This activity leads students to a rich understanding of both the erosion and deposition processes and how they change the Earth’s surface. Students will: 1) relate erosion and deposition to how Earth is changed by the building up and tearing down of its surface, and 2) identify unique landforms that are created as a result of erosion and deposition.
Whole Classroom and Groups of 3-4 Students
1.3, 3.1, 3.7, 4.2, 5.2, 5.8, 7.2, 7.5
|Lesson Components||Time||Inquiry Skills||Tech. Used||Engage Level||Brief Description|
|Engage||5-10 min||1.3, 3.7, 5.2, 6.1||none||3||Students will tear up pieces of paper, then blow and record observations in science notebook. Observations will be revisited after lab. Alternative assignment is a scenario where students will discuss what they think caused the sand to be on the beach.|
|Explore||40 min||1.3, 5.8 , 3.1, 3.7||none||3||Students will use sand or sediment mixed with rocks to investigate agents of erosion (ice, wind, water, and waves) and their impact on the land.|
|Explain||15 min||4.2, 5.8, 7.2||none||2||Students will collect data and reflect on their experiences with erosion and deposition during their investigations.|
|Expand||20 min||7.2, 7.5||Computers, Personal Electronic Devices||3||Students will research how erosion and deposition cause different landforms and agents that cause them to change.|
|Evaluate||5 min||7.2||none (Computer optional)||1||Exit slip will check for student understanding.|
|Level of Student Engagement|
|1||Low||Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction|
|2||Medium||Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance|
|3||High||Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered|
Please share your comments (e.g., strengths, areas for improvement, your implementation results if you taught the lesson in your class, and any modifications you made). Thanks!