• Differentiate between erosion, physical weathering and chemical weathering.
• Create a model of a sinkhole.
• Investigate factors that affect sinkhole formation.
• Present an argument supported by evidence collected from their model
120 minutes (3-4 classes)
Groups of 2-3 students
1.2, 6.2, 7.1, 7.2
|Lesson Components||Time||Inquiry Skills||Tech. Used||Engage Level||Brief Description|
|Engage||10 min||1.2||Computer||2||Video showing consequences of sinkhole formation. Cbsnews.com/news/sinkholes-thehole-truth/|
|Explore||40 min||-||Model||3||Creation of model testing one of three factors that may affect sinkhole formation|
|Explain||30 min||-||none||3||Evaluate data collected through model and write justification of evidence.|
|Expand||10 min||-||USGS maps||2||Examine other groups factors tested and compare data to own group. Analyze and review data on USGS Map|
|Evaluate||30 min||6.2, 7.1, 7.2||-||3||Presenting their arguments to class on factors that affect sinkhole formation. Answer pregenerated questions.|
|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!