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?
Loading resource...


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

  Print Lesson
14 teachers like this lesson
Similar Lessons
Introduction to Change Over Time
8th Grade Science » Understanding Our Changing Climate: Systems Thinking & Global Heating
Big Idea: Use this fun and simple game to introduce your students to concepts of Systems Thinking.
Brookline, MA
Environment: Urban
Ryan Keser
Convection Currents
7th Grade Science » Earth Science
Big Idea: What causes tectonic plate movement? Could the answer be the convection currents in the mantle?
Hope, IN
Environment: Rural
Deborah Gaff
Tour a Crime Lab
6th Grade Science » Forensics
Big Idea: Take a virtual tour of a state-of-the-art working crime lab!
Scottsdale, AZ
Environment: Suburban
Melodie Brewer
Something went wrong. See details for more info
Nothing to upload