Copyright © 2020 Great Minds PBC 1
In PhD Science™ Level 4, lessons are designed to fill 45 minutes of instructional time. Every lesson has a Launch,
Learn, and Land section, and each section serves a specific purpose within the scope and sequence of the lesson.
Teachers should always begin the lesson with a Launch to prepare students for the Learn portion of the lesson. The
Land generally includes a debrief of the Learn so that students can reflect on their learning and build consensus
before moving forward. Teachers who decide to spend more than one class day on a lesson should consider
beginning the second day of the lesson with a summary of the previous day’s learning.
The purpose of this Planning and Preparation Guide is to summarize the preparation requirements for each lesson.
The calendar included in this guide contains the following sections to aid in planning and preparation.
Preparing to Teach: This section describes preparation teachers should complete before a lesson begins.
Materials: This section lists all materials necessary for the lesson. For more information, refer to the module-
specific materials lists in the PhD Science Teacher Resource Pack.
Module Resources: This section lists all module resources necessary for the lesson.
Alternative Pacing: This section provides pacing suggestions for classrooms with less than 45 minutes of
instructional time for science.
Advance Preparation: This section describes preparation teachers should complete a specified number of days
before an upcoming lesson.
Instructional Routines The following instructional routines are recommended for use in this module. For specific information about each
routine, refer to the PhD Science Implementation Guide.
Chalk Talk
Frayer Model
Gallery Walk
Inside–Outside Circles
Jigsaw
Jot–Pair–Share
Mix and Mingle
Outside–In
Quick Write
Snowball
Think–Pair–Share
Whip Around
Level 4 Module 1
Earth Features
Planning and Preparation Guide
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 2
Module at a Glance Anchor Phenomenon: Formation of the Grand Canyon’s Features
Essential Question: How did the Grand Canyon’s features form?
Concept 1: Rock Layers
Focus Question: What do Earth’s rock layers reveal?
Concept 2: Weathering and Erosion
Focus Question: How are Earth’s rock layers uncovered?
Application of Concepts: Engineering Challenge
Concept 3: Patterns in Features and Processes
Focus Question: How do canyons around the world form?
Concept 4: Human Interactions with Earth
Focus Question: How do humans interact with Earth’s features and processes?
Application of Concepts: Socratic Seminar and End-of-Module Assessment
Calendar
Concept 1: Rock Layers (Lessons 1–5)
Focus Question: What do Earth’s rock layers reveal?
Lessons 1–2
Phenomenon Question: What can we discover in an unknown canyon?
Lesson 1
Ask questions about the Grand Canyon’s distinctive features.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 1 Activity Guide)
Module Resources
Lesson 1 Resource A: John Wesley Powell Information
Lesson 1 Resource B: Powell’s 1871 Expedition Team Photographs
Lesson 1 Resource C: The Chasm of the Colorado
Lesson 1 Resource D: Present-Day Grand Canyon Photographs
Alternative Pacing
Day 1: Launch through Notice and Wonder about Powell’s 1871 Expedition Team Photographs and Moran’s 1873 Expedition Painting
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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Day 2: Notice and Wonder about Present-Day Grand Canyon Photographs through Land
Advance Preparation for Lesson 6
□ 1 Week Before: Start preparation for Plant Station (see Lesson 6 Resource A).
Lesson 2
Develop a class anchor model of the Grand Canyon’s distinctive features.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 2 Activity Guide, Module Question Log)
Alternative Pacing
Day 1: Launch through Build a Driving Question Board
Day 2: Develop an Initial Model of Grand Canyon Features through Land
Lessons 3–5
Phenomenon Question: What do the Grand Canyon’s rock layers reveal?
Lesson 3
Use fossil evidence to determine that the Grand Canyon rock layers came from distinct environments.
Preparing to Teach
□ Cue “Over the Rim, Into the Canyon” (NPS 2009) video: http://phdsci.link/1000.
Materials
□ Science Logbook (Module Question Log)
□ Identify Layers of the Grand Canyon (1 per student pair): printed copy of Present-Day Grand Canyon Figure 5 (Lesson 1 Resource D), heavy-duty sheet protector, 6 different-colored erasable markers
□ Science Logbook (Lesson 3 Activity Guide)
□ Create Rock Layer Model (1 per group): 1 roll or brick of modeling clay (a different color for each group), several small objects to be used for imprinting (e.g., cones, ferns, shells, sticks), craft sticks or toothpicks (optional)
□ Driving question board
□ Plastic wrap or airtight container (1 per group) to store clay rock layers and rock layer model
Module Resources
Lesson 1 Resource D: Present-Day Grand Canyon Figure 5
Lesson 3 Resource A: Grand Canyon Fossil Guide
Lesson 3 Resource B: Grand Canyon Layers—Additional Information for Teachers
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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Alternative Pacing
Day 1: Launch through Interpret Patterns in Fossil Evidence
Day 2: Interpret Patterns in Fossil Evidence through Land
Lesson 4
Explain how the relative position of rock layers indicates the order in which they formed.
Preparing to Teach
□ Roll out 1 roll or brick of modeling clay to create Rock Layer F.
Materials
□ Science Logbook (Lesson 3 Activity Guide)
□ Science Logbook (Lesson 4 Activity Guide)
□ Clay rock layer created in Lesson 3 (1 per group)
□ Driving question board
□ Plastic wrap or airtight container (1 per group) to store clay rock layers and rock layer model
□ 1 roll or brick of modeling clay in a different color than that given to student groups
Module Resources
Lesson 3 Resource A: Grand Canyon Fossil Guide
Lesson 4 Resource: Layered Cake Photograph
Alternative Pacing
Day 1: Launch through Interpret Patterns in Fossil Evidence
Day 2: Model the Order that Rock Layers Formed through Land
Advance Preparation for Lesson 6
□ 2 Days Before: Start preparation for Ice Station (see Lesson 6 Resource A).
Lesson 5
Explain changes in the Grand Canyon landscape by using fossil evidence.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 5 Activity Guides A and B)
□ Driving question board
□ Grand Canyon by Jason Chin (2017)
□ Anchor model
Module Resources
Lesson 5 Resource: Conceptual Checkpoint Diagram
Alternative Pacing
Day 1: Launch through Read and Discuss Grand Canyon
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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Day 2: Revise Anchor Model through Land
Concept 2: Weathering and Erosion (Lessons 6–11)
Focus Question: How are Earth’s rock layers uncovered?
Lessons 6–7
Phenomenon Question: What causes rocks to break?
Lesson 6
Investigate how natural materials can break rock.
Preparing to Teach
□ Set up Material Interaction Stations (see Lesson 6 Resource A).
Materials
□ Science Logbook (Lesson 6 Activity Guide)
□ Teacher Demonstration: clay model of rock layers created in Lesson 4, plastic knife, small rock
□ Grand Canyon
□ Water Station: 3 sugar cubes (per group), 3 paper plates, 2 disposable pipettes, 1 9-ounce clear plastic cup, water
□ Ice Station: 10 9-ounce clear plastic cups, 3 pounds of plaster of Paris, 8 balloons, water
□ Air Station: 1 11-ounce can of unscented shaving foam, 1 paper plate (per group), 1 straw (per student), 1 pair of safety goggles (per student)
□ Plant Station: 3 9-ounce clear plastic cups, 18 bean (or pea) seeds, 1 pound of plaster of Paris, 1 magnifying glass (optional), damp paper towels, water
Module Resources
Lesson 1 Resource D: Present-Day Grand Canyon Figure 4
Lesson 6 Resource A: Material Interaction Stations Setup Instructions
Lesson 6 Resource B: Material Interaction Stations Procedure Sheets
Alternative Pacing
Day 1: Launch through Prepare for Material Interaction Stations
Day 2: Investigate Interactions of Materials through Land
Lesson 7
Explain how natural materials weather rock.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 7 Activity Guide)
□ Anchor chart
Module Resources
Lesson 1 Resource D: Present-Day Grand Canyon Figure 4
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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Lesson 7 Resource: Rocks with Holes Photograph
Alternative Pacing
Day 1: Launch through Analyze Observations
Day 2: Explain Weathering through Land
Lessons 8–11
Phenomenon Question: Where does all the weathered rock go?
Lesson 8
Prepare a stream table landscape for investigation.
Preparing to Teach
□ Create stream table bins by drilling one hole in one corner of each plastic bin. The diameter of the hole depends on the rubber stopper diameter. The rubber stopper should fit snugly in the hole, preventing water flow.
□ Prepare materials for investigations and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.
Materials
□ Science Logbook (Lesson 8 Activity Guide)
□ Prepare Stream Table Landscape (1 per group): 1 clear plastic bin (20” × 12” × 6” or larger) with 1 hole, 1 rubber stopper, 8 cups of soil, 2 cups of sand, 1 9-ounce clear plastic cup, optional other natural materials (e.g., leaves, grass, pebbles, sticks)
□ Drill, drill bit (size depends on rubber stopper diameter)
Module Resources
Lesson 1 Resource D: Present-Day Grand Canyon Figure 4
Alternative Pacing
Day 1: Launch through Prepare Stream Table Landscape (Divide Students into Groups)
Day 2: Prepare Stream Table Landscape (Construct Stream Table) through Land
Lesson 9
Investigate how sediment is moved.
Preparing to Teach
□ Prepare materials for investigations and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.
Materials
□ Science Logbook (Lesson 9 Activity Guides A and B)
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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□ Wind Investigation (1 per group): 1 stream table from Lesson 8, 1 straw (per student), safety goggles (per student), 2 cups of pebbles, 2 cups of large rocks, 1 quart-sized bag of grass, 1 bucket (or other plastic container large enough to catch debris and water runoff)
□ Water Investigation (1 per group): 1 stream table from Lesson 8; 1 ice cube; 1 9-ounce plastic cup with 7 to 8 small holes; 1 9-ounce plastic cup with 1 hole; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Wind Investigation
□ Gravity Investigation (1 per group): printed copy of Gravity Investigation Photographs (Lesson 9 Resource)
□ Driving question board
Module Resources
Lesson 9 Resource: Gravity Investigation Photographs
Alternative Pacing
Day 1: Launch through Investigate Causes of Erosion
Day 2: Define Erosion through Land
Lesson 10
Investigate rates of erosion.
Preparing to Teach
□ Prepare materials for investigations and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.
□ Create cups with 1, 2, and 3 holes for Rate of Erosion Investigation.
Materials
□ Science Logbook (Lesson 10 Activity Guide)
□ Rate of Erosion Investigation (1 per group; materials will vary but may include the following): 1 stream table from Lesson 8; 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9
□ Driving question board
Alternative Pacing
Day 1: Launch through Plan Investigations about Rates of Erosion
Day 2: Investigate Rates of Erosion through Land
Lesson 11
Explain how rocks in the Grand Canyon have been changed by weathering and moved by erosion.
Preparing to Teach
□ None
Materials
□ Science Logbook (Lesson 11 Activity Guides A and B)
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 8
□ Driving question board
□ Anchor chart, anchor model
Module Resources
Lesson 11 Resource A: Colorado River Map and Photographs
Lesson 11 Resource B: Conceptual Checkpoint Photographs
Alternative Pacing
Day 1: Launch through Summarize Knowledge of Weathering and Erosion
Day 2: Revise Anchor Model through Land
Application of Concepts: Engineering Challenge (Lessons 12–17)
Lessons 12–17
Phenomenon Question: How can people reduce damage related to erosion?
Lesson 12
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 12 Activity Guide)
□ Who Were the Wright Brothers? by James Buckley Jr. (2014)
Module Resources
Lesson 12 Resource A: Engineering Design Process
Lesson 12 Resource B: Blank Engineering Design Process Chart (optional)
Lesson 12 Resource C: Engineering Challenge Scenario
Alternative Pacing
Day 1: Launch through Read about the Wright Brothers
Day 2: Discuss the Engineering Design Process through Land
Lesson 13
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 12 Activity Guide)
□ Science Logbook (Lesson 13 Activity Guide)
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 9
□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)
□ Anchor chart, anchor model
Module Resources
Lesson 12 Resource A: Engineering Design Process (optional)
Lesson 12 Resource C: Engineering Challenge Scenario
Alternative Pacing
Day 1: Launch through Imagine a Design Solution
Day 2: Plan a Design Solution through Land
Lesson 14
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
□ Prepare classroom materials for the engineering challenge and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.
Materials
□ Science Logbook (Lesson 12 Activity Guide)
□ Science Logbook (Lesson 13 Activity Guide)
□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)
Alternative Pacing
Day 1: Launch through Create a Design Solution (After Initial Test)
Day 2: Create a Design Solution (Test Two Other Conditions) through Land
Lesson 15
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 12 Activity Guide)
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 10
□ Science Logbook (Lesson 13 Activity Guide)
□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)
Alternative Pacing
Day 1: Launch through Provide Peer Feedback
Day 2: Improve a Design Solution through Land
Lesson 16
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 12 Activity Guide)
□ Science Logbook (Lesson 13 Activity Guide)
□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)
□ Science Logbook (Lesson 16 Activity Guide)
Alternative Pacing
Day 1: Launch through Improve a Design Solution
Day 2: Prepare to Share a Design Solution through Land
Lesson 17
Apply the engineering design process to design a structure to reduce damage related to erosion.
Preparing to Teach
□ None
Materials
□ Science Logbook (Lesson 12 Activity Guide)
□ Science Logbook (Lesson 13 Activity Guide)
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 11
□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)
□ Science Logbook (Lesson 16 Activity Guide)
Alternative Pacing
Day 1: Launch through Share a Design Solution
Day 2: Share a Design Solution through Land
Concept 3: Patterns in Features and Processes (Lessons 18–20)
Focus Question: How do canyons around the world form?
Lesson 18
Phenomenon Question: How do natural features and processes affect canyon formation?
Lesson 18
Explain how mountains are carved by rivers to form canyons.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 18 Activity Guides A, B, C, and D)
□ Anchor model
Module Resources
Lesson 18 Resource A: Canyons around the World Photographs
Lesson 18 Resource B: World Relief Map
Alternative Pacing
Day 1: Launch through Interpret a Relief Map
Day 2: Organize Knowledge about Earth’s Features and Processes through Land
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 12
Lessons 19–20
Phenomenon Question: How can people use global patterns of Earth’s features and processes to predict canyon location?
Lesson 19
Describe global patterns in locations of volcanoes, earthquakes, mountains, and canyons.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 18 Activity Guides C and D)
□ Science Logbook (Lesson 19 Activity Guides A and B)
Module Resources
Lesson 1 Resource D: Present-Day Grand Canyon Figure 2
Lesson 18 Resource B: World Relief Map
Lesson 19 Resource A: Earth’s Features Photographs
Lesson 19 Resource B: Earthquake and Volcano Maps
Alternative Pacing
Day 1: Launch through Investigate Earthquakes
Day 2: Investigate Volcanoes through Land
Lesson 20
Determine the most likely location of a canyon on a map based on analysis of natural features.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 20 Activity Guide)
□ Anchor chart
□ Anchor model
□ Grand Canyon
□ Driving question board
Module Resources
Lesson 20 Resource: Conceptual Checkpoint Map
Alternative Pacing
Day 1: Launch through Evaluate What Scientists Say
Day 2: Conceptual Checkpoint through Land
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 13
Concept 4: Human Interactions with Earth (Lessons 21–24)
Focus Question: How do humans interact with Earth’s features and processes?
Lessons 21–22
Phenomenon Question: How do dams affect the environment?
Lesson 21
Create a model of the Colorado River.
Preparing to Teach
□ Cue beaver dam video: http://phdsci.link/1002.
Materials
□ Science Logbook (Lesson 21 Activity Guides A and B)
□ Model the Colorado River (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 bucket (or other plastic container) from Lesson 9, water, extra sand and soil (optional)
Module Resources
Lesson 21 Resource A: Theodore Roosevelt Dam Photograph
Lesson 21 Resource B: Pre-1903 Colorado River System Map
Lesson 21 Resource C: Model the Colorado River Setup Instructions
Alternative Pacing
Day 1: Launch through Explore Colorado River System Map
Day 2: Model the Colorado River through Land
Lesson 22
Identify the effects of dams on the environment.
Preparing to Teach
□ Prepare plastic dams for dam investigation (see Lesson 22 Resource A).
Materials
□ Science Logbook (Lesson 22 Activity Guides A, B, and C)
□ Effects of a Dam on a River Investigation (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 plastic dam with small hole, half of a brick or roll of modeling clay, 1 bucket (or other plastic container) from Lesson 9, water
□ Effects of a Dam on a River Investigation: 2 thin, flexible plastic cutting boards (15″ × 11″ or larger); scissors; single-hole punch
□ Driving question board
Module Resources
Lesson 21 Resource B: Pre-1903 Colorado River System Map
Lesson 22 Resource A: Effects of a Dam on a River Investigation Setup Instructions
Lesson 22 Resource B: Dam Gates Photograph
Lesson 22 Resource C: Present-Day Colorado River System Map
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 14
Alternative Pacing
Day 1: Launch through Construct Explanations
Day 2: Compare Colorado River System Maps through Land
Lessons 23–24
Phenomenon Question: Why do people build dams on the Colorado River?
Lesson 23
Interpret information to determine uses of dams.
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 23 Activity Guides A, B, and C)
□ Driving question board
Module Resources
Lesson 23 Resource A: Additional Theodore Roosevelt Dam Photographs
Lesson 23 Resource B: Excerpts from “The Hoover Dam: Controlling Water in the West” (Adapted) (Lusted 2016)
Lesson 23 Resource C: “The Hoover Dam: Controlling Water in the West” (Adapted)
Alternative Pacing
Day 1: Launch through Consider Reasons for Building Dams
Day 2: Read about the Hoover Dam through Land
Lesson 24
Describe how the use of renewable and nonrenewable energy resources impacts the environment.
Preparing to Teach
□ Secure texts (see Lesson 24 Resource) or open free educator account to access Epic! digital texts (http://phdsci.link/1007).
Materials
□ Science Logbook (Lesson 24 Activity Guides A, B, and C)
□ Driving question board
□ Anchor chart
Module Resources
Lesson 24 Resource: Excerpts for Jigsaw Reading
Alternative Pacing
Day 1: Launch through Categorize Energy Resources
Day 2: Discuss Similarities and Differences between Energy Resources through Land
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
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Application of Concepts: Socratic Seminar and End-of-Module Assessment (Lessons 25–27)
Lessons 25–27
Essential Question: How did the Grand Canyon’s features form?
Lesson 25
Explain how Earth’s processes shape some of Earth’s features. (Socratic Seminar)
Preparing to Teach
None
Materials
□ Science Logbook (Lesson 25 Activity Guides A, B, and C)
Alternative Pacing
Day 1: Launch through Prepare for Socratic Seminar
Day 2: Engage in Socratic Seminar through Land
Lesson 26
Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment)
Preparing to Teach
None
Materials
□ End-of-Module Assessment
□ Driving question board
Alternative Pacing
Day 1: Launch through Complete the End-of-Module Assessment
Day 2: Complete the End-of-Module Assessment through Land
Lesson 27
Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment Debrief)
Preparing to Teach
□ Score End-of-Module Assessments and write individual feedback.
□ Select End-of-Module Assessment responses to share with students.
□ Prepare visual for student connections between Module Concept Statements and Systems Crosscutting Concepts (see Lesson 27 Resources A and B).
Materials
□ End-of-Module Assessment Rubric
□ Sample of End-of-Module Assessment responses that meet expectations (either sample responses from Teacher Edition or sample from class)
□ Anchor chart
Module Resources
Lesson 27 Resource A: Module Concept Statements
Lesson 27 Resource B: Systems Crosscutting Concepts
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 16
Alternative Pacing
Day 1: Launch through Debrief the End-of-Module Assessment
Day 2: Revise the End-of-Module Assessment through Land
PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide
Copyright © 2020 Great Minds PBC 17
Works Cited Buckley, James, Jr. 2014. Who Were the Wright Brothers? New York: Grosset & Dunlap.
Chin, Jason. 2017. Grand Canyon. New York: Roaring Brook Press. [All references to Grand Canyon are from this
source.]
National Park Service (NPS). 2009. “Over the Rim, Into the Canyon.” NPS.gov: Grand Canyon National Park, video,
0:58. https://www.nps.gov/media/video/view.htm?id=C2A43648-155D-451F-6722A3EAFE93E679.
Credits Great Minds PBC has made every effort to obtain permission for the reprinting of all copyrighted material. If any
owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper
acknowledgment in all future editions and reprints of this guide.
Page 2, Thomas Moran, The Chasm of the Colorado, 1873–74. Smithsonian American Art Museum. Lent by the
Department of the Interior Museum. Photo Credit: Smithsonian American Art Museum, Washington, DC/Art
Resource, NY; page 13, Beaver Dam Video by DocShotTV/Shutterstock.com; page 14, “The Hoover Dam:
Controlling Water in the West” by Marcia Amidon Lusted from Man-Made Marvels, Cobblestone magazine, April
2016. Copyright © 2016 by Carus Publishing Company. Adapted and reproduced with permission.