Learning Exercise

Moon Erosion

Good compare contrast site for the concept of erosion. CDE aligned. See text of assignment for for specifics.
Course: 4th Grade Multiple Subjects
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Moon erosion site. More of a news type situation. Double entry journals could be used to respond. See attached... see more

Exercise

ELL Literacy with NASA: Moon Erosion
Grade Level: Fourth Grade
Objectives: 1. Students will record data with drawings and phrases. 2. Students
will respond to questions. 3. Students will develop vocabulary and concepts of
unknown text. 4. Students will evaluate new information. 5. Students will know
that different forces shape our Earth (and its moon). 6. Students will follow
multiple-step directions.
CDE Language Arts: Reading Comprehension: Comprehension and Analysis of
Grade-Level-Appropriate Text?2.2 Use appropriate strategies when reading for
different purposes (e.g., full comprehension, location of information, personal
enjoyment).?2.3 Make and confirm predictions about text by using prior knowledge
and ideas presented in the text itself, including illustrations, titles, topic
sentences, important words, and foreshadowing clues. 2.6 Distinguish between
cause and effect and between fact and opinion in expository text.?2.7 Follow
multiple-step instructions.
CDE Science: Earth Sciences: Waves, wind, water, and ice shape and reshape
Earth's land surface. As a basis for understanding this concept: 5a: Students
know some changes in the earth are due to slow processes, such as erosion, and
some changes are due to rapid processes, such as landslides, volcanic eruptions,
and earthquakes. 5c: Students know moving water erodes landforms, reshaping the
land by taking it away from some places and depositing it as pebbles, sand,
silt, and mud in other places (weathering, transport, and deposition).
CDE-ELL Literacy Component: Reading Comprehension (Intermediate): Comprehension
and Analysis of Grade Level Understand and follow simple written directions for
classroom related activities. Read and orally identify the main ideas and draw
inferences about written text using detailed sentences. Read and identify basic
text features such as title, table of contents, and chapter headings. Respond to
comprehension questions about written text, using detailed sentences (e.g.,
"The brown bear lives with his family in the forest.").
BTSA Component: Use for Standard 19 compliance.
Anticipatory Website:
http://science.nasa.gov/headlines/y2001/ast22aug_1.htm
Critical Tasks: (in any order) 1. Students should create visual images in order
to support their understanding. 2. Allow for one-on-one instruction as well as
group collaboration. 3. Model good English and habits. 4. Teacher must model
fluent reading of the text. 5. Practice own and student ORAL delivery of
content. 6. Pre teach concept of erosion (use multiple images). 7. Teacher and
students are to be involved in guided reading. 8. Students must report (orally)
what they understand.
Assessment: Informally through observation and formally through the rubric
building website located at http://rubistar.4teachers.org/index.php

Audience

Technical Notes

LCD projector, laptop, Internet, whitescreen needed.

Requirements

Work collaboratively, follow instructions, read around grade level.

Topics

Science, Language Arts, ELL, Technology

Type of Task

Learning Objectives

1. Students will record data with drawings and phrases. 2. Students will respond to questions. 3. Students will develop vocabulary and concepts of unknown text. 4. Students will evaluate new information. 5. Students will know that different forces shape our Earth (and its moon). 6. Students will follow multiple-step directions.