Understanding by Design Template

Stage 1 - Desired Outcome

Established Goals:

The goal of this lesson is for students to explore physical and chemical weathering. Students will be able to

describe different types of physical and chemical weathering, as well as hold a basic understanding of the

effects of weathering on the Earth. Students will also be able to connect human made modifications to

account for different types of weathering.

6.5 The student will investigate and understand the unique properties and characteristics of water and its roles in

the natural and human-made environment

6.5a the action of water in physical and chemical weathering

Understandings:

Essential Questions:

Students will understand that…

* How does weathering shape our world?

* What are different types of chemical and physical weathering?

How does abrasion and exfoliation effect different types of physical weathering?

*Where does acid rain come from and how does it affect rock?

*Chemical and physical weathering are common occurrences and happen all around us

*Where does chemical and physical weathering occur in your daily life?

*Common student alternative conceptions could include: there is no such thing as chemical weathering,

oxidation is not an actual type of weathering, and weathering is an everyday occurrence (such as rain,

snow, or sunny weather).

Stage 2 - Assessment Evidence

Performance Tasks:

Other Evidence:

* Through what authentic performance tasks will students demonstrate the desired understandings?

* Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals)

will students demonstrate achievement of the desired results?

* By what criteria will performances of understanding be judged?

* How will students reflect upon on self-assess their learning?

*Students will discuss different types of chemical weathering

*Students will discuss the effects of an avalanche

*Students will participate in a lab where they predict, observe, and record trends associated with physical

weathering

*Students will discuss different types of physical weathering

*Students will observe and document different types of weathering around the school and create either an

infographic or video explaining one specific type of weathering.

*Students will give examples of adaptations they have encountered man has created to handle the effects

of weathering.

Stage 3 - Learning Plan

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?

How will the

design

W = students have an deeper understanding of different types of weathering, where it occurs, why it

occurs, and how we adapt to it.

H = discrepant event: seashell in hydrochloric acid

E = 2 hands on activities: Dissolving chalk and rock shaking

R = Infographic or video project, explaining where they have encountered weathering or provide examples

of different types of weathering

E = working in a group of 3 allows for students to collaborate with

each other and discuss ideas before talking to the whole class.

T = students form their own hypothesis, observe the effects of a small scale weathering activity, talk about

experiences they have had, why they made certain predictions, as well as ask and answer questions that

arise during the activity

O = the activity sheets give clear directions and places to record data neatly. Note handouts correlate to

presentations to aid in students obtaining information as well.

Prior Knowledge Assessment Day 1

Title: Chemical Weathering

SOL Objective

6.5 The student will investigate and understand the unique properties and characteristics

of water and its roles in the natural and human-made environment

6.5a the action of water in physical and chemical weathering

Lesson Objective/Purpose

Students will be able to understand different types of chemical weathering.

Learning Objective

Students will understand factors that contribute to chemical weathering that shape our

world and how we adapt to live in it.

Materials

Chalk (1 pack)

Vinegar

Plastic cups (20, 2 for each group)

Foil trays (10)

Gloves

Eye-droppers

2 small seashells

Small amount of muriatic acid (found at Home Depot)

Safety Issues

Students will be in the presence of corrosive acids so the teacher should not allow

students to handle those materials. Students will also be handling vinegar and should be

careful of avoiding contact with their eyes.

Engage/Warm-up (10 minutes)

Discrepant event.

Ask students what they think will happen when the seashell is placed into acidic solution

o Write hypothesis on the board

Drop seashell into muriatic acid

Have students write down at least 2 observations

Ask students what they think happened and why

Explore (15 minutes)

1. Randomly groups of 3 students using the Smart Board random group generator

2. Activity 1: Chalk and Vinegar Reaction (15 minutes)

a. Person 1 is the “principal investigator”. The group firsts consults this person

when questions arise. Person also conducts the activity when appropriate.

b. Person 2 is the data recorder. This person records observations made by the

group

c. Person 3 is the presenter. This person reports observations and explanations to

the class at the end of the activity

d. Write down initial hypothesis

e. Scratch an X into chalk

f. Place chalk in petri dish and add 5 drops of vinegar; record observations

g. Add 10 drops of vinegar and record observations

h. Add increments of 10 drops of vinegar at a time, each time writing down

observations until chalk is dissolved

i. Write down explanation of what occurred

Explain (15 minutes)

1. The presenter for each group will state their hypothesis

2. Groups will discuss what they observed, and why they think it happened

3. Key Vocab: chemical weathering, oxidation, acid precipitation

a. Have students write down definitions

b. Give examples

4. Types of Chemical Weathering

a. Oxidation (rust)

b. Acid Rain

c. Ground water and acids

d. Living reaction (lichen on rocks)

Extend (5 Minutes)

Talk about Cleopatra’s Needle and the effects that acid rain has had on the rock

Clean Up (5 Minutes)

All materials need to be washed or thrown away

Chairs pushed in

Evaluate

Formative: Student conversations and observations written down on activity sheets

Summative: None

Prior Knowledge Day 1 Activity Sheet

Group Members

Names:__________________________________Date_________________Period________

Disappearing Rock

Hypothesis

Amount of Vinegar Added Observation

0

5 Drops

10 Drops

10 Drops

10 Drops

10 Drops

10 Drops

What happened as you continually added vinegar to the chalk? What was the texture like?

What happened to the X you scratched into the chalk?

Why do you think this happened?

Expand your thinking! How do you think acid rain precipitation causes

rocks to weather faster?

Prior Knowledge Assessment Day 2

Title: Physical Weathering

Lesson Objective

Students will be able to explain and understand different types of physical weathering.

Learning Objective

Students will understand factors that shape our world and how we adapt to live in it.

SOL Objectives

6.5 The student will investigate and understand the unique properties and characteristics

of water and its roles in the natural and human-made environment

6.5a the action of water in physical and chemical weathering

Materials

1. T/F engage quiz PowerPoint

2. Pieces of gravel (30)

3. Film canisters (20)

4. Scales (10)

5. PowerPoint of definitions

6. Notes outline

7. Activity sheets

8. Songs for kids to shake rocks to: Shake it Off by Taylor Swift, Hey Ya by Outkast, Twist,

Enter Sandman, I Feel Good by James Brown

Safety Issues

No immediate safety issues are present in this lesson. However students should be careful

while shaking the rocks in the film canister

Engage (10 minutes)

Warm-up: T/F quiz on chemical weathering (Smart Board) (Working with mentor

teacher)

Engaging Activity: Short video of an avalanche

1. What is happening in the video?

2. Why are some rocks bigger than the others? What is going on with all that

dust?

Explore (20 minutes)

3. Randomly group students into groups of 3 using the Smart Board random group

generator

a. Person 1 is the “principal investigator”. The group firsts consults this person

when questions arise. Person also conducts the activity when appropriate.

b. Person 2 is the data recorder. This person records observations made by the

group

c. Person 3 is the presenter. This person reports observations and explanations to

the class at the end of the activity

4. Pass out an activity sheet to each student

5. Activity: Rock Shaking (talk to students and do 1 round of shaking with them to

make sure they understand the procedure)

a. Have a small piece of gravel in a film canister with water.

b. Measure initial mass of rock and record

c. Shake rock in water for 1 minute

d. Blot rock dry and re-measure rock’s mass

e. Place rock back in container and shake for another 2 minutes

f. Blot, re-measure, and repeat for 8 more 2 minute shaking sessions

Explain (10 minutes)

5. Students will explain in both groups and as a whole class the effects of different forms of

weathering.

a. Their hypothesis and what they think is going on

6. Key Vocab: Weathering , physical weathering, abrasion, exfoliation

a. Have students write down definitions

b. Give examples

7. Types of Physical Weathering

a. Pressure change

b. Temperature change

c. Animal action

d. Wind, water, and gravity

e. Plant growth

Extend (Incorporate into the Explain section as well) (5 minutes)

Students will explain different man made adaptations, such as locks on bridges to relate

physical weathering to real world applications.

Evaluate

Formative: Student conversations and observations written down on activity sheets

Summative: None

Name __________________________________

Prior Knowledge Day 2 Activity Sheet

Effects of Water on Rocks

Question: How does water affect rocks?

Hypothesis:

______________________________________________________________________________

______________________________________________________________________________

Procedure:

Materials: 2 film canisters, water, scale, and 1 piece of gravel

Procedure:

o Take initial mass (in grams) of gravel piece

o Place gravel into film canister and fill with water

o Close canister’s lid

o Shake gravel piece for 1 minute

o Dry of gravel piece with paper towel VERY well

o Take mass of gravel piece again

o Put gravel back into canister and shake for 3 minutes

Data/Results:

Initial

Mass

(grams)

Mass

after 1

minute

Mass after

3 minutes

Mass after

3 minutes

Mass

after 3

minutes

Mass after

3 minutes

Change in

gravel

mass.

(Initial-

Final

mass)

What trend(s) did you observe?

Why do you think these trends occurred?

Where in nature does this occur?

Prior Knowledge Day 3

Chemical and Physical Weathering

Lesson Objective

Students will be able to identify signs of weathering in their immediate school environment and

consequently in their daily lives. They will also be able to create either a short commercial or infographic to

communicate what they know about a specific type of chemical or physical weathering

SOL Objective(s)

6.5 The student will investigate and understand the unique properties and characteristics of water and its

roles in the natural and human-made environment

6.5a the action of water in physical and chemical weathering

Safety Issues

Students will be outside on school property so teachers and students should be aware of themselves, others,

and their surroundings. Students will also conduct internet research and should be mindful of school policies for

internet safety.

Materials

1. Access to laptops or a computer lab

2. Digital camera or other device to take photos

3. Notebook paper

4. Pencils

Engage (5 minutes)

1. Show an environmental awareness commercial

2. Ask what the point of the commercial was and how it was conveyed

Explore (30 minutes)

1. Create 8 groups of students (about 3 to a group) and assign them a certain type of weathering (animal

activity, acid rain, water movement, etc.)

2. Begin research on internet

a. How does your type of weathering affect the earth?

b. What are some adaptations humans have developed to mold our world to fit in with these

changes?

c. The definition of your type of weathering

d. What are the positive aspects of your type of weathering?

e. What negative aspects are there associated with your weathering?

f. Find a minimum of 4 pictures showing your type of weathering

3. Option of two different projects: Infographic or a 2 minute video clip

a. Infographic

i. Students will use http://piktochart.com/ to create their infographic

ii. Type of weathering (chemical or physical)

iii. Definition of the specific type of weathering

iv. Photos of weathering evidence around the school

v. Effects the weathering has

vi. Man adaptations

vii. How does the weathering occur

viii. Where are we most likely to see it

ix. Environmental impact

x. At least 4 photos (2 must be from the school)

xi. At least 2 different examples of weathering

xii. What it does and its impact on the earth

b. Video Clip

i. Students will use https://studio.stupeflix.com/en/ to create their videos if window’s movie

maker is not available

ii. Type of weathering (chemical or physical)

iii. Definition of the specific type of weathering

iv. Photos of weathering evidence around the school

v. Effects the weathering has

vi. Man adaptations

vii. How does the weathering occur

viii. Where are we most likely to see it

ix. Environmental impact

x. At least 5 photos (2 must be from the school)

xi. At least 2 different examples of weathering

xii. What it does and its impact on the earth

4. Collect at end of class period

Explain (20 minutes)

Present infographic or video to the class

Have students briefly explain how their examples demonstrate their type of weathering

Extend

Have you ever experienced this type of weathering before?

Where?

Talk about environmental and human adaptations

Evaluation

Formative:

Students working together and researching topic

Asking questions and student responses

Conversations with students

Summative

Students’ final infographic or video will be evaluated on the criteria listed below.

Category 4 3 2 1 0 Total

Content Accuracy At least 4 examples are

used to describe

content. At least 1

comes from school

grounds. Written

aspects all accurate.

3 examples used to describe

content. 1 comes from school

grounds. Minor inaccuracy

with written aspects

2 examples

used, with 1

coming from

school

grounds. Some

inaccuracies

with written

aspects.

Only 1

example was

used and

major

inaccuracies

with written

content

No examples

given or all

examples

given are not

relevant to

topic. No

written

content to

support

examples.

Graphics All graphics used are

related and enhance the

overall final product.

90% of graphics used relate

and enhance the overall final

product

50% of

graphics used

relate and

enhance the

overall final

product

25% of

graphics

relate and

enhance the

overall final

product

0% of

graphics used

relate and

enhance the

overall final

product

Personal

example/experience

Experience/example

directly relates to

specific weathering

type and adaptations to

weathering also clearly

stated

Experience/example mostly

relates to specific weathering

type and adaptations to

weathering also mostly clearly

stated

Experience

/example

somewhat

relates to

specific

weathering

type and

adaptations to

weathering

also somewhat

clearly stated

Experience/

example

indirectly

relates to

specific

weathering

type and

adaptations

to

weathering

not stated

No example/

experience

given

Grammar No misspellings and

proper grammar used

throughout product

There is 1 misspelling or

grammar mistake

There are 2

misspellings or

grammar

mistakes

There are 3

misspellings

or grammar

mistakes!

There are

more than 4

misspellings

or grammar

mistakes

Time Meets 2 minute time

expectation and does

not go over 3 minutes

30 seconds short of 2minute

minimum.

1minute short

of 2 minute

minimum

1:15 short of

2 minute

minimum

1:30 minutes

short of time