Teacher:​ Minette Tomas

Date:​ November 19, 2018

Timeframe:​ 50 minutes
Title: GRADUAL AND SUDDEN CHANGES ON EARTH’S SURFACE
Learner Outcomes
Teacher: General Outcome:
Minette Describe and demonstrate methods used in the scientific study of Earth and in observing
Tomas and interpreting its component materials.

Grade: ​7 Specific Outcome:

Investigate and interpret evidence that Earth’s surface undergoes both gradual and sudden
Subject: change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden
Science change; recognize glacial erosion and river erosion as examples of gradual/incremental
change)
Unit: ​Planet
Earth Pedagogical Purpose:
The purpose of this lesson is for students to understand that Earth’s surface is not static and
changes are constantly happening without us even knowing it. Changes occur gradually or
suddenly. Students will have an understanding of this concept by discussing examples such
as earthquakes, volcanoes and landslides, glacial erosion, and river erosion. Students may
already have background knowledge about these topics and are encouraged to share their
knowledge in class so that everyone can learn from each other. The purpose of this lesson is
to broaden students’ knowledge that they already have and extend it.

Prior In grade 3, students should have been introduced to Rocks and Minerals. They should have
Knowledge looked at rock samples and their different characteristics that can be used to classify rocks.
In grade 3, students should have been introduced to studying soil and the different soil
components. Students should know that those characteristics are important to use within
the community.

Materials/Resources/Technology

Teacher: Students:
❏ Grade 7 Science Textbook ❏ Chromebooks/laptops
❏ Google Slides Presentation ❏ Grade 7 Science Textbook
❏ Desktop computer to access the internet ❏ Writing Utensils
and lesson ❏ Notebook/Paper
❏ Screen projector ❏ Web 2.0
❏ Videos ❏ Exit Slip
❏ Kahoot Quiz ❏ Planet Earth Concept Map
❏ graphic organizer​ to give to students ❏ Graphic organizers
❏ Unit E Summary Notes ❏ “Never Have I Ever” materials (red and
❏ Planet Earth Concept Map green flash cards)
❏ Ice Age Trailer ❏ Assignment Rubric
❏ A Change of Scenery: Crash Course Kids ❏ Graphic organizer
#17.2
❏ “Never Have I Ever” materials (red and
green flash cards)
❏ Assignment Rubric
❏ Assignment Exemplar

1
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes

JUSTIFICATION

This lesson enhance students’ understanding of the nature of science because the topic is very
much about changes and how those changes came to be. It is a nature of science because we talk about
how changes on the Earth’s surface are caused by natural phenomenon such as earthquakes, landslides,
rock slides, erosions, weathering, volcano eruptions and so on. There is Scientific evidence that these
changes occur and that they are explained through observations and explanations by explaining these
phenomena. There is Scientific evidence from scientists that explain these changes. This lesson has some
of the characteristics of the nature of science. Their assignment is to research a place in which they have
to figure out (gather evidence and evaluate) the type of change that occurred to a place. They are to
describe the place and EXPLAIN how the change occurred. They are essentially trying to explain the
natural world by gathering and evaluating evidence through research. They are also encouraged to be
creative in completing their assignment (human creativity).
The lesson begins with students thinking about what they already know and this is done by
presenting them with something that is familiar to most students. I decided to use the movie trailer of Ice
Age because I believe that it would “hook” the students into the lesson and that it is a popular movie that
many students have already seen. I chose Ice Age because I think that it fits well with the lesson. The
movie is about change, specifically change that affects us all and most importantly Earth’s physical
surface. The lesson also provides a way for students to share what they already know by playing the game
“Never Have I Ever”. I think that this is a good way to get all of the students involved and to get them
thinking about the lesson. I believe that most of them, if not all, have already seen a glacier, landslides,
earthquakes, and volcanoes at least from the news which should stimulate some conversations in the
classroom. I chose to play educational videos about erosion and weathering because I know many
students are visual and auditory learners. I also have graphic organizers for those who feel the need to do
something with their hands and write down their notes. After watching the videos, we will always debrief
and summarize what we got out of the video and always ask for students’ input. This way it is not just the
teacher who is always talking which can be hard for students sometimes. In the lesson, there are questions
that teachers can ask so that students can relate to the topic. Questions like “Have you ever been to Banff?
And where can you see these moraines/striations etc?”. In one of the videos, you can stop the video and
ask students if they have been to the Grand Canyon and ask them to describe it. The lesson has a
combination of lecture, student discussions, quiz, and student work because I believe that there should be
a balance. Students can only listen for a certain amount of time. I believe that this should enhance
students’ learning because there is variety and should fit most of the learning styles of the students. I
chose to do a research/project assignment that students can do however they like because I believe that
students learn differently and that they can showcase their learning however they want. Those who are
really good at drawing or using technology can draw or make videos. While those who just want to write
something can do so as they place. Those who like making music can do so and write a song about their
choice of place. I also added in the lesson to make sure that students are being monitored and reminded
about using the internet safely and appropriately. The research portion is a way for them to gather and
evaluate evidence of their choice of place so that they are learning about it THEIR way. This lesson can
be improved by adding a field trip to it and visit one of the places from their assignment. Students can
vote as a class on where to go for the field trip. I would also bring in artifacts (if possible) from different
places where erosion or volcano eruption have occurred to make it more realistic and tactile learners can
benefit from this as well.

2
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes

Time
(appox.) Teacher and Student Learning Activities Assessment/Teaching Cues

5 Exchange greetings with students and wait until Mostly formative assessment
min. everyone is seated and ready to learn. Use the most effective teaching cue
to get students’ attention.
Anticipatory Set:​ To introduce the topic, show this ​video (hand up, clap, countdown, wait)
to students and then ask these questions:
“Who here has seen the movie ice age?” Many students have likely seen the
“What was the movie all about?” movie and may talk about the
“We are in a science class today, can you think of any animals, ice age, or a summary of
connections to science from the movie?” the movie.
“What do you know about ​Ice Age​?”
Ask students if they have any
Bridging:​ To activate students’ prior knowledge, play questions about the process/rules.
10 the game: “Never have I ever”
min. Give each student 1 green and 1 red flash card. Write “I Proceed if there are no questions.
have” on the green card and “never” on the red card.
Explain the rules of the game (modified)
“You each have 2 cards (green and red) green means “I Gauge students by their answers.
have” red means “never”. When I ask you a question, Share personal experience if you
you will raise your card. Depending on your answer, if have any or have a couple of
you answer “I have” you will raise a green card. If your students share theirs if they have
answer is “never” you will raise your red card.” any.
Read the following questions:
“Have you ever seen a landslide?”
“Have you ever seen a volcano?”
“Have you ever experienced an earthquake?” Any other questions?
“Have you ever seen a glacier?”
“Have you ever been to the Grand Canyon?” Any lingering thoughts?

Thank students for participating and then introduce the

topic.
“Today, we will talk about changes that happen on the
surface of the Earth. Some of you have already Hand out notes to students who
experienced or have seen these changes and today we have accommodations.
will learn more about sudden changes and gradual
changes. Sudden meaning that it occurs fast whereas Can someone tell the class again
gradual occurs slowly over time.” what erosion is?
Can someone tell the class what
Lecture:​ ​Google Slides weathering is?
● Show this ​video​ to students to jumpstart the
15- lecture. Have you ever been to the Grand
25 ● Go over the Google Slides materials. Canyon? Can you describe to the
min. ● Show ​Erosion and Weathering Video class what it looks like?
● Ask students to follow through and write down

3

their notes on the ​graphic organizer​ provided.
● Ask one student to tell the class about erosion
and weathering. Guide students as needed
depending on their understanding.
Erosion​ is the movement of rock and mineral grains
from one place to another. ​Weathering​ (3 types) breaks
down and wears away rock, creating sediment.
3 Types of weathering: (images on presentation/slides)
● Mechanical Weathering ​occurs when rocks
physically break up or disintegrate caused by
gravity, temperature change, and frost wedging
● Chemical Weathering ​speeds up erosion by
breaking down minerals through a chemical
reaction. For example, acid rain (which contains
dissolved chemicals from air pollution) the acid
rain reacts with some rocks like limestone and
dolomite causing them to dissolve.
● Biological Weathering ​is the physical or
chemical breakdown of rock caused by living
organisms, such as plants, animals, bacteria,
and fungi. An example of a physical break down
is when a plant root wedges into a rock by
forcing its way into a crack. As the root grows
and expands, so does the crack, and the rock is
pushed apart and eventually crumbles and
breaks.
Changes on the surface of the Earth:
● agents of erosion include: glaciers, gravity,
wind, and water
● changes can occur​ gradually​ (changes caused by
glaciers such as glacial erosions and river
erosions) or ​suddenly​ (​earthquakes​, v​ olcanoes​,
flash floods, landslides, rockslides) click on the
links to play videos
● large rocks caught up in a glacier and then left
behind when the glacier recedes are called
erratics
● sediment that is pushed away, as the glacier
moves forward, are called ​moraines
● scratches, made in the bedrock, by glaciers
carrying rocks are called ​striations
● gravity causes landslides and rock slides eg.
Frank Slide (a retaining wall can often be used
Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes
Hand out graphic organizers
(formative assessment only but
ensure that students complete it)
Can you think of other examples?
Have you ever seen this before?
Think about the words (mechanical,
chemical, biological) since you
already know what weathering
means.
Have you ever seen this before?
Can you think of other examples?
Have you ever been to Banff? Have
you seen the glaciers? Talk about
why the glaciers are smaller now
than before.
Why do you think that is? Talk
about temperature change etc.
After watching the videos: How do
these occurrences change the
surface of the Earth?
Where else do you see striations?
In the news, we see flash floods and
landslides in other countries where
they get a lot of typhoons.
Have you heard about what
happened in Calgary last year? That
4
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes

to hold back unstable material, however, this is is an example of a landslide. Why do

not always the best protection) you think that is?
● wind carries rock particles across the landscape,
eroding the land by abrasion (planting
vegetation, contour farming, and reduced
tillage can reduce the effects of wind erosion)
How do these changes affect our
Water: ways of life? Think about the
● As you can probably already tell, water is one of environment and its effects on us
the most powerful causes of erosion. and other living things.
● Sudden ​and​ incremental ​occur due to the
movement of water (rivers, rain, ocean waves)
● For example, when a river becomes mature it
begins to meander (curving its bed from side to
3-5 side)
min.
Assignment: Why do you think water is such a
● Talk about the assignment: On the board, there huge factor of changing Earth’s
is a list of places where sudden/gradual changes surface?
have occurred.
● Your task is to research one place and identify
what change occurred and describe how the
changes occurred.
● You also need to provide a brief description of
your chosen place Hand out ​assignment rubric
● Present the assignment in any shape or form
that you choose
● Go over the assignment and ​rubric ​as a class. Safety: Please only use the internet
responsibly. Please cite where you
List of places: got your information from (students
● Dinosaur Provincial Park should already know how to do this)
● Frank Slide Interpretive Centre
● Big Rock in Okotoks
● Moraines in Banff National Parks (any area)
● Athabasca River Do you have any questions about
● Castleguard Cave the assignment?
Answer any other questions before
Start working on the assignment. Students will not proceeding.
finish this assignment by the end of the class.
Walk around the class and monitor
Instruct students to grab their Chromebooks/laptops to student use of the internet. Monitor
start the research process. if safe and proper use of internet.

Student Differentiation/Modification

Provide any accommodations for the students who require them.

● For visual learners make sure you use images when making your slides and use videos.

5
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes

● For auditory learners make sure that you use videos or provide digital notes and use read,
write, speak google.
● For kinesthetic learners, allow them to move around as long as they are not disrupting the
class. You should have already created classroom norms and students should already know
this.
● Encourage English Language Learners to speak in their language or write assignments in their
language. Depending on their language proficiency. Encourage ELLs to use Google Translate if
they are having any difficulty.
● ESL and Hearing:
○ Google Translate with text-to-speech​ (copy and paste texts/words)
○ The students can copy and paste texts and words and translate it into their language.
Unfortunately, this tool may not be 100% accurate but it should be helpful enough to
translate the main ideas for those who do not understand English that well.
Time
(appox.) Conclusion Assessment/Wrap-up

5 Time permitting, take this ​Kahoot Quiz

min. ● The teacher will ask the students to go on this website kahoot.it and do the quiz.
● This is only a formative assessment and is not graded. This quiz is only used to gauge
how the students are doing with the concept to find out if they are ready for the next
lesson topic
Differentiation
● Pause questions as some students may need more time to think than others
● Tell students to just try their best and that the quiz is not for marks
Next Class
● Provide a brief information about the topic for the next class (provide more time for
students to grasp today’s lesson if you feel that they need it based on formative
assessment/kahoot quiz/observations)
● We will talk about rock cycles and rock cycle concept to interpret and explain the
Characteristics of particular rocks
● We will learn more about rocks and minerals (deeper knowledge from Grade 3)
We will talk about the different kinds of rocks and more about erosion and weathering
● You will have more time to work on your research assignment
● Show an exemplar of the assignment

Evidence of Learning Assessment

Assignment: started in class and does not need to be Summative

completed by the end of class. Due at the end of the unit as part of
Evidence of Learning: their cumulative evidence of
Assignment learning. Students will have time to
- Completed assignment by the end of the unit. work on this assignment during
- Assignment rubric with guidelines classes. The assignment will be
- Assignment Rubric with Guidelines marked using this​ rubric.

References

6
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes

http://www.edquest.ca/component/content/article/28
Planet Earth Textbook Topic 1-3
http://www.edquest.ca/component/content/article/159/
https://education.alberta.ca/media/3069389/pos_science_7_9.pdf
https://education.alberta.ca/media/159711/elemsci.pdf
Volcanoes
Earthquakes

Erosion and Weathering Assignment

❏ Choose one of the following places to research
❏ Dinosaur Provincial Park
❏ Frank Slide Interpretive Centre
❏ Big Rock in Okotoks
❏ Moraines in Banff National Parks (any area)
❏ Athabasca River
❏ Castleguard Cave
❏ Provide a brief description of the place
❏ Identify what type of change occurred to this place
❏ Describe how this change occurred
❏ Present the assignment in any shape or form that you choose
Category Criteria Total Score
Points

Place Chosen a specific place to research and 2

provided a brief description

Change identified Identified the correct kind of change of the 1

chosen topic

Change explained Clearly explained how the changed occurred 2

Format Digital/Physical/Other 1

Score Total /6

Comments/Feedback

ASSIGNMENT EXEMPLAR

7
 Teacher:​ Minette Tomas
Date:​ November 19, 2018
Timeframe:​ 50 minutes
Name: _____________________

What is ​Erosion?
____________________________________________________________________________
What is ​Weathering?
____________________________________________________________________________

3 Types of How it happens Examples

Weathering

Mechanical

Biological

Chemical

What are some examples of​ gradual ​and ​sudden​ changes of erosion?
Gradual (slow)________________________________________________________________

Sudden (fast)_________________________________________________________________

Define the following in your words:

Erratic:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Moraine:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Striations:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Adapted from ​http://www.edquest.ca/pdf/sf75reviewbooklet.pdf