SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Arnel Rey Homeres Redoblado

Class Title
Earth Science

806084240
Lesson Title

Coastal Erosion

STANDARDS AND LESSON OBJECTIVES

Next Generation Science Standards
HS-ESS3-1
Construct an explanation based on evidence for how the
availability of natural resources, occurrence of natural
hazards, and changes in climate have influenced human
activity. [Clarification Statement: Examples of key natural
resources include access to fresh water (such as rivers,
lakes, and groundwater), regions of fertile soils such as
river deltas, and high concentrations of minerals and
fossil fuels. Examples of natural hazards can be from
interior processes (such as volcanic eruptions and
earthquakes), surface processes (such as tsunamis, mass
wasting and soil erosion), and severe weather (such as
hurricanes, floods, and droughts). Examples of the results
of changes in climate that can affect populations or drive
mass migrations include changes to sea level, regional
patterns of temperature and precipitation, and the types
of crops and livestock that can be raised.]
Lesson Objective(s)

Subject Area

Students will be presented a case scenario in

which they are to formulate a questions regarding
coastal erosions effect on a housing complex.
o The case study is comparing two similar,
coastal housing properties. One property
is currently experiencing rapid coastal
erosion and may collapse in the next few
years. The second is built further down
the coast, is built on a similar foundation,
and is experiencing similar weathering
and erosive properties.
Students are given evidence (historical
photographs) to state an early claim.
o The evidence given to the students is a
compilation of historical photographs and
descriptions of the same location from
1972 2016.

Students will research texts to refine and adapt

their claim.

Students will compare and contrast the two

locations from the case study to collect evidence
for their claim.

Geoscience
Unit Title
Shaping EarthS
Surface

Grade Levels
9th-12th

Total Minutes
159 Minutes (3
Sessions)

Common Core State Standard Connections

ELA/Literacy
RST.11 12.1 Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps
or inconsistencies in the account.
WHST.912.1 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/experiemnts, or technical processes.
Mathematics
MP.2 Reason abstractly and quantitatively.
HSN.Q.A.2 Define appropriate quantities for the purpose
of descriptive modeling.
Evidence

Students will complete an Argumentation Guide

(Epistemic Practice Argumentation).

Students will annotate texts and organize their

background research onto a concept map.

Students will communicate their explanation with

the class through discussion and provide evidence
from the texts/videos to support their claims.

Students will summarize their claims with

evidence in the form of a portfolio containing
evidence throughout the entire unit.

Students will discuss their evidence among peers

and explain their claim based on evidence.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Assessment

Feedback Strategy

How Informs Teaching

EntryLevel

Warm-Up / Vocabulary

Questions In
Discussion/Powerpoint:
Formati
ve

Background
Research/Concept Map
Argumentation Guide

Closing Discussion
Summat
ive

Argumentation Guide
Portfolio Of Evidence

Warm-Up
Discussion
Students will
participate in a
warm up activity
to begin thinking
about coastal
erosion and
share their ideas.
Vocabulary This
lesson
incorporates
aspects of the
previous
mechanical
weathering lab.
The teacher may
review some key
vocabulary with
a word wall.
Questions during
discussion/power
point.
Concept Map
Background
research will be
organized into a
concept map.
Some sections of
the
Argumentation
Guide will be
completed as
students work to
make a claim
and build their
explanations.
Completed
Argumentation
Guide students
will have
completed all
sections of the
Argumentation
Guide
Letter To
Landownerthe
letter to the
landowner
should include a
summary of the
scenario and
incorporate the
students claims
supported with
evidence.

Address misconceptions
and preconceptions
about mechanical
weathering from the
previous lesson. Coastal
erosion heavily involves
concepts of mechanical
weathering.
Everyday Concepts of
Scientific Phenomena:
Students may view
coastal erosion as solely
an erosional force, but
beach profiles can grow
as sand is transported
and accreted as well.

Questioning during the

powerpoint/discussions
can supported with
immediate verbal
feedback.
The teacher can monitor
if the influential factors
affecting coastal erosion
are relevant and
supported by details.
Students will be able to
communicate to each
other feedback as they
work in pairs to complete
the Argumentation
Guide.

Students will provide

each other feedback as
they communicate in the
closing discussion.
Feedback for the
Argumentation Guide
and Letter to Landowner
will have to be returned
in writing at a later time.

FOCUS OF INSTRUCTION
Instructional Strategies
PowerPoint To Pace Case Study.
Videos throughout lesson to provide evidence and observations.
Facilitating Questions used in discussions and case study.
Concept Map & Argumentation Guide to organize students thoughts and research.
Discussions / Socratic Circle

The teacher will know if

the teacher needs to
briefly review aspects of
the previous mechanical
weathering lesson.
Coastal erosion ties
heavily with mechanical
weathering.
The teacher may need to
revisit some of the
previous
vocabulary/concepts.

Questions in the
discussion/powerpoint
will be used to regularly
monitor student
progress. Because the
powerpoint dictates the
pace of the class, the
teacher can choose to
provide supplementary
support or progress
quicker.

The Closing
Discussion/Argumentatio
n Guide/ and Letter To
Landowner serve to
compile and summarize
student finding into one
written piece. The letter
itself will follow a rubric.

Lesson Introduction/Anticipatory Set

Time
Teacher Does

Student Does

Warm-Up Video/Discussion:
As a warm-up activity, the teacher will have
students watch a short, one-minute video of
coastal erosion working at a very small scale.
Afterwards, the teacher will engage the students in
a short discussion with facilitative questions with
the cross-cutting concept, Stability and Change,
in mind.
1 Minute Video: Time-Lapse Of Beach Erosion
https://www.youtube.com/watch?v=-zuiJSiTQlA

15
Minutes

After watching the time-lapse video of

beach erosion, what forces do you see at
work?

Potential Point of Engaging Prior Knowledge:

The teacher will share their personal experience of
visiting a beach after a storm event vs. visiting the
beach on a regular day.

Comparisons of the two events show

characteristic differences in wave energy
generated from storm events compared to
a regular day. Due to the high wave
energy during storm events a large
amount of the beach profile is eroded
away. Berms are pushed further back with
a steep face.

Warm-Up Video/Discussion:
Students will view a one-minute, time-lapse video of
beach erosion. The students are to:

watch the Time-Lapse Of Beach Erosion

video

answer the warm-up question

share their ideas with a neighbor

share their ideas with the class as a whole

when asked to volunteer or called upon

Vocabulary:
The teacher will then review vocabulary and
concepts from the previous mechanical & chemical
weathering lessons/lab activities. Since the lessons
are closely tied together, the teacher will work to
link previous vocabulary/concepts with new
vocabulary/concepts.

Reviewing Previously Learned

Vocabulary/Concepts:
Continuing off of the previous discussion, the
students will link their learning from the previous
mechanical & chemical weathering lessons to what
will be covered in this lesson.

Coastal Erosion is primarily driven by

mechanical weathering forces.

Key Vocabulary To Briefly Review:

Mechanical Weathering

Chemical Weathering

Abrasion
Key Concepts To Briefly Review:

Connect previous learning from lab

activitiescomparing rates of erosion
across the three rock types (sedimentary,
igneous, metamorphic)
New Vocabulary:

Wave/Hydraulic Action

Corrasion

Attrition

Berm/Beach Profile
Lesson Body
Time
Teacher Does
1 Day
Case Study: House Properties & Coastal Erosion
The teacher will present the anchoring activity on
powerpoint slides and provide students with their
own printed out copy as well. The teacher will pace
the case study in accordance to the progression of
the class. The teacher will instruct students to
work collaboratively in pairs to read and annotate

Student Does
Case Study:
Students will work collaboratively in pairs to
annotate the beginning parts of the case study.

In regards to the Argumentative

Guide, at this point there will be
completing the Claim and Evidence
sections.

the beginning section of the case study.

Premise Of Case Study:

The case study focuses on a housing
complex located along a cliff face in
Pacifica, California. This part of California is
prone to prone to coastal erosion and a
housing complex is on the verge of
collapsing into the sea. City officials and
residents are scrambling to collect their
things before the inevitable. The
landowner of a second housing complex,
located not too far away from the first, but
at a relatively further distance from the
cliff is worried it may undergo a similar
situation. The students are to make an
evidence-based claim explaining to the
landowner if the housing complex is safe
or in danger.
Anchoring Activity Based On:
http://www.sfchronicle.com/bayarea/article/Pacifica
-cliff-disaster-Photos-1972-to-today-6801897.php
The photographs in the link above are a historical
record of the erosion. The video below shows the
cliff-face today.
Video/Discussion:
Pacifica Coastal Erosion Drone Video:
https://www.youtube.com/watch?v=K7eGj4TTS-k
Cliffside Homes Near Collapse In California
due To El Nino Erosion:
https://www.youtube.com/watch?v=t80GUlJDW_o
Information & Evidence include at both housing
sites include:

A historical record of photographs and/or

illustrations of the area.

A description of the composition of the

cliff-face.

A description of any key features that may

influence its erodability such as faults,
fractures, etc.
Inclusion Strategy: Explicitly Teach Text
Structure
Prior to having students do background research,
the teacher may provide a mini lesson explicitly
teaching text structure. With focus on :

Main ideas, List Format, Order Structure,

Classification Structure, etc.
Background Research & Concept Map:
The teacher will then provide students an
opportunity to do background research on the
primary and secondary factors influencing erosion
rates. A concept may will be given to the students
to organize their thinking.
Concept Map Design:
https://goalbookapp.com/toolkit/strategy/conceptmapping
Instruction On Argumentation Guide
At key points throughout the powerpoint
presentation, the teacher will inform the students
to complete different sections of the

As they progress through these beginning parts of

the case study, the students will be provided the
evidence.
Background Research:
They will then do background research online or in
their textbooks to determine the factors influencing
coastal erosion in this scenario.
Students will do background research the primary
and secondary factors influencing erosion rates.
Primary Examples:

Erodability of rock, fractures, fissures.

Power of waves crossing the beach.

Stability of foreshore.

Configuration of seafloor.

Data on rising, global sea levels.

Secondary Examples:

Vegetation

Human Activity

Cliff Foot Accumulation/Erosion

Students will then apply their understanding of the
erosional features from the first housing complex to
explain why the second housing complex may or
may not be at risk of collapsing into the sea.
Concept Map:
Students will work to complete a concept map as
they research three primary and secondary factors
influencing erosion rates. They will then provide two
supporting details of each related information.
Example:

Main Idea: Factors Influencing Coastal

Erosion Rates

Related Information 1: Strength of Waves

Related Information 2: Cliff-Face Composition

Related Information 3: Record of Global Sea

Levels
Instruction On Argumentation Guide:
Students will work to complete the Argumentation
Guide as the class progresses through the
powerpoint presentation and case study
concurrently.

Argumentation Guide.
Lesson Closure
Time

Teacher Does

Student Does

Communicating Claims/Evidence:
Once the teacher has navigated the entire class
through the Powerpoint presentation and case
study, the teacher will have students communicate
their claims across different pairs.
Also during this time, the teacher will provide
students time to further refine their
reasoning/evidence after communicating among
groups.
Closing Discussion:
The teacher will then engage the entire class in a
discussion centering around:

Is the second housing complex predicted

to experience the same outcome as the
first housing complex?

1 Day

Facilitating Questions: Blooms Taxonomy MidHigh Level Questions

What are some factors that need to be

considered when determining the safety of
the housing complex?

Which might be the biggest factor to

consider?

What evidence shared between the two

locations gives us a clue for what to
expect?

Are there any similarities between the two

locations?

Are there any differences between the two

locations?

Predictions for the future.

Discussion will be held in a socratic seminar like
fashion where students will be called on or
volunteer to participate in the discussion.
Inclusion Strategy: Teach Summarizing
The teacher may provide a mini-lesson on
summarization prior to having students write the
Letter To Landowner. Focusing on:

Note Taking, Annotating, etc.

Communicating Claims/Evidence:
In their pairs, students will then communicate with
other pairs to compare claims and evidence among
each other. The students will also use this
opportunity to further refine their
reasoning/evidence.
Students will complete the What Others Think
section of the Argumentation Guide.
Closing Discussion:
With their Argumentation Guide completed, the
students will participate in a whole class, socrative
circle in which they discuss the fate of the second
housing complex. The teacher will act to facilitate
the discussion.
Students will complete the Conclusion/Explanation
section of the Argumentation Guide.
Summary:
Students are then to write a letter to the owner of
the housing complex explaining, with evidence,
whether their building is in danger of collapsing or
not.
Students will have completed the Argumentation
Guide.
Students will complete the Letter To Landowner.

Summary: Letter To Landowner

As a final assessment, the teacher will assign a
written piece individually to each student. In the
format of a letter, students will write an
explanation to the landowner whether their
housing complex is in danger of collapsing or not.
Instructional Materials, Equipment, and Multimedia
Computer
Projector
Powerpoint
Internet Connection
Co-Teaching Strategies
50/50
Tag-Teaching
One-Teach, One-Assist
DIFFERENTIATION
English Learners
Striving Readers
Students with Special

Advanced Students

Needs
The Anticipatory Set
includes a review section
that provides English
Learners an opportunity to
refresh certain vocabulary
words and concepts. This
could be implemented with
a word wall.
Having facilitating
questions included in the
powerpoint will provide a
visual cue in addition to
having been read aloud by
the teacher.
The use of photographs
and videos provide an
alternative representation
of the case study.
Collaborative work in pairs
and whole-class
discussions will allow
English Learners to
verbally communicate with
students of higher and
lower proficiency levels.

Students with special needs

will interact with students
of higher and lower
proficiencies as they
communicate in pairs and
whole-class discussions.
Striving readers are
encouraged to explore a
variety of texts. The teacher
can also provide striving
readers with texts or
websites geared more
towards their proficiency
levels.
In addition to the the
powerpoint, striving readers
will also have their own
copy to follow.

Photos and videos are

included in the body of the
lesson to provide a visual
representation evidence
and data.
Research material can be
provided to special needs
students at their reading
levels.
Students with special needs
may have trouble writing
the Letter To Landowner,
and can be adapted to use
bulleted phrases or short
sentences. An illustration
can also be used to support
their explanation.

Advanced students are

encouraged to include
additional influencing
factors in their concept
map.
Advanced students are free
to research texts from
alternate, in-depth sources.
The Letter to Landowner
will challenge advanced
students to be more indepth with how the
communicate their claim
and evidence.

The teacher has included

opportunities for inclusive
strategies regarding text
structure and
summarization.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson would closely lead into the mechanical weathering lesson and will extend the investigation deeper,
specifically highlighting coastal erosion. Although this lesson has an element of investigation, it mainly focuses on
argumentation.
The anticipatory set begins with a short discussion that ties the previous concepts of mechanical weathering and
addresses wave action as contributing force. This allows students an opportunity to draw connections between the
lesson but also refresh any vocabulary or concepts they might have misunderstood. The teacher can then address
those mis/pre-conceptions and transition into a more specific form of mechanical weathering. Here, students are able
to relate the information and lab activities previously learned and connect them with new information. For example, in
the mechanical weathering lab students were to compare the rates at of weathering across the three rock types. They
should have concluded that sedimentary rocks are more likely to wear away at a relatively fast rate compared to the
others. Since well be looking at section of the California coast comprised primarily of sedimentary rock, the events of
coastal erosion will be much more evident.
The introductory video shows wave action on a very small scale, but that information will translate well into the main
body of the lesson, the case study. The students should observe that wave action from ocean works to erode beach
profiles and on larger scale events, cliff faces over time. From the video, the students are to share their observations
with a neighbor and then aloud with the class when called upon. Questions asked during this period are geared more
towards expository and exploratory questions.
The body of the lesson centers on a case study that is paced with the use of a powerpoint. While the powerpoint is
projected at the front of the class, the students will also have a copy to view. As students work to compete the
following case study, they will also be completing an Argumentation Guide which is meant to scaffold their argument
by organizing their claim, reasoning, and explanation.
The anchoring phenomenon centers around a housing development company looking to build luxury
apartments. A housing development company is looking to build luxury, cliff-side apartments in one area
of the California coastline. The area is known to experience regular coastal erosion, but the CEO of the
company believes the plot of land is a safe distance away from the cliff and will not put the residents in
danger. In order to protect his investments, he hires you, a land surveyor, to conduct an investigation of
the areas erodibility for the next five years. Your job is to find out if it is safe for the CEO to begin
construction of his luxury apartment complexes and as a reward he will let you live there for free.

The students will then work to research the primary factors that influence coastal erosion at the first site. Using a
concept map, the students will research three factors they think are significantly influencing coastal erosion at this
site.
After completing the case study, students will continue to work in pairs to communicate claims and evidence among
each other. This will provide students with a final opportunity to refine and provide additional evidence for their
reasoning. By this time, students will be nearing completion of the Argumentation Guide and are working on the What
Others Think section.
A final, whole-class discussion will address the case study in its entirety and have students discuss the safety of the
second housing complex. Students will present their claims and provide evidence to support their ideas. The teacher
will facilitate a class-wide discussion by providing questions as a basis for guiding communication. The questions asked
by the teacher in discussions or included in the powerpoint range from low-to-mid level questions. However, as the
lesson moves towards closing questions are geared more towards mid-to-high level questions. Students will discuss
key factors to consider between the two locations and compare and contrast the similarities and differences between
them.
As a summative assessment, students are to produce a portfolio of evidence determining whether or not the
construction company should or should not build the apartments along the planned building site.