homework and grading ruberic

1. 1. Title
2. Concept or Topic
3.Content Area(s) or Subject Matter
4.Grade Level, Age Range, or Instructional Level
5.Learner Outcome(s) (Identifiable/Measurable Goals)
6. Learner Objective(s) (Performance/Behavioral Indicators)
7. Materials/Technology needed
8.Adaptations for any unique Learner Needs or Characteristics (Differentiated Instruction)
9.Introduction (Anticipatory Set)
10. Procedure or Process
11. Conclusion (Closure)
12. Evaluation or Assessment
1-4. Move it! 7th grade, Erosion and Deposition lesson, an Earth Science
study.
5. By the end of this lesson, students will be able to identify the effects of
gravity on erosion and deposition. The student will be evaluated on
identifying which mass movements are rapid or slow and give an example of
each. This will be identified as accomplished upon the accuracy of the
homework assignment and the in class game.
This lesson today is one of four in the hierarchy of lessons relating to
this section of earth science, “Agents of Erosion and Deposition”.The lessons
in order are as follows:
1. Shoreline Erosion and Deposition
2. Wind erosion and deposition
3. Erosion and Deposition by Ice
4. The Effect of Gravity on Erosion and Deposition
6.The students will be assigned a lab partner and will conduct quick slope
lab.
7a.The materials for the lab will be as follows assuming 20 students are in
attendance: Thin boards or thick cardboard- 5, 5 Lbs rocks-1, 3lbs dirt-1, 1
liter water-1, wax paper and bowl-1, 3 lbs sand-1, 5 lbs mud-1.
7b. computers for lesson- at least one for teacher, 10 for class, projector
and screen for students to see pwrpt, speakers for them to hear lesson.
8. I will be reaching many of the types of learners through the visual lesson
via pwrpt, the audio- either myself live or recorded, the homework, hands
on lab, quiz, and group work with a partner. If there are any students who
struggle I should be able to identify them based on their individual
homework grade. If a student is unable to perform the lab due to inability

2. or lack of self-control for the day, they will be able to observe and write a
conclusion that way.
9. As an opener or anticipatory set, I will give the students 2 minutes to
write down as many natural disasters as they can think of. At the end we
will share our lists. If someone wrote the same thing as you, you have to
cross it off. Whichever student has the most natural disasters that no one
else has is the winner (pencil prize). I will encourage the students to think
outside the box and will throw clues to the ones mentioned in our lesson.
10. Show powerpoint. Then conduct lab
Lab- two students assigned to a group. Only five groups at a time, the
other five work on the quiz online- hyperlink found at the end of the pwrpt.
This will be accomplished on the ten computers located in the classroom. If
they are not working for some reason, the students will answer questions 1-
7, found at the end of the chapter on page 81.
Five groups, each one receives a board. Each group receives only one
item(rocks, dirt, water also bowl and wax paper, sand, mud) and has two
minutes to conduct the lab, then two minutes to discuss the outcome and
annotate in on notepad. Once the group has written their observation, the
groups will clean up area and rotate items to the right one spot. The whole
lab will take between 20-25 minutes, perfect time for the students to work
on the quiz or assignment. The ten students conducting the lab will then sit
down and work on quiz/ assignment and the other ten will now work on the
lab in the same fashion.
11. Once all the labs are cleaned up, the students will pass in their quiz or
assignment then we will discuss our observation with each of the items. We
will take note that slope played a huge part due to gravity. We will discuss
how the more viscous the item, the less slope was required for a fall. We
will include any real life situations that apply. Lastly, the assignment found
at number twelve will be the assignment due at the beginning of the next
class. If a student happened to finish lab or the quiz early in class, it would
be fine for them to have worked on this.

3. 12. Next to the type of mass movement, write the definition, per the text
book, then draw a picture in the box showing what happens during the
incident, or a picture of an example. Hand in assignment next class and we
will scan into class folder; next day as a refresher, your class assignment will
be to review two- three other students’ homework assignments and type a
comment on each of the two or three classmate’s assignment. The
comment must be one- two sentences, professional and appropriate as your
two to three comments will be worth 20 pts.
Excellent Fine Needs more effort
3 3 3 3 2 2 2 2 1 1 1 1
Book definition Mostly book definition Partial book definition
3 3 3 3 2 2 2 2 1 1 1 1
Good example & draw Good example, poor draw Poor example & drawing
Name=1pt total assignment 25 pts..
Wind Erosion and Definition picture
DepositionTerm
Happens suddenly and No Picture
Rapid Mass Movement rapidly
-Rock Fall
-Landslides
-Mudflows
Slow Mass Movement Happens a little at a No Picture
time, and occurs more
frequently.
-Creep