How Can Wind and Water Change the Shape of Different Types of Land?

By:Gino Aquino

1.
Activity Name or Title:
How Can Wind and Water Change the Shape of Different Types of Land?
2.
Purpose of Activity:
The purpose of this activity is to describe and classify the changes in the
shape of land by the effects of wind and water. Students will plan and conduct
investigation to determine the effects of erosion and weathering. Through this
lesson, students will discover the physical changes in land by creating erosion
different soil towers. Children will understand that wind and water can shape
land. This lesson will address the misconception that land is only affected by water.

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3. Lesson Inquiry Question:

How do erosion and weathering change the shape of different types of land?
4. Target Learning Group [Age(s) or Grade Level(s)]:
This activity is designed for second grade.
5.
Approximate Time Involved:
Teacher preparations: One hour to gather materials and prepare lesson.
Student involvement: 10 minute introduction on the effects of erosion;
45 minute lesson total.
6.
Science Content Background Information for Teacher with Reference(s):
Wind and water can change the shape of the land. Earths biosphere has changed the makeup of the geosphere,
hydrosphere, and atmosphere over geological time; conversely, geological events and conditions have
influenced the evolution of life on the planet. Water is essential to the dynamics of most earth systems, and it
plays a significant role in shaping Earths landscape.
Vocabulary:
Erosion is the process that moves materials from one location to
another. The process of eroding or being eroded by wind, water, or other natural agents
Weathering is the breaking down of rocks, soil and minerals
through contact with the Earth's atmosphere and waters.
Erosion is the breakdown of the land around you. It is the process of weathering by wind, water and other
natural agents. In earth science, erosion is processes that remove soil, rock, or dissolved material from one
location on the Earth's crust, then transport it away to another location. In nature, large things are broken down
into smaller things. Boulders become sand. Mountains are rained on and become hills. Pieces of a mountain
become smaller as they go down the sides of hills.
Erosion is an easy idea to understand. If you are on a mountain and picked up a rock from the side of the
mountain and then threw it down on the ground. You would then be part of the erosion of that mountain. You
have transferred a big object (a mountain) and started to create little objects out of it (a rock). When that rock
hit the ground, it could have cracked and made some tiny pieces of rock (sand) which is moved from one place
to another. Erosion is a simple process that happens everyday on our planet. When it rains, the same process
happens. Rocks are washed down a mountain or down a stream and soils are washed away. The ocean beats
against a cliff and breaks it apart from one location to another. This is the process of erosion.
The National Academic Press. A Framework for K-12 Science Education: Practices, Crosscutting Concepts,
and Core Ideas. http://www.nap.edu/read/13165/chapter/11#179. 2012
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Play the youtube video, StudyJams Weathering and Erosion to explain the process of weathering and erosion
to allow students to have a better understanding of the vocabulary. https://www.youtube.com/watch?
v=lyysL02ZvQ8
Accommodations: Autism Spectrum Disorder ASD:
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that impairs a child's ability to
communicate and interact with others. It also includes restricts repetitive behaviors, interests, and
activities. According to CDC, There is often nothing about how people with ASD look that sets them apart
from other people, but people with ASD may communicate, interact, behave, and learn in ways that are
different from most other people. The learning, thinking, and problem-solving abilities of people with ASD
can range from either highly gifted to severely challenged. Sadly, most people with ASD need a lot of help in
their daily lives. Their is no cure for ASD, but intensive and early treatment can make a big

difference in the lives of many children.

http://www.cdc.gov/ncbddd/autism/facts.html
http://www.mayoclinic.org/diseases-conditions/autism-spectrumdisorder/basics/definition/con-20021148

7.

NGSS Performance Expectation Involved:

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land.*[Clarification Statement: Examples of
solutions could include different designs of dikes and windbreaks to hold back
wind and water, and different designs for using shrubs, grass, and trees to hold
back the land.]
DCI: ESS2.A: Earth Materials and Systems Wind and water can change the
shape of the land. (2-ESS2-1)
Science and Engineering Practice: Constructing Explanations and
Designing Solutions: Constructing explanations and designing solutions in
K2 builds on prior experiences and progresses to the use of evidence and
ideas in constructing evidence-based accounts of natural phenomena and
designing solutions.
Make observations from several sources to construct an evidence-based
account for natural phenomena. (2-ESS1-1)
Compare multiple solutions to a problem. (2-ESS2-1)
Cross Cutting Concept:
Patterns in the natural world can be observed. (2-ESS2-2),(2-ESS2-3)
Stability and Change- Things may change slowly or rapidly. (2-ESS2-1)

8.

Materials and Advance Preparation:

Science Notebook

Vocab handout
2

Before and After Picture

Pencil
Color Pencils
Ruler
6 small cups (12 oz solo cup)
(10 oz)
Garden Soil- Potting soil mix (10 oz)
Sandy Loam Soil (10 oz)
*Clay Soil-Top Soil (10 oz)
3 straws
1 dropper
1 cup of water
Tupperware- for mess and easy cleanup

9. Lesson References:
Break It Down. Geography4Kids. http://www.geography4kids.com/files/land_erosion.html. 1997-2015.
Andrew Rader Studios.
The National Academic Press. A Framework for K-12 Science Education: Practices, Crosscutting Concepts,
and Core Ideas. http://www.nap.edu/read/13165/chapter/11#179. 2012
10. Safety Considerations:
Soil or other small particles may get into an eye. Wear goggles to protect any eye damage.
SCIENCE ACTIVITY
1.
Pre-assessment Engage:
Give the students the pre assessment. Remind students that this is just for fun to see what we know. After when
completed and checked, introduce the youtube video on the Coastal Erosion in Drew Point, Alaska. After, ask
the students what they thought caused the land to change in Drew Point, Alaska.
Have the students write down a sentence in their science notebooks about what they think might be happening.
What could cause land to change? Engage the students in a discussion. Encourage students to talk with a
partner to develop questions or ideas about the phenomena.
After recording their ideas in their science notebooks, allow time to share ideas as a class. Each group will
share their best idea.
Finally, have them write down two questions after their reaction concerning land formation and erosion as well
as the new vocabulary (erosion and weathering).
ACCOMMODATIONS: All learning center students should have a typed out vocabulary sheet.
2.
Procedures (step-by-step):
ACCOMMODATIONS:Autism spectrum disorder : Provide typed out step by step directions to
parapro.
Explore:
Introduce different pictures of erosion. http://science.nationalgeographic.com/science/photos/weatheringerosion-gallery/#/baffin-island_832_600x450.jpg
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Ask the students, What caused the different landforms to change. Engage the students and introduce
weathering. The breaking down of rocks, soil and minerals through contact with the Earth's atmosphere and
waters.
Have the students create two mountains ( using the small cups filled with sand, as making a sand castle) with
the Sandy Soil, and ask the students, what do you think will happen if droplets of water were added to this
mountain? Have the students write down their hypothesis. Then ask the students, What would happen to the
other mountain, if we added wind by blowing lightly into the straw? Engage the students to write in their
science notebook and writing a hypothesis. Explain it does not have to be right or wrong. It is just an educated
guess.
ACCOMMODATIONS: Autism spectrum disorder: provide parapro with the answers to help guide.
Explain:
Define to students the proper vocabulary being taught. Explain that erosion is the process that moves materials
from one location to another. The process of eroding or being eroded by wind, water, or other natural agents
While weathering is the breaking down of rocks, soil and minerals through contact with the Earth's atmosphere
and waters.
Make a cut out for the students to glue into their science notebooks. http://www.kidsgeo.com/geology-forkids/0060-weathering.php
Weathering And Erosion
Weathering takes place as rocks are broken down into progressively
smaller pieces by the effects of weather. These pieces do not move to a
new location, they simply break down, but
remain next to one another.

Elaborate:
Introduce the students the different types of soil they will be
dealing with and show them examples on the overhead. The three types of soil we will be
dealing with are Garden, Sandy Loam, and Clay or Topsoil.
ACCOMMODATIONS: Allow student with ASD to feel the different soil to get a better feeling or
difference of the soils. Children with ASD have sensitivity to tactile relationship.
Allow the kids to observe the difference of soils when first
presenting the names of the different soils so students can get a clear visual of what soil they
will be dealing with.
Create a procedure. Pass out the Investigation Plan (Check Pg 6
Investigation Plan). Students should record their investigation and glue down their plan in their
science notebooks.
Next, explain the students the procedure of the experiment. First,
boys and girls we are going to make three different towers using the soil we have provided.
Display how to make two soil towers using the small cups (a mountain for water and a
mountain for wind). Explain to the students that these are going to be our hills or mountains.
Using a straw, slowly stick the straw halfway into the dirt hill.
We will be using the straw to create wind by blowing out of the straw. Explain to the students
that only one person will be allowed be use the straw in the group. If they want to test the
erosion of the certain soil twice, use another person and a different straw.
Encourage the students to draw the before and after of the hill
after blowing into the hill or mountain. Explain to the students to write a detailed sentence
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explaining what happen to each type of hill or mountain. 3 total drawings and 3 total detailed
sentences for each of the three types of soil.
Discuss: Which soil caused the most erosion after the pressure of
the wind that we created?
Using the three types of soil, create three new hills or mountain.
Using a dropper, add 4 drops of water to each hill or mountain.
Encourage the students to draw the before and after of the hill
after blowing into the hill or mountain. Explain to the students to write a detailed sentence
explaining what happen to each type of hill or mountain. 3 total drawings and 3 total detailed
sentences for each of the three types of soil.
ACCOMMODATIONS: Give an example of 3 total drawings to help demonstrate the before and after
effects.
Students should record all of their data in their science notebook
from the handouts provided from page 6 and 7.
Discuss: What happen when water was added to our hills and
mountains?
Record questions that you have. Provide students the question:
How can we predict whether or not wind or water causes the most erosion to a hill or
mountain?
Expand:
Provide the question to the students: Is all land affected by erosion? What causes weathering Allow the class
time to discuss the question.
Have the students analyze the data they have collected in their
science notebooks.
Provide the students the hand out to fill out and paste in their
science notebook.
Question:
How does erosion
and weathering
affect land
formation?

Claim:
The process of
weathering from
wind and water
breaks down land.
Erosion is the
process that
moves materials
from one location
to another. The
process of
eroding or being
eroded by wind,
water, or other
natural agents

Evidence:
The materials we
tested, such as the
straw to create wind,
and droppers to create
water affected the
land formation by
causing the
breakdown of
materials from one
location to another.

Conclusion:
Wind and water
causes land to
change.

New idea:
What else could
affect land to
change?

Real-World Connections:
To give students a better understanding of erosion, show examples of weathering and erosion happening in
Michigan. A short prezi presentation will allow students to become aware of the types of erosion in Michigan.
https://prezi.com/hxm8v9lomch3/weathering-erosion-deposition-in-michigan/
Evaluate:

 Allow students time to review and reflect on their pre

assesment, pictures, and ideas recorded in their science notebook. Give students time to
modify their original ideas.
Discuss as class results of the experiment. Engage students to
understand that land over time is affected due to erosion and weathering. Wind and water causes
land to change over time. The process of weathering is the breaking down of rocks, soil and
minerals through contact with the Earth's atmosphere and waters.
Explain to the students to write down another question that could
alter the experiment.
Add E-Learning, have students play the game Shape it Up, an
earth changing erosion activity.http://sciencenetlinks.com/interactives/shapeitup_final.swf
Before giving the post assessment, the teacher should assess
whether students still have a misconception about how land is changed over time by having
students turn in their science notebook and by observing small group discussions. If some
students are still having difficulty with the concept of understanding the process of weathering
and erosion affect land formation, add E- learning/ Play youtube video showing the process of
erosion. https://youtu.be/LaB3nKxPjiU

It's time to investigate!

Our Question:

What We Know:

Our Procedure:

Our Prediction:

Observing Erosion and Weathering

With Water
Sandy Soil

Garden Soil

Clay/TopSoil

What do you notice?

What do you notice?

What do you notice?

Draw:

Draw:

Draw:

Observing Erosion and Weathering

With Wind
Sandy Soil

Garden Soil

Clay/Topsoil

What do you notice?

What do you notice?

What do you notice?

Draw:

Draw:

Draw:

Name:

Pre Assessment on.

Erosion and Weathering

1. Which of the following is the correct definition of "weathering"?
a. The breakdown of rocks, soil and minerals.
b. The removal of rocks.
c. Neither
2. Wind can cause land to change.
a. True
b. False
3. Water can cause land to change.
a. True
b. False
4. Humans can cause erosion.
a. True
b. False
5. Which picture shows erosion? (Circle one)

a.

b.

Name:

Erosion and Weathering

1. Which picture demonstrates erosion? (Circle One)

a.

b.

c.

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2. Can you explain what happen here?

(Make sure to use our new vocabulary

words)

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Answer Sheet:

Pre Assessment on.

Erosion and Weathering

1. Which of the following is the correct definition of "weathering"?
a. The breakdown of rocks, soil and minerals.
b. The removal of rocks.
c. Neither
2. Wind can cause land to change.
a. True
b. False
3. Water can cause land to change.
a. True
b. False
4. Humans can cause erosion.
a. True
b. False
5. Which picture shows erosion? (Circle one)

a.

answer
12

b.

Erosion and Weathering

1. Which picture demonstrates erosion? (Circle One)

a.

answer

b.

c.

13

2. Can you explain what happen here?

(Make sure to use our new vocabulary

words)

Over time erosion and weathering caused this landform to change.

Wind and water over time broke down

the

rocks from one location to another.

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