Interdisciplinary Curriculum Map

Theme(s): There are many visible (directly and indirectly) cycles that can be observed on the planet; the Earths surface is constantly changing- pieces are being broken down and reformed everyday Enduring Understandings:

Students will also be assigned 1. Water is everywhere and exists in material from the class textbook to many forms- each form (solid, read; will be given corresponding inliquid, and gas) has the ability to class-group work and homework. cause weathering and erosion. Format for Interdisciplinary Curriculum Map: Snowden, P. are expected to participate 2. Temperature and pressure are Students L. 1 Fall 2011 also catalysts in erosion and and engage in class discussions and weathering; often work hand group assignments.

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Unit) Formative Assessment (Used Throughout the Map and/or Related

Theme, Enduring Understandings, & Essential Questions for the Map CONTENT AREA(S): Carvings from the past- a look at the sculpture of Earths surface by weathering and erosion processes

How Students will Demonstrate Their Understanding Students will complete three labs that incorporate physical and chemical weathering and erosion processes. The first studying the hydrologic cycle, running water, ground water, and glaciers. Next they will study deserts, mass movement, and wind. Finally the students will work through a lab on erosion features, weathering indicators, and sediment distribution patterns.

Essential Questions: 1. What are the most common/ major causes of weathering and erosion? Students will then be required to 2. What sorts of features/ evidence research an area found in the are left behind/ created as a Roadside Geology of New York result of different weathering and handbook, or a local outcrop of their erosion processes (are there also choice (as long as they can find long or short term consequences/ supporting information on the evidences)? outcrop in a published piece of 3. What are some common themes literature- pre-approved by the between cycles and teacher), give a science fair type erosion/weathering patters on oral presentation (~15-20 minutes), Earth? at his/her desk to the class and 4. What evidences of weathering include a written essay 2-3 pages, and erosion are viable in strata? about the area/ outcrop/ its history. The students Format for Interdisciplinary Curriculum Map: Snowden, P. L. will make 2 interpretations about what types of Fall 2011 weathering/erosion have taken place at their site (both in the geologic past- as seen in strata and in recent times ~ 100-300 years), what forces could effect that location in the future, and what it might look like, then the students will explain the research they have done, and how they have come to these conclusions.
Standards-based Essential Skills & Strategies and Concepts to be Targeted Throughout the Unit Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts

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Summative Assessments (Used at the End of the Map and/or Related Unit)

and hand with wind and water in sculpting Earths surface. 3. There are layers upon layers of evidence of chemical and physical erosion and weathering that can be studied if certain patterns are recognized.

A final paper and pencil type exam will be given in regents test style formatting, incorporating teacher made and original questions from previous regents exams. The test will last one full class period (), consist of multiple choice, short answer (constructed response), and one- two essay (extended constructed response) questions.

Student will model similar behaviors in preparing for class (completing homework), and in preparing and presenting research. Students will also practice developing evidence and synthesizing information during labs and then during the research project activity. STANDARD 1Analysis, Inquiry, and The teacher will model analysis, Design inquiry and design, in direct Students will use mathematical instruction and in the format of lab analysis, scientific inquiry, and report instructions. engineering designs, as appropriate, Teacher will format written material to pose questions, seek answers, and to stylistically represent/ support develop solutions. scientific method procedure and Key Idea 1: thinking. The for Interdisciplinaryscientific central purpose of Curriculum Map: Snowden, P. L. Format 3 Student will organize similar reports Fall inquiry is to develop explanations of 2011 natural phenomena in a continuing, and design written material to creative process encourage further thinking and understanding, provide valid support for ideas and oral presentation, and demonstrate ownership and mastery of knowledge.
WRITING OUTCOMES WRITING OUTCOMES

STANDARD 2 Students will access, generate, process, and transfer information, using appropriate technologies. Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

READING OUTCOMES

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READING OUTCOMES

The teacher will use different resources, written literature (books, reference tables etc), electronic sources (private and government), direct observation and experiment, when building knowledge.

Student will produce similar, mini, oral presentations in science fair type format, where the class will tour the classroom and listen to presentations Format for Interdisciplinary Curriculum Map: Snowden, P. L. as students explain 4 their research, models/ props, and/or Fall 2011 experiments to the class. Students will be given a rubric that details the requirements for the assignment and what students may do to go above and beyond the assignments requirements. Students will also be required to submit accompanying essays for their research and understanding as a way to help students organize and review/ prepare for their oral presentation and to also accommodate for students who may not have had much public speaking experience/ training. Students will be encouraged to use and think about science in their everyday lives; will be given practice, as a way to build confidence and improve communication skills in science and their everyday lives.

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OUTCOMESSPEAKING & LISTENING

OUTCOMESLISTENINGSPEAKING &

STANDARD 1 cont Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Throughout the semester the teacher will model good public speaking practices (preparing for lecture, making direct eye contact, checking for understanding, engaging the audience, and integrating prior knowledge of audience into deliverance of new material). Teacher will introduce new material by fist engaging students with a bell-ringer activity or discussion, follow the bell ringer up with direct instruction, provide real-world examples, model, and/or have students complete a lab activity to reinforce new concepts. Teacher will also provide evidences and reasoning for the validity of her research and understanding.

Student will complete lab exercises and also create a presentation that will include a variety of visual evidences (e.g. photographs, topographic maps, drawings etc) to demonstrate knowledge and understanding (e.g. In order to provide evidence for an idea that X boulder at X might have been overturned during a storm event a student could provide a crosssection of a stretch of that outcrop, talk about the law of superposition, and correlate unique stratigraphy in the boulder with those in the outcrop. Similarly, observations about the shape of the rock (are the edges rounded or sharp), or the condition of the rocks surface (is there patina Format for Interdisciplinary Curriculum Map: Snowden, P. L. or oxidation? -What 5 does a freshly broken sample look Fall 2011 like?) would support the students ideas.

STANDARD 6Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

OUTCOMESVIEWING & REPESENTING VISUALLY

Instructional Resources for the Curriculum Map

1. Anchor Texts (mandated by School/District):

Course text book: Tarbuck & Lutgens (2006). Earth Science (11th ed.).Upper Saddle River, NJ: Pearson Prentice Hall.
2. Fictional Texts (trade books): 3. Expository/Informational Texts (trade books):

Van Diver B. B. (2007).Roadside Geology of New York. Missoula, MT: Mountain Press Publishing.
4. Other printed sources:

New York State Regents Earth Science Reference Table

5. Creative Arts:

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VIEWING & REPESENTING VISUALLY OUTCOMES

The teacher will provide historic and current, examples of weathering and erosion; will provide models of similar phenomenon in labs.

6. Web Sites & Other Technology:

Video ~ 10 minutes long talks about the geologic history of the Colorado National Monument - provides a timeline, talks about the geologic cycle but also the interface between organic and inorganic history; but specifically focuses on erosion and weathering and how Earths surface changes through time: Geologic Evolution of Colorado National Monument. University of Colorado at Boulder. Interactive Geology Project: Geologic Evolution of Colorado National Monument. Retrieved October 28, 2011, from http://igp.colorado.edu/downloads.html
7. Teacher Resource Texts & Materials:

Course text book: Tarbuck & Lutgens (2006). Earth Science (11th ed.).Upper Saddle River, NJ: Pearson Prentice Hall.
8. Other/Miscellaneous:

Adapted from Unknown Source by: Snowden, P. L. (2011)

Format for Interdisciplinary Curriculum Map: Snowden, P. L. 6 Fall 2011

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