LESSON IDENTIFICATION AND LEARNING GOALS

Lesson Design & Analysis Part 1

Name(s):

Nia Chen

Lesson Topic and Grade Level: Second Grade Processes That Shape the Earth
Performance Expectation:
o 2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
o LESSON FOCUS: This lesson will focus on having students conduct an investigation on a)
predicting what will happen when waves (water erosion) occurs in their beach model b)
and observe, measure, draw what they see in order to explain how water can
shape/change/move land.

Sources Used:
Please list the curriculum materials and other resources that you consulted for this assignment, including materials provided by
your mentor teacher, as well as any you sought out to address gaps in your own science content understanding. Be sure to include
bibliographic information author, title, publisher, publication date.

Shoreline Science: Exploring the Erosive Energy of Waves. By Science Buddies. Retrieved from:
http://www.scientificamerican.com/article/bring-science-home-beach-erosion/
Wave Eroding Sand Experiment. By: Laura Jenkins. Retrieved from:
https://www.youtube.com/watch?v=TXzZHZS3_14
Lake Michigan Beach Erosion. By: rha images. Retrieved from:
http://www.rhaimages.com/p792349594/h1BAB6C8A#h1bab6c8a
Erosion By Water Processes. By: KidsGeo.com. Retrieved from: http://www.kidsgeo.com/geologyfor-kids/0074-erosion-rivers-lakes-streams.php

Driving Question for Lesson:

Write a driving question designed to support students developing understanding of your learning goals. Your driving question
should be directly aligned with the NGSS Performance Expectation, have a real world context, and demonstrate a deep
understanding of the learning goal when answered. See course slides for examples of how to construct a driving question.

What happens when waves from Lake Michigan move onto the land?

Unpacking the Disciplinary Core Ideas and Related Practices for your Performance Expectation:

CONTENT

PRACTICES

ASSESSMENT

2-ESS2-2: Develop a model to

represent the shapes and kinds
of land and bodies of water in
an area.

Michigan is surrounded by
the Great Lakes and
because of that we have a
lot of beaches and bodies
of water surround our
land.
Erosion is when water
moves onto land (wave
movement) (beach content
such as sand, shells, small
rocks), the water takes
some of that land with
them and places it
somewhere else.
If the water continues to
take the land content (by
waves) over a long period

Asking Questions and

Defining Problems
Developing and Using
Models: Develop a model
to represent patterns in
the natural world (2-ESS22).
Patterns: Patterns in the
natural world can be
observed (2-ESS2-2), (2ESS2-3).
Earth Materials and
Systems: Wind and Water
can change the shape of
the land. (2-ESS2-1).
Obtaining, Evaluating, and
Communicating

The assessment will be

related and integrated
into the model
experiment. The
assessment will contain
questions that respond
and analyze what they
observed, predicted and
drew during their model
experiment (2nd
experience).
Students will need to look
back at their prediction
and explain how it
compares to what they
observed, drew, and
measured. Students will

of time, the land (beach)

will get smaller.
More land gets taken by
the water when there is
water movement (waves)

Information
Planning and Carrying Out
Investigations

you will be using.

also need to describe

what they were modeling
in the experiment and
what would happen if a
scenario I use were to
happen (based on what
they just learned).

Experience column should demonstrate which practices

Experiences, Patterns & Explanations:

Construct an EPE chart designed to support students developing understanding of your learning goals. What Experiences could
you provide your students that would lead them to recognize Patterns that will help them to develop Explanations related to
your GLCEs/learning goals? This is how you will engage your students in a process of inquiry during your lesson. Refer back to the
Gunckel EPE paper you read for guidance. In addition, several examples of EPE tables have been posted on our course website for
your reference.

Experiences
(3)
Opportunities to collect observations or
data about the world; may involve inclass activities as well as recollection of
students shared experiences.

Showing a photo of water

erosion on a beach of Lake
Michigan and table stations
that have questions on
poster paper relating to the
photo and erosion. Have
students write their
responses on sticky notes
and putting them on the
poster paper. Then debrief
on the questions as a group.
(1. What do you notice about
the land? 2.How do you think
the water moves? [How does
water get close to use
sometimes on the beach and
other times it gets farther

Patterns (2)
Relationships and generalizations across
experiences that clarify and represent
what happened or how it happened.

Water shapes the Earth

surfaces/landforms
The water moved the sand by
taking it with it when the
waved moved away from the
sand pile
The sand pile got smaller as
the waves were in motion going
toward and away from the sand
pile
**The water is taking the sand
and moving it to another
location (erosion)

Explanations
(1)
Grade-level appropriate statements which
generalize beyond specific
objects/experiences described in the
patterns to answer questions about how
or why phenomena occur in the natural
world

Water affects and shapes land.

When water moves on land it
takes some of that land with it
and moves it somewhere else.
Because the water takes part of
the land with it, the land area
gets smaller and smaller.
**We noticed that this
phenomenon can happen to
different types of land, and water
movement can shape and cause
changes in landforms

away?] 3. Why do you think

the land is higher than the
water? [Do you think this
happened quickly or over
time?] 4. What do you think
the water does when it
moves toward the lake?)
Test and conduct experiment
creating a beach, and
creating water erosion with
waves. Measure the height
of the land without water
movement as well as write
observations and a drawing
of what they see. Make a
prediction, What do you
think will happen to the sand
when your waves move onto
your beach? Create waves,
write observations and then
measure the height of the
land after the waves.
Compare the observations,
measurements and drawings
made from the experiment
to determine if their
predictions were correct.
(Assessment)

Lesson Identification and Learning Goals Assignment Scoring Guide

Unpacking the Disciplinary Core Ideas and Related Practices (4 points)
A grade-level appropriate NGSS performance expectation has been clearly identified, including the text as well as
the alpha-numeric code. All requested bibliographical information about curriculum resources has been provided.
The unpacked/explained Disciplinary Core Ideas related to the content are scientifically accurate, specific and
clear, and are developmentally appropriate.
Practices include a clear description of what students could do during the lesson, and include a clear connection to
the content or knowledge to be learned. The unpacked practices describe what students need to be able to do to
meet these learning goals.
The Assessment Rationale clearly explains how the lesson will be assessed and expectations for the students
expressed.
Driving Question (1 point)
Driving question directly addresses the Performance Expectation and has a real world application and context. When
answered, the driving question demonstrates a deep understanding of the NGSS Performance Expectation.
EPE Table (5 points)
At least three Experiences are identified that contain clear patterns students can observe and record numerical data
and/or observations for. Experiences are developmentally appropriate and connected to the students everyday lives
and experiences.
At least two Patterns are identified that are directly observable from the Experiences.
Patterns generalize across multiple Experiences.
Only one Explanation is identified that is scientifically accurate and developmentally appropriate, The Explanation
explains how or why the Patterns the students observed in the Experiences occur.
Overall, the Experiences Patterns and Explanations will lead students to develop the knowledge and practices from
your PE that you identified in your unpacking chart.