TE 408: Three-day Lesson Plan

Name: Joe Conley, Ava Pearlman, Michele Weston

Mentor Teacher: Sarah Roller School: Bath Middle School

Class and grade level: 6th grade Earth Science Date: 04/12/14

Part I: Information about the Lesson and Unit

Topic: Weathering and erosion, part of a unit on weathering and soil.

Abstract In this three day sequence we will introduce the problem of how weathering and erosion

shape the surface of the earth. On day one we will make sure the students can differentiate

between weathering and erosion. We will then introduce the phenomena of rockslides and do a

PEOE activity that models how rockslides shape rocks. The activity will include observing sugar

cubes before and after being shook in a coffee can. We will model developing a good

explanation of how the cubes were rounded together as a class. On day two, the students will

observe other activities of weathering and erosion and develop their own explanations for each

activity (coaching). On day two we will also fade and let the students develop explanations on

their own with less input from us teachers. On the final day, students will need to address and

develop good explanations for real world geological features.

Part II: Clarifying Your Goals for the Topic

A. Big Ideas

Earth’s systems are dynamic; they interact over a wide range of temporal and spatial scales and

continually react to changing influences, including human activities. Components of Earth’s

systems may appear stable, change slowly over long periods of time, or change abruptly (ESS2-

A).

Earth’s surface is impacted by large time and spatial scale sub-surface processes (plate tectonics)

and small time and spatial scale surface processes (weathering and erosion).

Water plays an important role in shaping Earth’s surface. It participates both in the dissolution

and formation of Earth’s materials. The downward flow of water, both in liquid and solid form,

shapes landscapes through the erosion, transport, and deposition of sediment. Water’s

movements—both on the land and underground—cause weathering and erosion, which change

the land’s surface features and create underground formations (ESS2-C).

Weathering is the breaking down of rock into smaller pieces. Over time, rocks crack, crumble,

and are broken up by water and wind. Drops of water on a rock may repeatedly freeze and melt,

causing the rock to crack. Water may react with some of the chemicals in a rock and cause part

of the rock to break down. Rocks sometimes fall from higher places, breaking as they fall. Small

animals and the roots of plants also contribute to the weathering of rock when they burrow into

the ground. Weathering forms sediments that can be moved by wind and water.

Erosion is the movement of sediments from one place to another by water, wind, or ice. When

water erodes the earth’s surface, it cuts into the ground, forming surface channels. These

channels can range from tiny depressions in the earth to huge canyons, such as the Grand

Canyon. Slow and steady water erosion over long periods of time has created valuable features

of the earth’s landscape such as lakes, rivers, hills, canyons, and fertile plains.

1. Naming key practices

On day one, we establish the problem “How does weathering and erosion shape the surface of

the Earth?”. Our goal is to use weathering and erosion (the model) to explain some of the various

geological features on Earth (using models 2b and constructing explanations 6). Students should

have prior knowledge of the model (weathering and erosion) from previous classes so we spend

less time developing knowledge. The three days are meant to have students practice using the

model and understand how it can be used to explain many different observations, geological

features on Earth (constructing explanations 6).

The mini PEOE will have students Predict, Explain, Observe, and Explain what happens when

we shake a container of sugar cubes and pebbles. This is the left arrow, inquiry: developing

knowledge. Students are asking questions (1), carrying out investigations (3), analyzing and

interpreting data (4). The teacher will model how to engage in argument from evidence (7) so

this is not a true PEOE as we are also using this activity as part of our modeling in the EMCF

sequence, which will take place over the 3 days.

General Practices:

During our lessons, students will obtain, evaluate, and communicate information (8) both orally

and in writing.

C. Performance Expectations for Student Learning

Performance Expectation Associated NGSS

Practice

NGSS Performance Expectation(s)

1. Construct an explanation based on evidence for how geoscience

processes have changed Earth's surface at varying time and spatial scales.

(MS-ESS2-2) Clarification Statement: Emphasis is on how processes change Earth’s surface at time

and spatial scales that can be large (such as slow plate motions or the uplift of large

mountain ranges) or small (such as rapid landslides or microscopic geochemical

reactions), and how many geoscience processes (such as earthquakes, volcanoes, and

meteor impacts) usually behave gradually but are punctuated by catastrophic events.

Examples of geoscience processes include surface weathering and deposition by the

movements of water, ice, and wind. Emphasis is on geoscience processes that shape

local geographic features, where appropriate.]

Constructing

explanations (6)

2. Develop a model to describe the cycling of Earth's materials and the

flow of energy that drives this process. (MS-ESS2-1) [Clarification

Statement: Emphasis is on the processes of melting, crystallization, weathering,

deformation, and sedimentation, which act together to form minerals and rocks through

the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include

the identification and naming of minerals.]

Developing

models (2a)

Specific Lesson Objective(s)

1. Construct an explanation on how weathering and erosion shape

Earth’s surface creating various geological structures.

Constructing

explanations (6)

Part III: Classroom Activities

A. Storyline for the Lesson Sequence

Stage Role in Storyline

Lessons

before your

sequence

Students will have prior knowledge about weathering and erosion as they will

have finished the chapter “Weathering and Soil” in their book and it’s related

worksheets and activities. They have some more familiarity with Erosion on a

previous unit on the Rock cycle.

Section 1 of the chapter deals with weathering. They learn that weathering

processes weaken and break apart rock material into smaller pieces. The should

be able to differentiate between chemical and mechanical weathering. The

chapter also briefly touches on the fact that weathering shapes Earth’s surface

which is the topic we focus our 3 day lesson on.

Section 2 and 3 focus on Soil- its nature and its erosion. The should understand

that soil is a mixture of weathered rock, decayed organic matter, mineral

fragments, water, and air. They should also know that soil erosion is harmful

because plants do not grow as well when topsoil has been removed.

Lesson 1 We will address the difference between weathering and erosion in order to

connect with previous lessons and reinforce the idea that the processes are

unique from each other. We will then introduce the problem of how the earth is

continually being shaped by the two processes. By shaking sugar cubes in a can,

we will demonstrate how rock slides shape rocks. Then, we will model a

complete explanation of this example for the students.

Lesson 2 The students will visit four lab stations and observe different forms of

weathering and erosion. They will use their observations to conduct quality

explanations for the processes happening at each station. We will move from

group to group ensuring that they are writing good explanations, and their

packets will have scaffolding (specific response criteria).

Lesson 3 Students will investigate real world geological features as case studies. They

will construct explanations for how the features form. They have had practice

constructing explanations for the activities in day two, so they will apply this

practice to the case study. We will fade by checking in periodically with

individuals, but no longer for each example.

B. Activity Sequence Details

Focus Objective

Objective NGSS Practice

1. Construct and explanation on how weathering and erosion change

the appearance of Earth’s surface.

Constructing

explanations (6)

1. Application Cycle

Examples and Scaffolding (Pattern in Student Practices)

List of examples

1. The rounding of rocks in landslides using the sugar cube experiment.

2. Chemical/mechanical weathering with bar of soap.

3. Rock slide video

Stations:

4. Pouring water on a pile of sand.

5. Blowing sand

6. Ice wedging

7. Adding pipe cleaners to sand to reduce soil erosion

Case studies:

8. Cliff Collapse

9. Jump-Off Joe

10. Land Slide in Italy

11. The Dust Bowl

12. Michigan Potholes

Scaffolding that applies to all examples

Each explanation should include:

The name of the process involved (erosion and/or the specific type of weathering)

A drawing that shows the movement of the rock material with arrows (when applicable)

and the weathering agent (wind, water, ice)

A written explanation of what is happening in the drawing

Stages in Your Application Cycle

Stage Teaching Activities

Establishing

the problem

The world is constantly being changed by the processes of weathering and

erosion. How can we explain some of the geological features on the surface of

the Earth today?

Modeling We will develop an explanation on the board for the sugar cube demonstration

(one of the two PEOE’s). We will also do a PEOE with water running over a

bar of soap to coach the students as they develop an explanation. On day 1,

each student will write an explanation for the bar of soap example (one of the

two PEOE’s). We will write the criteria for a good explanation on the board.

Coaching On day 2, groups will observe different forms of weathering and erosion and

write explanations of how they are influencing the material in each model.

Fading The students will examine case studies and write explanations using the

processes of weathering and erosion to explain the formation of many

prominent surface features.

Maintenance

C. Lesson Plans

Lesson 1 Materials

Presentation materials

(Overhead

transparencies or PowerPoint

presentations, etc)

Scaffolding criteria written on the board (so that we can use the

overhead and still be able to point to the criteria).

Copied materials

(Handouts,

worksheets, tests, lab

directions, etc.)

Lesson 1 worksheet (see Lesson1_WeatheringErosion.docx attached)

Laboratory materials:

(For the teacher or the class as a whole)

- 10 Sugar cubes

- 10 pebbles/rocks

- Jar with lid (tupperware or coffee canister work fine)

-One bar of soap

Other materials: Weathering and Erosion video from StudyJams:

http://studyjams.scholastic.com/studyjams/jams/science/rocks-

minerals-landforms/weathering-and-erosion.htm

Rock slide video:

https://www.youtube.com/watch?v=B4RYtNJpdLY

Lesson 1 Activities

Lesson 1 Introduction (10 minutes)

Establishing the Problem

o How does weathering and erosion shape the surface of our Earth?

o On the board, we will have the 3-day lesson’s objective and the day’s activities.

We will make the objective clear: “During the next three days, your goal it to be

able to explain how weathering and erosion shape Earth’s surface”.

Show video to help students better understand the difference between weathering and erosion

and how they work together.

Weathering and Erosion video from StudyJams:

o http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-

landforms/weathering-and-erosion.htm

o Review of previous lessons. This should help students review and understand the

different vocabulary (mechanical weathering, chemical weathering, erosion) and

understand how weathering and erosion are a “superduo” and work together to

form Earth’s surface

Set up the bar of soap PEOE. The Instructor should show students the new bar of soap,

and say that you will place it under the faucet for the entire class period, with the faucet

dripping very slowly. Ask students to write their prediction of what the soap will look

like at the end of the class period, and to explain why. We will return to this at the end of

class.

Lesson 1 Main Teaching Activities (30 minutes)

Modeling

o Materials

10 Sugar cubes

10 pebbles

Jar with lid (tupperware or coffee canister work fine)

o Put 10 sugar cubes and 10 pebbles into the container and put on lid.

Explain to students that rocks can be broken down when they tumble down a mountain.

o Ask “What causes the rock to first go down the mountain?”

Students might explain earthquakes, rain, someone pushes it…

Explain that gravity is always pulling down on us. So yes, rocks can be

broken down by weathering and these new fragments of rocks might

become unstable and gravity now pulls them down the slope of the

mountain.

Also relate this to rocks being worn down by water in a stream

We are going to explore what happens as these rocks fall down the mountain by taking

some sugar cubes and pebbles and shaking them in this container.

o Explain that the sugar cubes represent a softer rock (like limestone) but we are

using sugar cubes in order to see a result in less time.

o Select 2 students to shake the container. (or pass the container around the class?)

As we are waiting, I want you to predict what is going to happen to the sugar cubes and

the rocks and why. We will walk around and check your predictions.

o Select 2 students to replace original volunteers so that they have a chance to write

their predictions.

Show the contents of the tupperware on the overhead. Put the now rounded sugar cube

next to an untouched one.

Ask students to describe their observations. What happened to the sugar cubes?

Every rock tells a story.

o This activity showed that rocks can be worn down by the direct actions of other

rocks.

o What if we kept shaking the container, what might happen (the sugar cubes would

become smaller and rounder)? What if we shook it for a few months, a few years

(the pebbles would start to break down as well)?

Model a good response on the overhead (see scaffolding below). Explain the components

of our scaffolded response and why we included each part.

o Scaffolding that applies to all examples Each explanation should include:

A drawing that shows the movement of the rock material with

arrows (when applicable) and the weathering agent (wind, water,

ice)

The name of the processes involved (erosion and/or the specific

type of weathering)

A written explanation of what is happening in the drawing

Show this video of a real rock slide (starting at 1 min.).

https://www.youtube.com/watch?v=B4RYtNJpdLY

o Coach a good response on the overhead (see scaffolding above) as a class. Call on

students to contribute parts of the response. Encourage class discussion (ex. does

anyone disagree?, does anyone want to add something?, can you explain

more…?) Make sure students explain the components of our scaffolded response

and why we including each part.

Lesson 1 Conclusion (10 minutes)

Show the bar of soap of the overhead, and ask students to write their observations. Pass

the soap around the room as well. Then, ask them to write an explanation of what they

observed following the scaffolding criteria on the board. Collect this explanation

before they leave.

Lesson 2 Materials

Presentation materials (Overhead

transparencies or PowerPoint

presentations, etc)

Copied materials (Handouts,

worksheets, tests, lab directions,

etc.)

Worksheets with lab directions and questions

Laboratory materials: For the teacher or the class as a

whole:

For each laboratory station:

Station 1: tub, sand, water, small pitcher

Station 2: cake pan, cardboard, sand

Station 3:

Ahead of time, the teacher prepares two containers filled

with plaster of paris. One with a balloon filled with water

(size of a golf ball) and nothing in the other.

At the station: 2 milk cartons (one cracked with remnants

of balloon) filled with plaster, explanation of the

experiment

Station 4: cake pan, sand, bucket/sink (with filter to

collect sand), water, small water pitcher, pipe cleaners

Other materials:

Lesson 2 Introduction (8 minutes)

Review student responses to the bar of soap example. Go over example responses (one

poor, one medium, and one good) and remind the class what constitutes a complete

response.

Divide students into groups for lab activity

Lesson 2 Main Teaching Activities (40 minutes)

4 stations:

1) Pouring water on a pile of sand

Students will pile up sand in a tub. They will make initial observations of the sand and record

them. Students will then pour water over the pile of sand. They will try to pour the water so it

hits the same area on the pile the whole time. They will then record their observations and

record them. With their notes they will construct good explanations for the processes they

observe.

2) Blowing sand

Place a pile of sand in a cake pan with cardboard as a back-stop so the sand does not blow away.

Have the students blow on one side of the pile. Make sure they record the pile before and after

the students blow on the sand. Using their notes, the students will construct a good explanation

for wind erosion.

3) Ice wedging

Ahead of time, the teacher prepares two containers filled with plaster of paris. Put a balloon

filled with water (size of a golf ball) in one and nothing in the other. Let the containers cool in

the freezer overnight. The plaster containing the balloon should have cracked as the water in the

balloon froze and expanded.

4) Erosion and plants

How plants help reduce erosion

1. Smooth out the sand in the cake pan. Make sure the walls of the pan are at least 1 inch

above the level of the sand.

2. Place an object ½ inch thick under one end of the pan and have the other end over a sink.

3. Slowly pour water in at the end of the elevated sand and record your observations

4. Smooth out the sand and place 15 pipe cleaner in the sand to simulate vegetation

5. Pour water in the pan again like before and record your observations.

As water ran over the soil, it carried away the sediments formed by weathering which will form

gullies in the soil and rocks. Running water eroded the rock and digs gullies in the

ground. Adding grass on top of the soil keeps the water from digging a gully. This is because

the roots of the plants hold the soil together so that erosion cannot take the soil away.

Lesson 2 Conclusion (2 minutes)

Have each group clean up their station and make sure it is ready for the next class

Collect the lab packet on their way out

Lesson 3 Materials

Presentation materials (Overhead

transparencies or PowerPoint

presentations, etc)

Powerpoint with case study examples

(CaseStudies_day3.pptx)

Copied materials (Handouts,

worksheets, tests, lab directions, etc.)

Worksheet: Lesson3_WeatheringErosion.docx

Laboratory materials:

For the teacher or the class as a

whole:

For each laboratory station:

Other materials: Weathering and Erosion Song

https://www.youtube.com/watch?v=2311yO5opVk

Lesson 3 Introduction (10 minutes)

Video about the formation of the Grand Canyon:

https://www.youtube.com/watch?v=ktf73HNZZGY

o Remembering previous lessons: Remind students of the “superduo Breaker and

Whoosh”. What did Breaker represent? Weathering. So what does Breaker do?

Breaks rocks. What was an example of weathering in this video? The Colorado

River, rock slides, etc.. And what was Whoosh? Erosion. And what did he do?

Carry the rocks/sediments away. What was an example of erosion in this video?

Transported sediment in the Colorado River and the streams that feed into it.

o Ask students about other ways rock can be weathered and eroded that they have

learned about during the previous two lessons. Allow time for them to share their

ideas.

Review student responses to one of the station examples. Go over one poor, one

medium, and one good response, and remind the class what constitutes a complete

response.

Lesson 3 Main Teaching Activities (35 minutes)

In this part of the lesson we will have five “case studies” of earth’s surface features that can be

explained by weathering and erosion. Students will be asked to write scientific explanations for

what they observe about each case study. We plan to show the scaffolding criteria for the first

one, but then not for the last four. The instructors will walk around checking student

explanations, but we will not provide as much support as Lesson 2. We plan to have students

check their responses with a partner for the first three case studies, but the last two will be

entirely on their own. Pictures and assessment questions can be found on the powerpoint.

#1 Two Mountain Ranges

#2 Jump-Off Joe

#3 Land Slide in Italy

#4 The Dust Bowl

#5 Michigan Potholes

Lesson 3 Conclusion (5 minutes)

Explain that we focused mainly on erosion and mechanical weathering but there’s also

chemical weathering.

Show video/song to summarize weathering and erosion

o https://www.youtube.com/watch?v=2311yO5opVk

Collect the worksheets