Students will…
• 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
Duration 120 minutes (3-4 classes) |
Setting Classroom |
Grouping Groups of 2-3 students |
PTI Inquiry 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!