Teacher Candidate: Kristen Lamake Unit Title: Weathering and Erosion Grade Level: 9 Essential Question(s): 1.

What are glaciers and how do they form? 2. How and in what way do glaciers move? 3. What two Earth cycles are glaciers a part of? 4. 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? 6. Transitions from Ice ages - warm periods how might the climate change/ what are some fundamental differences between the two times? Lesson Title/Number State Standards and Performance Indicators Glacial Erosion/ Lesson 3

Hackett 2011 Date: 11/12/11 Subject: Earth Science

STANDARD 4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. -Key Idea 2: Many of the phenomena that we observe on Earth involve m interactions among components of air, water, and land.

Lesson Objectives (Blooms Taxonomy)

Students will be able to 1. Identify features in geography that have been carved by glaciers. 2. Develop explanations for why glacial features appear the way they do (they will understand glacial movement and apply that knowledge to making interpretations about the evidences they leave behind). 3. Begin to discover connections between glaciers presence and climate (This lesson can later be referenced or could be preceded by lessons on weather and climate change).

---------------------Acceptable Evidence *Could be collected for accountability/auditing

Hackett 2011 purposes. ----------------------------------------------------------------------------------Evidence that students have achieved objective # 1 1. Students will be able to label physical representations of glacial features 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 by writing a short essay. 3. Students will be able to verbally and/or visually discuss the cyclical nature of ice ages and describe how scientists use glaciers to find out information about past conditions of the atmosphere and gain understanding of its current state. Prior knowledge will be invoked by asking students to tell how to make a snowball and describe the different features of the snowball if different types of snow are used; then ask students to imagine and describe information they might have observed about snowballs when watching a snowman melt.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be ________________________________________________________ called: set induction, anticipatory set, introduction/review *The teacher willThe 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 all Procedure written and or drawn material-and on any other ideas or material or ideas they think might be useful. (students are encouraged to be thinking about Teacher input, the possible regents questions and ideas during). development, Teacher will lead class discussion into how glaciers form. Teacher will instructional use the white board (visual 1) and call on students randomly to CFU method(s), modeling, (check for understanding) (1) and encourage class participation. guided practice, The teacher will use props to demonstrate glacier movement (placing independent practice, sunflower seeds on the surface of a half pipe or plate filled with cold and/or activities honey) (visual 3). Also the teacher will place a piece of ice on top of a thin bad of honey to illustrate re-melting and movement by glacier (visual 4). 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 ice *Accommodations formation and movement. for learning play a video to illustrate glacier formation and movement (audio 1 visual modalities are 2). required. The teacher will CFU (3) by asking students to reflect on their interpretations or ideas about the video. Labelvisual, Students will be given homework from the class textbook reviewing the auditory, and information the students learned that day in class; introduce the kinesthetic vocabulary and features of glacial erosion. Day 2 (glacial erosion):

Hackett 2011 Students will hand in their homework and the teacher will go over it as a class (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 glacial features 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 glacial erosion. The teacher will enhance content of video and CFU (5) with a discussion directed toward discovering what glacial erosion looks like and where students might have seen it previously. Students will be assigned a homework- the students will be asked to research a glacier (could be local or somewhere else) and research its history. Students will be asked to identify its origin (time period and location), discuss its present state, and identify and describe how some of its erosion features/ evidence of existence. Lastly the students will be asked in 1-2 short paragraphs to hypothesize what the future might hold for the glacier (will it grow if it has been melting or will it continue to melt 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 for Understanding Label: directions, procedures, routines, and/or content (formative)

Formative assessment: The teacher will make continuous informal observations about the state of the classroom. Also the teacher will assign two homeworks (the first lower level Blooms taxonomy- the second higher order Blooms taxonomy) to reinforce content and to CFU.

Summative assessment on content introduced in this lesson will be included in the regents- style unit exam on weathering and erosion. Assessment Type and purpose

Hackett 2011 (sometimes called evaluation)

Closure for the lesson will be discussion in the form of discussion about the research students discovered for their second homework. Closure

Accommodations and/or Interactions with Support Staff

The teacher will try to accommodate for different leaning styles by incorporating (all) visual, kinesthetic and auditory instruction styles/ activities into the lesson when possible.

Resources/Materials

1. Projector and laptop to display video 2. Tarbuck, E. J., Lutgens, F. K., & Tasa, D. (2005). Earth Science (11thed.). Upper saddle River, NJ: Pearson, Prentice Hall. 3. Honey, half pipe of PVC, and at least 10 sunflower seeds 4. Course textbook 2 1/2 days at (~ 60 minutes each).

Time Required