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Earth’s Changing Shape, Lesson 4 Grade Level: 2nd grade
Carol Humm Grade Level: 2nd
About the Author/Teachr K-8 instructional Coach
Flossmoor School District 161
Homewood, Illinois
Related Unit: Earth’s Changing Shape Lesson Length: six 30-45 minute lessons (approximate--can be adjusted to fit time)
Enduring Understandings Essential Questions
● Earth’s land is always changing. (2-ESS1-1)
● The shape of land can change slowly or quickly. (2-ESS1-1)
● Earth’s landforms are shaped by different processes including water, wind, ice, people and animals (2-ESS1-1)
● Cause and effect can be observed
through landform formation (2-ESS1-1)
● We can design an object solution to a problem by developing sketches, drawings or models and sharing ideas. (K-2-ETS1-2)
● How are earth’s landforms shaped? (2-ESS1-1) ● How long does it take to change the shape of the
lands on earth? (2-ESS1-1) ● How can we design an object to solve a problem?
(K-2-ETS1-2)
Transfer Goals
● Asking questions (for science) and defining problems (for engineering) ● Planning and carrying out investigations ● Obtaining, evaluating, and communicating information ● Developing and using models
Learning Objectives
● I can ask and answer questions.
● I can analyze texts, images and videos to gather information about how the earth’s land is shaped.
● I can explain verbally, visually or in writing my thinking about science investigations and concepts.
● I can describe patterns showing how earth’s landforms are shaped.
● I can use a model to demonstrate landform changes.
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Aligned Standards
● 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur
quickly or slowly.
● K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.
● RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
● RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
● RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.
● W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
● W.2.8. Recall information from experiences or gather information from provided sources to answer a
question.
● SS.IS.1.K-2. Create questions to help guide inquiry about a topic with guidance from adults and/or
peers. (IL-SS)
● SS.IS.2.K-2. Explore facts from various sources that can be used to answer the developed questions.
(IL-SS)
● SS.IS.3.K-2. Gather information from one or two sources with guidance and support from adults
and/or peers. (IL-SS)
Teacher Background Information Resources
● About Next Generation Science Standards (NGSS): http://ngss.nsta.org/About.aspx
● Understanding Three-Dimensional Learning of NGSS: http://www.nextgenscience.org/three-
dimensions
● Access the NGSS by Topic: http://ngss.nsta.org/AccessStandardsByTopic.aspx
● Classroom resources for NGSS 3-Dimensional Instruction: http://ngss.nsta.org/Classroom-
Resources.aspx
● Professional Learning on NGSS standards: http://ngss.nsta.org/Professional-Learning.aspx
● Content on Earth’s Changing Shape Erosion (natural and human made):
https://www.nationalgeographic.org/encyclopedia/erosion/
● Content on other Earth-shaping processes: “The Forces That Change the Shape of the Earth”
http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/the-forces-that-change-the-face-
of-earth
● Formative Assessment Explanation and 60 strategies for classroom use:
http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf
Prior Learning Needed to Access Lesson How Prior Learning Will Be Built Upon
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● Difference between a statement and a
question
● Express thoughts verbally and in
writing
● General understanding of what a
landform is (general understanding of
what mountains are)
● Understand what a pattern is
● Understand the concept of cause and
effect
● Understand what a model is
● Understand how to engage in
compare/ contrast
● An understanding of erosion
● An understanding of how to analyze a
primary source
● Already established norms on how to
respectfully participate in a small group
(or previous experience in small group
and develop norms during class)
● Generate questions on own using the 5 Ws and H to begin sentences.
● Students have multiple opportunities to discuss understandings verbally in partners, small groups and whole group situations. Students will be asked to practice writing their understanding in science notebooks. Some guidance provided in labeling in journals.
● Students will expand on their understanding of a landform by learning what processes shape the land to change them over time.
● Students will be asked to expand on their knowledge of patterns in landforms/ processes that shape the Earth.
● Students will observe cause and effect in the elaboration and will expand on this concept in context of the unit of study.
● Students are asked to develop a drawing model in their science notebooks to solve a problem--in this lesson landslide/ debris flow.
● Students will be asked to compare/ contrast articles and videos on landform processes and analyze the information to answer a guiding question.
● Students will be asked to build upon what they know by watching videos and reading articles on the subject and explaining their thinking verbally and in writing.
● Students will build on their primary source analysis skills by writing their own ideas on the Primary Source Analysis Tool and developing their own questions.
● Students will be asked to travel to stations in small groups. Norms for expected behavior should be established first, even modeled, if necessary. This process will need to run smoothly for content knowledge to be of the most benefit.
Library of Congress: Primary Sources Materials/Supplies/Resources ● Eruption of volcano, San Salvador ● Primary Source Analysis Teacher’s Guide: Analyzing
Photographs & Prints:
http://www.loc.gov/teachers/usingprimarysources/reso
urces/Analyzing_Photographs_and_Prints.pdf
● Primary Source Analysis Tool:
http://www.loc.gov/teachers/usingprimarysources/reso
urces/Primary_Source_Analysis_Tool.pdf
● Question Word Visual:
4
https://www.loc.gov/item/91787463/
● Volcanoes National Park, Hawaii
https://www.loc.gov/item/201063047
4/
● Aerial view of a portion of the San
Andreas fault in California's Sierra
Madre Mountains, midway between
Bakersfield and Santa Barbara
https://www.loc.gov/item/201363126
2/
● Avalanche of snow across railroad
tracks
https://www.loc.gov/item/99614490/
● Earthquake
https://www.loc.gov/item/mpc200500
1940/PP/
● Palestine events. The earthquake of
July 11, 1927. Landslide at the Jordan.
Reed house & booths left standing on
edge
https://www.loc.gov/item/mpc200400
4969/PP/
https://docs.google.com/document/d/1EUE76ieka8XHY
mnwilspKaM-Z0sWz7bvLvdfDMi2BTc/edit?usp=sharing
● science notebooks/ pencils
● 3-4 blankets or towels, folded and placed on top of one
another
● Per student: small paper plate, 2 graham crackers,
dollop of frosting
● Per group of 4-5 students: small bowl of water
● At least 6 internet-connected devices
● Graphic Organizer: “Quick or Slow? I’ve Got to Know!”
https://docs.google.com/document/d/1BhUvT_Xf8Ziisp
DeeQZS_J_s38QVlN3bnxQOap3LWFM/edit?usp=sharing
● Set up for stations:
● Mountain formation: o Text (webpage): (Have students read first
section “Making Mountains”--can use web page to view) https://kids.nationalgeographic.com/explore/nature/habitats/mountain/#Denali-mountain.jpg
o Video: Where do mountains come from? https://www.youtube.com/watch?v=Fd_XqYE2BWY
● Volcanoes: o Video:
https://www.youtube.com/watch?v=K7Oq9_DU1Mc
o Text: (webpage) http://www.onegeology.org/extra/kids/volcanoes.html (students can read portions or all of the webpage)
● Earthquakes: o Video:
https://www.youtube.com/watch?v=AArne-wh_Uc
o Text (Newsela article): “Africa may split into two parts millions of years from now” (this article will need to be printed because it requires a teacher log-in) https://newsela.com/read/elem-africa-two-continents/id/42222/
● Glaciers/ Lakes: o Video:
https://www.youtube.com/watch?v=W1InAfn7am0
o Text: “Bodies of Water: Lakes” (this article will need to be printed because it requires a teacher log-in) https://newsela.com/read/elem-sci-water-lakes/id/35271
● Weathering and Erosion: o Video: The Grand Canyon!
https://www.youtube.com/watch?v=oZZEJMtLOKU&t=2s
o Text: “Weathering and Erosion” (this article will need to be printed because it requires a teacher log-in) https://www.readworks.org/article/Natural-Events/9d95ef37-0ce7-414f-a9f7-
5
27949c2ba2a1#!articleTab:content/contentSection:766786c1-2b0c-4b35-b630-a7b2b16b6a8b/
● Landslides: o Video:
https://www.youtube.com/watch?time_continue=47&v=krJLnXpemtQ
o Text (pamphlet): Landslides and Debris Flow https://www.fema.gov/media-library-data/fa6b5d7e2ba787033672ad1afeb04bbb/FEMA_FS_landslides_508.pdf
● Small group reflection sheet
https://docs.google.com/file/d/0BwdfKYO4m_cvWlRkNj
BLaVZ4XzQ/edit
● Summative assessment (see Evaluate section)
● KWL class chart
Lesson Plan
Engage: How can I get students interested in this? ● The Engage portion of the lesson will take approximately 30 minutes.
● Potential student misconceptions:
o Since many lessons have focused on slow change over time, students may misunderstand that all
changes occur slowly. The content in this lesson is to help reinforce that earth-shaping events can
occur quickly or slowly. Continue to reinforce cross-cutting concepts of cause/ effect and stability/
change.
● (3 minutes) Connect to prior learning:
o Invite students to share their thinking and understandings from the evaluation section of Lesson 3. o Use these mini-projects as a stepping stone for a brief larger group discussion around what students
know so far about the unit essential understandings.
o Tell students today we will be continuing our study of landforms and will focus specifically on thinking
about the unit’s essential questions:
▪ How are earth’s landforms shaped?
▪ How long does it take to shape the Earth’s lands?
o Post and tell students that they will focus on the I can statements:
▪ I can analyze texts and visuals to gather information about how the earth’s land is shaped.
▪ I can describe patterns showing how earth’s landforms are shaped.
▪ I can explain my thinking verbally and in writing.
● (20 minutes) Tell students that today they will view a primary source image to get them thinking about certain
types of land formations and events that shape the land.
o Tell students they are going to work on creating “I wonder…” statements in the next lesson and will
spend time focusing on that in the image today. Display the primary source: Eruption of volcano, San
Salvador https://www.loc.gov/item/91787463/
o Teacher questions students about the primary source using questions such as those detailed below and
as outlined in the Primary Source Analysis Teacher’s Guide: Analyzing Photographs & Prints:
http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf
o Have students fill out a blank copy of the Primary Source Analysis Tool:
http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf
▪ Observe:
● Describe what you see.
● What do you notice first?
● What objects are shown?
● What is the physical setting?
● What details can you see?
● Write 2 details on your primary source analysis tool
▪ Reflect:
● How do you think this landform was shaped?
● How does this landform looks different than others we’ve studied?
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● What can you learn from examining this image?
● Why do you think someone took this picture?
● Write down one thing you understand on the reflect section of your primary source
analysis tool
o Remind students to use the Question Word Visual and ask questions below:
https://docs.google.com/document/d/1EUE76ieka8XHYmnwilspKaM-
Z0sWz7bvLvdfDMi2BTc/edit?usp=sharing
▪ Question:
▪ What do you wonder about by observing this image?
● Think about starting your question with one of these words:
o What?
o When?
o How?
o Why?
o Where?
o Who?
● Write down 1-2 questions you have about this image on your primary source analysis
tool
▪ Further Investigation:
● What more do you want to know about this image?
● How can you find out more about this?
● How can you find out more about landforms?
● Encourage students to write something they would like to study further in the last
section of the primary source analysis tool
● (2 minutes) Conclusion:
o Ask students how they thinking viewing a primary source like this helps them to understand the goals
of the unit.
Explore: What tasks/questions can I offer to help students puzzle through this? ● The Explore portion of the lesson will take approximately 30 minutes.
● (3 minutes) Connect to prior learning. Ask students to explain to you what this Question Word Visual helps
them to understand: https://docs.google.com/document/d/1EUE76ieka8XHYmnwilspKaM-
Z0sWz7bvLvdfDMi2BTc/edit?usp=sharing
● (20 minutes) Tell students that today they will view primary source images to get them thinking about certain
types of land formations and events that shape the land. Remind students that primary sources are pieces of
information, or artifacts, that were created during a specific time. Explain that the information they are going to
view is from the past, but they are primary sources because these pictures were created during the time of
study.
○ Display the primary source: Eruption of volcano, San Salvador https://www.loc.gov/item/91787463/
from the last lesson. Ask students to share some of the questions they developed from this image,
found on their primary source analysis tool. Then, model for them how to create “I wonder…”
statements about the artifacts they will view. Use the sentence frame starter “I wonder…” For
example, you may say such statements as “I wonder why smoke is coming out of that mountain?” “I
wonder why that mountain is shaped in an upside down ‘V’ like that?” Invite students to add to the “I
wonder statements.”
○ Next, tell students they will be working in small groups of 4-5 students to develop their own “I wonder”
statements or questions about the images they will view as a class. Make all students have their
science notebooks/ pencils ready to use to record. Either assign small groups, let students choose a
group of 4-5 students or use already established table-seating to get into groups.
○ Encourage students to write at least one question in their notebooks for each artifact. Also encourage
students to discuss these questions in the small group. It should be up to each group whether they
discuss the questions before or after writing. It is OK to have duplicate questions. The more important
idea is that students talk about their questions. Some students may need more verbal support for this
activity than others.
○ Place each of the following primary sources on a large sheet of chart paper. Place the chart papers
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either around the room taped to the walls, or in the hallway taped to wall. Have students circulate to
each image in turn in their groups and write questions/ I wonder statements under each image.
Students can either write on sticky notes and place on chart paper, or write directly on chart paper.
■ Volcanoes National Park, Hawaii https://www.loc.gov/item/2010630474/
■ Aerial view of a portion of the San Andreas fault in California's Sierra Madre Mountains,
midway between Bakersfield and Santa Barbara https://www.loc.gov/item/2013631262/
■ Avalanche of snow across railroad tracks https://www.loc.gov/item/99614490/
■ Earthquake https://www.loc.gov/item/mpc2005001940/PP/
■ Palestine events. The earthquake of July 11, 1927. Landslide at the Jordan. Reed house &
booths left standing on edge https://www.loc.gov/item/mpc2004004969/PP/
● (7 minutes) Conclusion:
○ Once all the images have been discussed and recorded, spend time displaying each of the chart paper
posters and ask students to discuss as a whole group what questions their small group developed for
each image. Ask if these questions lead to other “I wonder” statements/ questions.
○ Ask students what patterns they see in the images. Ask students what they think the next steps of
research should be after viewing these items.
○ Ask students how these images are similar or different to ones found in their area of the country. Ask
what we can learn about landforms in our area by studying landforms in other areas.
Explain: How can I help students make sense of their observations? ● Teacher prep: Teacher should ready stations prior to class. Each station needs 1-2 devices set up with 1 video and 1
article each. If the classroom has 1:1 capabilities, it is suggested to create QR codes at www.qrstuff.com so students
can scan the web pages for the videos/ articles. Some of the articles will need to be printed and copied because
they will require teacher logins. See below to indicate which articles need printing. If devices are unavailable for use,
provide students with grade level-appropriate trade books on each of the earth changes listed below instead of
using the videos. All articles listed can be printed for student use.
● The Explore portion of the lesson will take (2) 45 minute class periods. (If time is an issue, can cut to one 45 minute
class session by having students visit only 3 stations.)
● Potential student misconceptions:
o Since many lessons have focused on slow change over time, students may misunderstand that all changes
occur slowly. The content in this lesson is to help reinforce that earth-shaping events can occur quickly or
slowly. Continue to reinforce cross-cutting concepts of cause/ effect and stability/ change.
● Day 1: (2 minutes) Connect to prior learning:
o Tell students today we will be continuing our study of landforms and will focus specifically on thinking
about the unit’s essential questions:
▪ How are earth’s landforms shaped?
▪ How long does it take to shape the Earth’s lands?
▪ How can we determine where solid and liquid water is found on Earth?
o Post and tell students that they will focus on the I can statements:
▪ I can find evidence in text and videos to support a claim.
▪ I can describe patterns showing how earth’s landforms are shaped.
▪ I can explain my thinking verbally and in writing.
● (40 minutes) Explain: Have stations set up around the room. Tell students that today they will rotate between the
stations in small groups and view a video and read an article at each station. Either review previously developed
small group norms or discuss with students the most appropriate ways to behave in a small group situation. If this
procedure has not already been established, create an anchor chart for students to be able to view group norms
during work time.
o Before students rotate among the stations, display the graphic organizer: “Quick or Slow? I’ve Got to
Know!”
https://docs.google.com/document/d/1BhUvT_Xf8ZiispDeeQZS_J_s38QVlN3bnxQOap3LWFM/edit?usp=sh
aring Show them how to fill out each column of the organizer by circling whether the phenomenon is a
quick or slow one, writing down what evidence they found in the video or the article and where they found
the information.
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o Group students into 6 groups. Explain that each group will get 12 minutes to watch the video and read the
article and discuss as a group how to complete their graphic organizer. Groups will rotate to 3 stations on
day 1 and 3 stations on day 2. If needed, assign a higher-level reader to read the article out loud to the
group to assist students that are challenged readers.
o The 6 stations are as follows:
▪ Mountain formation: ● Text (webpage): (Have students read first section “Making Mountains”--can use web
page to view) https://kids.nationalgeographic.com/explore/nature/habitats/mountain/#Denali-mountain.jpg
● Video: Where do mountains come from? https://www.youtube.com/watch?v=Fd_XqYE2BWY
▪ Volcanoes: ● Video: https://www.youtube.com/watch?v=K7Oq9_DU1Mc ● Text: (webpage) http://www.onegeology.org/extra/kids/volcanoes.html (students can
read portions or all of the webpage) ▪ Earthquakes:
● Video: https://www.youtube.com/watch?v=AArne-wh_Uc ● Text (Newsela article): “Africa may split into two parts millions of years from now” (this
article will need to be printed because it requires a teacher log-in) https://newsela.com/read/elem-africa-two-continents/id/42222/
▪ Glaciers/ Lakes: ● Video: https://www.youtube.com/watch?v=W1InAfn7am0 ● Text: “Bodies of Water: Lakes” (this article will need to be printed because it requires a
teacher log-in) https://newsela.com/read/elem-sci-water-lakes/id/35271 ▪ Weathering and Erosion:
● Video: The Grand Canyon! https://www.youtube.com/watch?v=oZZEJMtLOKU&t=2s ● Text: “Weathering and Erosion” (this article will need to be printed because it requires a
teacher log-in) https://www.readworks.org/article/Natural-Events/9d95ef37-0ce7-414f-a9f7-27949c2ba2a1#!articleTab:content/contentSection:766786c1-2b0c-4b35-b630-a7b2b16b6a8b/
▪ Landslides: ● Video: https://www.youtube.com/watch?time_continue=47&v=krJLnXpemtQ ● Text (pamphlet): Landslides and Debris Flow (can be viewed online)
https://www.fema.gov/media-library-data/fa6b5d7e2ba787033672ad1afeb04bbb/FEMA_FS_landslides_508.pdf
● (3 minutes) Conclusion for Day 1: Have students share with whole group interesting facts found from stations.
● Day 2: Follow same procedures as above. Have small groups rotate to the other 3 stations on Day 2.
● (5 minutes) Conclusion: Ask students to share their findings about which processes occur quickly or slowly.
○ Ask students how these articles and videos show landforms/ formations that are similar or different to
ones found in their area of the country. Ask what we can learn about landform processes in our area by
studying landform processes in other areas.
○ Encourage students to use the terms of cross-cutting language such as “change,” “stability,” “cause,” and “effect” as they describe their ideas. If necessary, guide them to use sentence stems to frame their discussions.
Extend/Elaborate: How can my students apply their new knowledge to other situations? ● Teacher prep:
o fold 3-4 blankets or towels and place them on top of one another
o Prepare a small paper plate for each child with the following: 2 graham crackers, a dollop of frosting (keep
separate)
o Prepare a small bowl of water (shallow) for each group of 4-5 students (helpful if students sitting in table
groups for this activity)
● The Explore portion of the lesson will take approximately 40 minutes.
● Potential student misconceptions:
o Students may not realize that mountains were once different in shape and that they are formed over time.
Students may believe that these structures have always been there. Continue to reinforce cross-cutting
9
concepts of cause/ effect and stability/ change.
● (3 minutes) Connect to prior learning:
o Tell students today we will be continuing our study of landforms and will focus specifically on thinking
about the unit’s essential questions:
▪ How are earth’s landforms shaped?
▪ How long does it take to shape the Earth’s lands?
▪ How can we design an object to solve a problem?
o Post and tell students that they will focus on the I can statements:
▪ I can use a model to demonstrate landform changes.
▪ I can describe patterns showing how earth’s landforms are shaped.
▪ I can use a sketch, drawing or model to design a solution to a problem.
● (10 minutes) Design: Ask students to think about the articles and videos they analyzed in the last lesson. Have students reflect on their learning about landslides. Ask what they learned about why landslides were so dangerous. Next, ask students to think about what kind of structure they could design to prevent landslides from harming buildings and/ or people. Have them draw a structure in their notebooks that could keep the debris slides from causing damage. Ask them to think about what kinds of shapes they would need to include to keep the debris in place. After students have completed their drawings ask them to share and to explain:
o How will your structure keep the debris in place? o How does the shape of your structure help solve this problem? o Why might this be an important problem to solve with a structure?
● (20 minutes) Explore:
o First, teacher shows students 3-4 blankets or towels, folded and placed on top of one another. Ask
students what they notice about the blankets (students will respond by saying the blankets/ towels are
flat). Next, place your hands on the two sides of the blankets/ towels and start to push them together
slowly by bringing your hands closer to one another. As you push, the blankets/ towels should begin to
create bunchy folds. Ask the students what’s happening and why.
o Next, pass out the already prepared paper plates (with graham crackers and frosting dollop) to each child
and a small bowl of water to each group of 4-5 students.
o Tell students NOT to eat the items in front of them. Tell them you want them to explore what happens to
the frosting when you place the graham crackers on top and move them in different ways. Before using the
water:
▪ Ask students to pull the two graham crackers apart with the frosting underneath. What happens?
▪ Ask students to rub the two graham crackers next to each other and slide them back and forth
over the frosting. What happens?
▪ Next, ask students to carefully dip only part of one side of each cracker in the bowl of water (just
lightly dip). Then ask them to push the two crackers together. What do you notice happening?
▪ Finally, clean up activity for class discussion.
● (7 minutes) Conclusion:
o Ask students how they think this activity could be related to our study of earth’s landforms. Then ask, what
do the blankets/ towels and crackers represent? Ask what landform and landform-changing events do they
think these could be like?
● Ideas for this lesson came from the following sources:
o https://www.youtube.com/watch?v=ioqGcV1rS1g
o https://evavarga.net/modeling-plate-tectonics/
o If the teacher needs background knowledge, please explore these sources. However, please DO NOT show
to students at this time. These sources have quite a bit of explanation in them and we only want students
to explore at this stage. This is only for teacher understanding of activity/ background knowledge.
Evaluate: How can I help my students self-evaluate and reflect on the learning?
10
● The Evaluate portion of the lesson will take approximately 30 minutes
● (5 minutes) Connect to prior learning:
o Tell students today we will be completing our study of landforms and will focus specifically on thinking
about the unit’s essential questions:
▪ How are earth’s landforms shaped?
▪ How long does it take to shape the Earth’s lands?
o Post and tell students that they will focus on the I can statements:
▪ I can describe patterns showing how earth’s landforms are shaped.
▪ I can explain my thinking verbally and in writing.
● (20 minutes) Evaluate:
o Have students fill out a small group reflection sheet to determine how well groups are collaborating. You
can choose to use a form like this: https://docs.google.com/file/d/0BwdfKYO4m_cvWlRkNjBLaVZ4XzQ/edit
or develop your own questions based on the norms that were developed in your discussion/ on your
anchor chart.
o Have students fill out a summative assessment to determine understanding. Answers to this exit slip can be
used to group students according to level and depth of knowledge to be used for small group instruction
on the unit concepts. Questions for the summative assessment (see written form below). If students are
struggling expressing themselves in writing, teachers may want to consider the idea of allowing students to
answer questions verbally/ record themselves on video for later review by teacher.
▪ 1. How are Earth’s landforms shaped?
▪ 2. How long does it take to shape the Earth’s lands?
▪ 3. What is erosion?
▪ 4. What natural forces cause erosion?
▪ 5. What unnatural forces can cause erosion?
▪ 6. Name some natural events that shape the Earth quickly.
▪ 7. Name some natural events that shape the Earth slowly.
▪ 8. How can we design an object to solve a problem?
▪ 9. What do you still wonder about this unit? What would you like to know more about? Ask your
questions below.
o Teacher will know students are progressing in their knowledge of concepts if the following is evidenced in
the student exit slips: (see rubric below):
▪ Students explain that landforms can be shaped by many different processes, some that are slow-moving and some that happen quickly. (Students may reference mudslides, erosion, etc.)
▪ Students describe that the shape of Earth’s land is always changing. ▪ Students describe that there are many types of landforms on the Earth ▪ Students use academic vocabulary for the unit in their projects. Academic vocabulary would
include words like erosion, weathering and surface. ▪ Students can name that water, wind and ice cause erosion. ▪ Students can explain that sometimes humans can cause or speed up erosion. Understanding
demonstrated with specific examples. ▪ Students can name events that shape the Earth quickly: earthquakes, land/ mudslides, volcanoes ▪ Students can name events that shape the Earth slowly: erosion, glaciers, mountain formation, etc. ▪ Students can develop questions about the unit of study--specifically using the words who, what,
where, why, when, how at the beginning of their questions. ● (5 minutes) Conclusion:
o Ask students if there is anything else they would like to add to the KWL chart, specifically in the “L” or “Q”
columns.
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Earth’s Changing Shape: Lesson 4 Summative Assessment
Name: _______________________________________________ Date: __________________
1. How are Earth’s landforms shaped?
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2. How long does it take to shape the Earth’s lands?
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3. What is erosion?
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4. What natural forces cause erosion?
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5. What unnatural forces can cause erosion?
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6. Name some natural events that shape the Earth quickly.
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7. Name some natural events that shape the Earth slowly.
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8. How can we design an object to solve a problem?
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9. What do you still wonder about this unit? What would you like to know more about? Ask your
questions below.
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10. How can we describe and classify different materials?
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11. Name a type of material: _______________________________________________
List some of your material’s properties:
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Lesson 4 Summative Assessment Rubric
Name: _______________________________________________ Date: __________________
Concepts Level 1--Below Level 2--Meets Level 3--Exceeds
How are Earth’s landforms shaped?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Able to demonstrate that land changes through wearing away through wind, water or ice (names at least 2 of these) OR that land changes through another logical process: faults, earthquakes, volcano, erosion, glaciers
Uses the unit vocabulary in description to explain land-shaping processes: surface, faults, earthquakes, volcano, erosion, glacier. Description is clear and accurate and shows high level of understanding.
How long does it take to shape the Earth’s lands?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Able to explain that land can change slowly over many, many years (erosion, faults, glaciers) AND quickly over a few minutes or hours or days (earthquakes, volcano, landslide).
Able to explain that land changes can happen slowly over many, many years (erosion, faults, glaciers) AND quickly over a few minutes or hours or days (earthquakes, volcano, landslide). Accurate and shows high level of understanding.
What is erosion? Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Defines erosion as a wearing a way of land over time. Names at least 1 way erosion impacts land (wind, water, ice, humans.)
Defines erosion as a wearing a way of land over time. Names at least 2 ways erosion impacts land (wind, water, ice, humans.)
What natural forces cause erosion?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to name at least 2 forces that cause erosion (wind, water, ice, animals).
Is able to name 3-4 natural forces that cause erosion (wind, water, ice, animals).
What unnatural forces cause erosion?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to relate that humans or technologies of human design cause erosion.
Is able to relate that humans AND technologies of human design cause erosion.
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Name some natural
events that shape the
Earth quickly.
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to name 1-2 types of natural events that shape the Earth quickly (earthquakes/ fault movements, landslides/ mudslides, volcanic eruptions, etc.)
Is able to name 3 types of natural events that shape the Earth quickly (earthquakes, landslides/ mudslides, volcanic eruptions, etc.)
Name some natural
events that shape the
Earth slowly.
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to name 1-2 types of natural events that shape the Earth slowly (erosion, glacial movement, mountain formation/ fault movements)
Is able to name 3 types of natural events that shape the Earth slowly (erosion, glacial movement, mountain formation/ fault movements)
How can we design an object to solve a problem?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of science and engineering practices.
Able to state that you can sketch, draw OR create a physical model to solve a problem (state at least 1).
Able to state that you can sketch, draw OR create a model to solve a problem (state at least 2) AND that the shape of the object you create is important in solving your problem.
What do you wonder about this topic?
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to formulate at least 2 questions that begin with either who, what, where, when, why or how.
Is able to formulate at least 2 higher level questions that most likely begin with why or how.
How can we describe and classify different materials? Name a type of material and list some of its properties.
Unable to answer question in either drawing, words or orally. Or, information provided is inaccurate/ shows major misunderstandings of core content areas/ cross-cutting concepts.
Is able to list a material and at least 2 reasonable properties of that material.
Is able to tell that we can describe and classify different materials based on their observable properties (or may see I can sort materials based on what I see). AND Lists one material and at least 2 reasonable properties of that material.
Total Score _________/ 30 Percentage: ______________
(21 points meets expectations, above consider enrichment, below consider additional instruction/
supports--see lesson for ideas--use this information for grouping students and providing additional
instruction)
