weathering

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					                   SUNSHINE STATE STANDARDS:
                   SC.6.E.6.1
                   NATIONAL STANDARDS:

                   OBJECTIVE: What will your students will be able to do by the end of class?
Defining Success
                   SWBAT identify types and causes of weathering and differentiate between them.
                   ASSESSMENT: How will you know concretely that KEY POINTS. What three to five main ideas or
                   all of your students have mastered the objective?   steps will you emphasize in your lesson?
                   Students will complete a lab activity and turn in a            Chemical weathering changes one
                   lab report.                                                        substance into another
                                                                                  Mechanical weathering changes one
                                                                                      substance into small pieces of the same
                                                                                  Chemical and Mechanical weathering
                                                                                      can occur simultaneously



                   INVITATION: How will you focus, prepare and engage students for the lesson’s             MATERIALS:
                   objective? What questions will students answer? What observations will be made?

                    Show class pictures of a mountain, rolling hills and a beach. Ask them to discuss the
                    similarities and differences between the pictures and the way they’re related. Assess
                    students’ prior knowledge of weathering and ask them to describe the process and
                    where they’ve seen evidence of it. For example, they may describe seeing a sidewalk
                    being broken by a tree root, or that sand is tiny pieces of rock.
                   EXPLORATION: How will students engage in open-ended exploration of real
                   phenomena, discussion about their discoveries, ideas, and questions that arise?
                   Hand out one piece of hard candy to each student. Assign half of the class to briefly
                   chew their candy before dissolving it in their mouths and the other half to NOT chew        -   One piece
Learning Cycle




                   their candy. When the students finish their candy they should raise their hand.                 of hard
                   Document the time taken to dissolve the candy completely and draw a frequency                   candy for
                   distribution of the time to dissolution based on the treatment assigned (chewed or not          each
                   chewed)                                                                                         student

                   CONCEPT INTRODUCTION: How will you convey the knowledge and/or skills of
                   the lesson? What will your students do to process this information?
                   Discuss with the class how the activity demonstrated weathering

                   The chewed candies were mechanically weathered (increasing the surface area of the
                   candy) before the chemical weathering—saliva dissolving the candy. Increased
                   surface area speeds up weathering.

                   Make a concept map of the types of weathering and their causes (it’s in the chapter
                   summary at the end of the book). Describe the differences between the types and the
                   causes.

                   APPLICATION: In what ways will your different learners attempt the objective on
                   their own? How will students apply the new knowledge and skills to solving a
                   problem or meeting a challenge?
      Explain to the students that they’re going to perform a weathering experiment and         FOR EACH
      give them this problem statement:                                                         GROUP

      In which bottle is chemical weathering occurring?                                         2 soda bottles--one
                                                                                                bottle contains
      Give each group two soda bottles full of clear liquid and clearly marked as either A or   water AND one
      B and a handful of limestone rocks. Instruct the students to separate the rocks into      bottle contains
      two groups and weigh each one separately and record the value. They will put one          vinegar or lemon
      group of rocks into the bottles and shake for ten minutes. At the end of ten minutes      juice solution (low
      they weigh the rocks again and determine which liquid contained a substance that          pH)
      would chemically weather the rocks in addition to the mechanical weathering caused
      by their shaking.                                                                         handful of
                                                                                                limestone rocks
      The rocks in bottle with water only should weigh more relative to t heir starting
      weight than the rocks in the low pH bottles.


      REFLECTION: How will you have students summarize what they’ve learned and how
      they arrived at their current understanding? How will you reinforce the objective’s
      importance and its link to past and future learning as well as new conceptual
      frameworks?
      After the exercise, guide students in a discussion of what they observed and what they
      concluded.

      Students will write a lab report in standard format (Problem, Hypothesis,
      Methods/data, and Conclusion) to summarize the outcome of their experiment and
      describe how it relates to chemical and mechanical weathering.



EXTENSION: How will you incorporate ideas for further exploration?
Ask students to predict and discuss what types of weathering are prevalent in Miami compared to other parts of the
country. Show them pictures of rock formations and ask them to describe what agents of weathering have
contributed to that particular formation.

DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your
classroom (ELL STRATEGIES/IEP IMPLEMENTATION)?
Use the buddy system. Have students draw pictures.

				
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posted:9/25/2011
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