1. Big Ideas: ● Weathering, erosion, and deposition act together in a cycle to wear down and build up the earth’s surface, consequently these forces shape our landscape. ● Understanding science is often a hands-on process. ● Scientist use their knowledge of math and statistics to represent their findings. Unit Plan Sarah Kirby

2. Examples of Differentiation Students understand the processes by which glaciers erode the land. (practical) Students will take a block of ice, with sand frozen into it, and rub it over a bar of soap. Students will apply their knowledge of glaciers to explain what the ice is doing to the soap. Students can name and explain the four elements which cause erosion and deposition.(creative) Students will create a poem using key terminology and definitions. Students can compare and contrast mechanical and chemical weathering.(analytical) Students will create a Venn diagram Students can list the three results of wind or sand erosion/deposits on the coast.(memory) Short quiz

3. How does this address the core propositions? Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. –NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things. –They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. –They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. Like everyone in this cohort, I was able to delve deep into my curriculum while planning this unit. I worked with the state standards and created my own big ideas and essential questions. I took ownership over this unit and I now understand what I am teaching at a deeper level. I was also able to pull in strategies from our other classes to expand my lessons. I am excited to implement the skills from this course into my daily practice.