Performance Expectation:
4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems
Rainfall helps to shape the lands and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
ESS.2.E: Biogeology
Living things affect the physical characteristics of their regions. / Science and Engineering Practice:
Planning and Carrying Out Investigations- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. / Cross Cutting Concept:
Cause and effect relationships are routinely identified, tested, and used to explain changes. / Literacy:
W.4.7- Conduct short research projects that build knowledge through investigations of different aspects of a topic.
W.4.8- Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
HOT Questions
- What evidence is there for a cause and effect relationship?
- How can this cause and effect relationship be tested?
- What are other possible causes? Are there many causes?
MP.2- Reason abstractly and quantitatively.
MP.4- Model with mathematics.
MP.5- Use appropriate tools strategically.
4.MD.A.1- Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
4.MD.A.2- Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Learning Target: “I Can”
I can gather evidence and draw conclusions as to the effects of weathering.
I can gather evidence and draw conclusions as to the effects of erosion.
Key Vocabulary:
Erosion
Weathering / Vegetation
Deposition
Deposits / Geosphere
Atmosphere / Hydrosphere
Biosphere / Angle of Slope
Formative Assessment Plan
Target / Target Type / Assessment Type / Formative Assessment Options
I can gather evidence anddraw conclusions as to the effects of weathering. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment / (Conduct an investigation to observe, measure, and draw conclusions about the effects of weathering.) (see activities)
Write an extended response to provide evidence of the effects of weathering.
I can gather evidence and draw conclusions as to the effects of erosion. / Knowledge
Reasoning
Skill
Product / Selected Response
Constructed Response
Personal Communication
Performance Assessment / (Conduct an investigation to observe, measure, and draw conclusions about the effects of erosion.) (see activities)
Write an extended response to provide evidence of the effects of erosion.
Activities:
Use trays of soil (i.e. paint tray)—one with grass and one without. Tilt the trays and pour water over with a watering can to resemble rainfall. Measure the amount of sediment that is washed away in each tray.
Ice: Freeze rock and pebbles in water. Students drag “glacier” across a flattened chunk of modeling clay. Observe effects.
Write an extended response to provide evidence of the effects of weathering.
Write an extended response to provide evidence of the effects of erosion.