Lesson Overview

Title: Section 1 Weathering Notes

Author: Carla Schultz
Subject: Science
Grade Level(s): 6
Duration: 50 minutes
Subject Area: Weathering and Soil
Unit Description: This is a unit of lessons on Weathering and Soil for 6th grade.
We will identify the difference between chemical and mechanical
weathering along with the different components of soil and how
it is created. We will also look at soil erosion prevention and
good farming practices. Throughout the unit iPads, computers,
Smart Boards and the Science lab will be used to better meet the
variety of needs that learners have in the classroom.
Lesson Description for Day: Students will take noted using traditional methods along with
graphic organizers.
State Standards: E.SE.06.11 Explain how physical and chemical weathering leads
to erosion and the formation of soils and sediments
6-8.CI.1. apply common software features (e.g., spellchecker,
thesaurus, formulas, charts, graphics, sounds) to enhance
communication with an audience and to support creativity

Goals
Unit Goals: Provide the students with a functional understanding of the
weathering process.
Supply students with the knowledge and skills to analyze soil
sample, be able to provide a history of that sample and
hypothesize how the soil currently affect the local ecosystem

Demonstrate how soil erosion is both helpful and detrimental to a

specific location.
Lesson Goals: Explain how mechanical weathering and chemical weathering
differ.
Describe how weathering affects Earth’s surface.
Explain how climate affects weathering.

This template adapted from information in the UDL toolkit “Planning for All Learners” found at
http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 See website for detailed tutorials and examples.
Methods
Anticipatory Set: Students will be presented with two bottles. Each has a rock, but
one bottle is filled with water while the other is filled
with lemon juice. Students will be asked to take turns
shaking the bottles for about 5 minutes. The teacher
will explain that at its most primitive level, this is what
will be studied over the next few sessions, chemical
and mechanical weathering.
Introduce and Model New As a class, students will read the section topic by topic. I will
Knowledge: guide them in taking notes and through a discussion.
Notes would be presented on the Smart Board. Some
students will write the notes in their notebooks, others
will type them on an iPad and other will have a printed
version that they will highlight and make added
comments on. An outline would be provided to
students with keys word s to help them in the note
taking process. With each vocabulary word a graphic
organizer will be provided that students will need to
write the definition, put it in their own words and an
illustration. This will then be glued into their notebook.
If students are use technology to type their notes, a
digital version will be provided. The notes on the
Smart Board will include clip art, video clips and other
visual representations on the topics.
Provide Guided Practice: A graphic organizer will be placed on the Smart Board. Students
will need to work with the teacher to sort the different
types of weathering into two categories, chemical and
mechanical. Once sorted a linear representation of the
process of weathering will be modeled. Students will
take turns coming to the board to add pictures and
descriptions.
Provide Independent Practice: Students will complete a comic strip of the Chemical and
Mechanical weathering, each example will have at least
4 step. They illustrations should be colored in, neat and
accurate. The assignment will be completed as a
homework is not finished in class. Students have the
option of completing in in paper pencil format or on the
computer.

Assessment
Formative/Ongoing Assessment: Students will complete an exit slip stating 3 things they learned, 2
questions they have and one thing they would like to know more
about.
Summative/End Of Lesson None – test will be given and end of unit
Assessment:

This template adapted from information in the UDL toolkit “Planning for All Learners” found at
http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 See website for detailed tutorials and examples.
Materials
Smart Board, iPads, science journals, graphic organizers, printed notes, exit slips, comic strips, textbook

This template adapted from information in the UDL toolkit “Planning for All Learners” found at
http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21 See website for detailed tutorials and examples.