Read Write Think Lesson Plan
Sonya Elliott
RE 5730
Lesson Title
Enduring Erosion and Weathering
Grade
5
Lesson Type
Standard Lesson
Learning Objectives
· collaboration
· inquiry/research
· oral communication
· vocabulary
· writing process
Themes
· Science
Keywords
erosion, weathering, deposition, runoff, chemical weathering, physical weathering, sediment
Brief Description
This lesson examines how erosion occurs all around us. This lesson examines how weathering and erosion work together to change the land around us.
Overview
In order for students to better understand how erosion affects the world around them, students must be able to visualize the entire process we call erosion. In this lesson, students will be able to recreate the cycle of events that take place between weathering and erosion. Students will examine how different agents of erosion form and reshape the land around us. Students will use hands on research to form hypothesis about erosion that is currently occurring in their own backyard.
Featured Resources
1. Weathering and Erosion video from Discovery Education
http://player.discoveryeducation.com/index.cfm?guidAssetId=6B1E329E-5A77-4B36-BFA9-1D307F75441C&blnFromSearch=1&productcode=US
This video shows the children detailed images of the different types of weathering and the effects they have on the land around them.
2. Erosion PowerPoint
http://science.pppst.com/erosion.html
This PowerPoint shows the affects of erosion on one landform over the span of 120 years.
3. Enduring Erosion Research Inquiry
This inquiry sheet provides the necessary directions to complete the on campus research part of the lesson.
Enduring Erosion.doc
From Theory to Practice
El-Hindi, A.E. (2003). Integrating literacy and science in the classroom: From ecomysteries to Readers Theatre. The Reading Teacher, 56(6), 536–538.
· Science is one area where many teachers are uncomfortable in their knowledge of the subject area. Many elementary teachers are intimidated by science (Gallas, 1995), and too often settle for the teacher demonstrating an experiment that students witness with little or no involvement (Pearce, 1999).
· Student-centered discussions in the area of science and scientific inquiry are very important to science learning in the elementary classroom (Reddy et al., 1998). These instructional conversations promote the kinds of rich discussions that help students develop their ideas along with linguistic competence (Goldenberg, 1993).
· Reading receives more instructional time than any other area (Hein and Sabra, 1994), while science is often offered the least amount of instructional time. Teachers may feel more comfortable supporting science instruction if they have concrete means for integrating science with everyday literacy instruction.
Standards
4,5,7,8,12
Resources
Materials and Technology
· computer with internet access
· account to Discovery Education
· TV
· 3-5 digital cameras
· printer
· clip boards
· drawing devices(colored pencils, crayons, markers)
· copies of Enduring Erosion Inquiry
· copies of rubric
· You can print blank Stapleless Books and ask students to devote a page for each of the following
Student Interactives
Stapleless Book - ReadWriteThink
Printouts
Enduring Erosion and Weathering (page 8 and 9)
Rubric (page 10)
Websites
Discovery Education (http://my.discoveryeducation.com/)
ReadWriteThink ( http://www.readwritethink.org/ )
Estimated Lesson Time
Five 45- minute session
Student Objectives
Students will:
· be able to differentiate between weathering and erosion
· develop the vocabulary necessary to determine how erosion affects landforms
· formulate a hypothesis about types of erosion happening around them
· interpret and evaluate how erosion has affected the land around them
Preparation
1. Teacher needs to have access to a computer and to a Discovery Education account in order to watch the video on weathering and erosion via Discovery Education. Gather the vocabulary used in the video to review with the students after watching.
http://player.discoveryeducation.com/index.cfm?guidAssetId=6B1E329E-5A77-4B36-BFA9-1D307F75441C&blnFromSearch=1&productcode=US
2. Teacher needs to sign up for the computer lab for the last session of this lesson. If lap tops are available, they can be used in the classroom environment. The computers need to be connected to a printer in order for the students to print their stapleless books.
3. Preview the erosion PowerPoint
http://science.pppst.com/erosion.html
4. Obtain at least 3-5 digital cameras to use as the students are conducting their research outside. They will need the cameras to take photographs of the erosion that they see. It is ideal for each small group to have a camera, but not necessary. They can be shared if needed.
5. Print out and copy the Enduring Erosion Inquiry sheet and Science Inquiry Rubric.doc. Each student should have a copy.
Instruction and Activities
Lesson 1: Differentiating between weathering and erosion
1. Introduce the concepts of weathering and erosion to the students. Talk about how they are two separate forces of nature. Ask the students to verbalize why and how they think each one happens.
a. Weathering is the process which breaks landforms down
b. Erosion is the process of carrying away the pieces of sediment that is left behind
2. Have students to watch the Discovery Education video (20 minutes)
http://player.discoveryeducation.com/index.cfm?guidAssetId=6B1E329E-5A77-4B36-BFA9-1D307F75441C&blnFromSearch=1&productcode=US
3. As they are watching the video have the students to write down any vocabulary words that are shown in bold print during the video into their science notebooks. Explain to the students you will begin tomorrow’s lesson with a vocabulary review.
Lesson 2: Vocabulary Instruction
1. Ask the student to take out their science notebooks and turn to the vocabulary words they wrote off of the video yesterday.
2. Review each vocabulary word with the students making sure they have written the correct definition into their science notebook.
3. Show the erosion PowerPoint
http://science.pppst.com/erosion.html
4. Have the students to examine each slide of the PowerPoint as it shows a landform that is affected by erosion and weathering over a period of 120 years. Inform the students that erosion and weathering occur every day and over a period of time it can dramatically change the look of landforms.
5. Explain to the students that weathering and erosion are occurring all around them. Have the students to brainstorm ideas of where they may see evidence of weathering and erosion at their school. Have them to think about the landscape the school is built on. Some examples may include: play ground, parking lot (cracks), side walk, and any where they may be doing construction on school grounds.
6. Discuss what areas they came up with and have them to explain why they think there could be evidence of erosion in these places. Create a master list of all areas talked about for tomorrow’s lesson.
Lesson 3: Begin Research Inquiry
1. Review with the students the areas on school grounds where they thought evidence of erosion could be seen.
2. Divide the class into 5 equal groups. Explain that the class is going to be conducting their own scientific research on erosion.
3. Give each group a camera and each student should have a clip board with a copy of the Enduring Erosion.doc attached.
4. Explain the direction on the Enduring Erosion Inquiry worksheet.
5. Inform the students that the class will be exploring the grounds of the school in order to find evidence of erosion. Explain to the students we will begin looking in the places that they brainstormed yesterday. Tell them we will be traveling as one large group but then break off into our smaller groups when we reach each destination.
6. When in smaller groups their jobs will be to find an area that shows evidence of erosion. They will then take a photograph of that spot. Together as a group they are to form a hypothesis (educated guess) what type of weathering caused this erosion.
7. They are to draw the area on their Enduring Erosion.doc.
8. When we arrive back in the classroom the students will stay in their groups to answer the rest of the questions on the Inquiry sheet.
Lesson 4: Continue Research Inquiry
1. Begin by handing out the pictures that the students took in the previous lesson. (These can just be printed from a black and white printer or color printer if you have access to one)
2. Have the students to get back with their group and continue to fill out their Enduring Erosion sheet if they did not finish in the last lesson. Encourage them to use the photograph they took to help them revise and edit their inquiry if necessary.
3. When the students are finished with their Enduring Erosion sheet, have one group member from each group jigsaw with members of each of the other groups. When the students *jigsaw, they can share their erosion example with members of the other groups and discuss how each group’s examples are similar and different (comparing and contrasting).
(* Jigsaw is a cooperative learning strategy where students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting group in the role of instructor for their subcategory.)
Lesson 5: Student Evidence and Informal Assessment
1. Using either the scheduled computer lab or the lap tops have the students log on to Read, Write, Think.
2. Have them to find the Stapleless book interactive.
3. Using the interactive, have students to create a page for every part of their Enduring Erosion Inquiry information. There are spaces for 6 pages. They could include:
a. Definitions of weathering and erosion
b. Drawing of the area in which they did their inquiry on
c. Their impression of that area or situation
d. Any questions they have/had about the area or situation
e. Their hypothesis or how the erosion occurred in that area
f. A concluding paragraph that states whether or not they believe their hypothesis is correct or not. They need to include vocabulary and terms they have learned while explaining this conclusion in their paragraph.
4. Have students to print the books in order to display them on a bulletin board or hang in the hallway as evidence of their learning.
Extensions
Small groups of students may generate questions for further research. Refer to the websites used in the lesson or those below for erosion research:
1. Exploring Earth- This website provides pictures of landforms that have been formed by different forms of erosion. It shows landforms from all parts of the world for the students to explore and see.
2. Kids Geo- This website takes students through the entire process of erosion as it occurs. Great photographs and deeper concepts of erosion are discussed.
Student Assessment/ Reflections
· Sessions 1 and 2: Check for completeness of tasks (vocabulary, descriptions).
· Session 3 and 4: Check to make sure that everyone participated in collecting facts and sharing with the class.
· Session 4: Evaluate fluency by listening to students read aloud in their groups.
· Session 5: Use a rubric to score students based on their performance in their groups.
Enduring Erosion! Erosion Inquiry
How Does Erosion Affect My World?
You will find a location on school grounds that have been affected by erosion. You will then answer the following questions:
1. What are your first impressions about this area or situation?
2. What questions do you have regarding this area or situation?
3. Hypothesis: Record below one or more hypotheses to explain your observations and/or answer your questions.
4. Apply what you know: Explain what you learned about erosion below. Use three or more of the following terms in your response: weathering, erosion, wind erosion, water erosion, sediment, force, run off, deposition.
Enduring Erosion Data Collection Sheet
Directions: Draw a diagram or insert a photograph of the area or situation you are observing below.
Blackburn ElementaryScience Inquiry Group Work
Name: ______/ Teacher: S. Elliott
Date: ______/ Title of Work: ______
Skills / Criteria / Points
1 / 2 / 3 / 4
Helping
The teacher observed the students offering assistance to each other. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Listening
The teacher observed students working from each other's ideas. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Participating:
The teacher observed each student contributing to the project. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. / None of the Time / Some of the Time / Most of the Time / All of the Time / ____
Total Points / ____
Teacher Comments:
8