Earth Science Lesson Plan

Kara Nance 4/10/10

Introduction

Lesson Topic: Introduction to Erosion and Weathering

Length of Lesson: 50 minutes

Virginia Standards of Learning:

Science 5.1

The student will plan and conduct investigations in which

h) an understanding of the nature of science is developed and reinforced.

Science 5.7

The student will investigate and understand how the Earth’s surface is constantly

changing.

Key concepts include:

e) weathering and erosion; and

f) human impact.

Learning Objectives

Students will:

• define the term weathering (the natural breakdown of rocks into particles)

• define the term erosion (the process by which weathered rock and soil on

Earth’s surface are picked up in one location and moved to another)

• explain how the Grand Canyon was formed

• locate the Grand Canyon on a map

• locate the Colorado River on a map

Teaching and Learning Sequence

Introduction/Anticipatory Set

• Ask students if they have ever heard of the Grand Canyon

• Show students some color photographs of the Grand Canyon

• Ask if they know where it is located

• Show students on map that the Grand Canyon is located in Arizona

• Pass out Grand Canyon inquiry sheet to students

• Ask students to complete the inquiry sheet based on what they

know or can infer from the pictures

• Give students 3 minutes to complete

• Discuss worksheet as a class (do not collect worksheet, do not

grade it)

Lesson Development

• Tell students that they will be doing activities to help them

understand how wind and water can cause changes on the surface

of the Earth.

• Place students in groups of 4

• Explain the Checkpoint Lab to Students (part A, B, C and D)

A- How does water carry rocks and soil?

B- How can water cause changes in rocks?

C- How can wind cause changes in rocks?

D- How does water carry rock and soil?

• They will have 6 minutes at each station.

 • I will turn lights out when 6 minutes have passed.

• Assign a direction reader and a recorder in each group. Rotate

reader and recorder at each station.

• Explain that when you are not at a station, you can go to the class

library and look through books I have laid out on erosion,

weathering and the Grand Canyon

• Discuss labs as a class, asking the following questions:

1. What is weathering? Which part of the

lab did you observe weathering?

2. What is erosion? Which part of the lab

did you observe erosion?

3. What is water erosion? Which part of the

lab did you observe water erosion?

4. What is wind erosion? Which part of the

lab did you observe wind erosion?

Closure

• Have students get their original Grand Canyon inquiry sheet out

with the three questions.

• Introduce the book Grand Canyon: A Trail Through Time

• Ask students to listen while the book is read and see if their

original answers were correct or not.

• Review with students- the answers to the three questions.

• Show students where the Colorado River is on the map.

• Show students the video that shows Grand Canyon erosion

• Assign homework- Each student is to create a travel brochure for

 the Grand Canyon which includes the following:

1. a catchy slogan to grab the attention of the reader

2. a drawing of the Grand Canyon

3. a map showing the location of the Grand Canyon

4. a definition of weathering and a description of how

weathering contributed to the formation of the Grand

Canyon

5. a definition of erosion and a description of how erosion

contributed to the formation of the Grand Canyon

6. an explanation of the changes that still occur every day in

the Grand Canyon as a result of weathering and erosion

7. three reasons why tourists should visit the Grand Canyon

Homework

Grand Canyon travel brochure

Assessment

Formative
• While students are working at the lab, walk around and observe and

listen to student’s interaction

• Approve teams to move on in the lab and review labs sheets at end

• Informally evaluate students by asking probing questions to team

members
Summative

• Use a scoring rubric for the Grand Canyon Brochure

1. 4 pts- The brochure includes all aspects of the assignment

 2. 3 pts- The student has a flaw in understanding of weathering

and erosion OR the brochure is missing one or two required

elements

3. 2 pts- The student has a flaw in understanding of weathering

and erosion AND is missing one or two required elements OR

there is understanding but is missing three required elements

4. 1 pt- The student has a flaw in understanding of weathering

and erosion AND is missing three or more elements OR there

is understanding but is missing four or more required elements

5. 0 pt- The brochure shows no understanding of concepts AND

is missing all required elements

References

Ansberry, K.R. , & Morgan, E. (2005). Picture-Perfect Science Lessons Using

Children’s Books to Guide Inquiry. Arlington, VA: NSTA Press.

6.3 Weathering and Erosion, (2003). Retrieved from

http://geologyonline.museum.state.il.us/tools/lessons/6.3/lesson.html