have
completed all
sections of the
Argumentation
Guide
Letter To
Landownerthe
letter to the
landowner
should include a
summary of the
scenario and
incorporate the
students claims
supported with
evidence.
Address misconceptions
and preconceptions
about mechanical
weathering from the
previous lesson. Coastal
erosion heavily involves
concepts of mechanical
weathering.
Everyday Concepts of
Scientific Phenomena:
Students may view
coastal erosion as solely
an erosional force, but
beach profiles can grow
as sand is transported
and accreted as well.
FOCUS OF INSTRUCTION
Instructional Strategies
PowerPoint To Pace Case Study.
Videos throughout lesson to provide evidence and observations.
Facilitating Questions used in discussions and case study.
Concept Map & Argumentation Guide to organize students thoughts and research.
Discussions / Socratic Circle
Questions in the
discussion/powerpoint
will be used to regularly
monitor student
progress. Because the
powerpoint dictates the
pace of the class, the
teacher can choose to
provide supplementary
support or progress
quicker.
The Closing
Discussion/Argumentatio
n Guide/ and Letter To
Landowner serve to
compile and summarize
student finding into one
written piece. The letter
itself will follow a rubric.
Student Does
Warm-Up Video/Discussion:
As a warm-up activity, the teacher will have
students watch a short, one-minute video of
coastal erosion working at a very small scale.
Afterwards, the teacher will engage the students in
a short discussion with facilitative questions with
the cross-cutting concept, Stability and Change,
in mind.
1 Minute Video: Time-Lapse Of Beach Erosion
https://www.youtube.com/watch?v=-zuiJSiTQlA
15
Minutes
Warm-Up Video/Discussion:
Students will view a one-minute, time-lapse video of
beach erosion. The students are to:
Vocabulary:
The teacher will then review vocabulary and
concepts from the previous mechanical & chemical
weathering lessons/lab activities. Since the lessons
are closely tied together, the teacher will work to
link previous vocabulary/concepts with new
vocabulary/concepts.
Mechanical Weathering
Chemical Weathering
Abrasion
Key Concepts To Briefly Review:
Wave/Hydraulic Action
Corrasion
Attrition
Berm/Beach Profile
Lesson Body
Time
Teacher Does
1 Day
Case Study: House Properties & Coastal Erosion
The teacher will present the anchoring activity on
powerpoint slides and provide students with their
own printed out copy as well. The teacher will pace
the case study in accordance to the progression of
the class. The teacher will instruct students to
work collaboratively in pairs to read and annotate
Student Does
Case Study:
Students will work collaboratively in pairs to
annotate the beginning parts of the case study.
Stability of foreshore.
Configuration of seafloor.
Vegetation
Human Activity
Argumentation Guide.
Lesson Closure
Time
Teacher Does
Student Does
Communicating Claims/Evidence:
Once the teacher has navigated the entire class
through the Powerpoint presentation and case
study, the teacher will have students communicate
their claims across different pairs.
Also during this time, the teacher will provide
students time to further refine their
reasoning/evidence after communicating among
groups.
Closing Discussion:
The teacher will then engage the entire class in a
discussion centering around:
1 Day
Communicating Claims/Evidence:
In their pairs, students will then communicate with
other pairs to compare claims and evidence among
each other. The students will also use this
opportunity to further refine their
reasoning/evidence.
Students will complete the What Others Think
section of the Argumentation Guide.
Closing Discussion:
With their Argumentation Guide completed, the
students will participate in a whole class, socrative
circle in which they discuss the fate of the second
housing complex. The teacher will act to facilitate
the discussion.
Students will complete the Conclusion/Explanation
section of the Argumentation Guide.
Summary:
Students are then to write a letter to the owner of
the housing complex explaining, with evidence,
whether their building is in danger of collapsing or
not.
Students will have completed the Argumentation
Guide.
Students will complete the Letter To Landowner.
Advanced Students
Needs
The Anticipatory Set
includes a review section
that provides English
Learners an opportunity to
refresh certain vocabulary
words and concepts. This
could be implemented with
a word wall.
Having facilitating
questions included in the
powerpoint will provide a
visual cue in addition to
having been read aloud by
the teacher.
The use of photographs
and videos provide an
alternative representation
of the case study.
Collaborative work in pairs
and whole-class
discussions will allow
English Learners to
verbally communicate with
students of higher and
lower proficiency levels.
The students will then work to research the primary factors that influence coastal erosion at the first site. Using a
concept map, the students will research three factors they think are significantly influencing coastal erosion at this
site.
After completing the case study, students will continue to work in pairs to communicate claims and evidence among
each other. This will provide students with a final opportunity to refine and provide additional evidence for their
reasoning. By this time, students will be nearing completion of the Argumentation Guide and are working on the What
Others Think section.
A final, whole-class discussion will address the case study in its entirety and have students discuss the safety of the
second housing complex. Students will present their claims and provide evidence to support their ideas. The teacher
will facilitate a class-wide discussion by providing questions as a basis for guiding communication. The questions asked
by the teacher in discussions or included in the powerpoint range from low-to-mid level questions. However, as the
lesson moves towards closing questions are geared more towards mid-to-high level questions. Students will discuss
key factors to consider between the two locations and compare and contrast the similarities and differences between
them.
As a summative assessment, students are to produce a portfolio of evidence determining whether or not the
construction company should or should not build the apartments along the planned building site.