Reflection: Lesson Planning Erosion - Section 3: Notes & Video

 

One thing I think is super interesting (and important) is the idea of - How much do they need to actually know about this stuff, and how do I know what I'm teaching is enough? This question first came up with my work with some other science teachers in my building, and I think it's absolutely an interesting one. For example, in thinking about weathering and erosion, most to all of these questions (as noted below) are from the actual standardized test - the Regents exam, which is given multiple times per year (in different administrations) in New York. Since the Earth Science exam has so many archived questions, it's relatively straightforward to find questions or assessment items to get a scope on the what to teach. But it's definitely a bit of a give and take. For example, the Earth Science Regents has very slowly started to transition some content out of their assessment, which logically means that many Earth Science teachers are adapting their instruction to meet the changing style of the assessment. It definitely requires teachers to stay on their toes, but the more research and exposure you give yourself to the types of questions students might see, the more and more comfortable and confident you become in knowing what (and to some degree, how) is going to be given on the assessment itself. 

  How Much Do They Need to Know About Each Topic?
  Lesson Planning: How Much Do They Need to Know About Each Topic?
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Erosion

Unit 7: Landscapes & Mapping
Lesson 3 of 8

Objective: SWBAT define erosion as the gravity driven process of erosional particles | SWBAT describe the relationship between sediment particle size and stream velocity

Big Idea: There is a key relationship between stream velocity (how fast its moving) and the size of sediments that can be moved by that stream. Using this idea, students explore what erosion really is - the transport of weathered sediments to a different location

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