Day 1: How Does Erosion Affect My World? (45 minutes)
Ready...
· Find an area around your school that shows evidence of erosion. Note: Be sure to discuss poison ivy precautions with students, if applicable.
· Copy a class set of the How Does Erosion Affect My World? Thinksheet and Data Sheet.
· Gather the following materials for each team:
o clip boards
o measurement tools, such as a protractor with yarn or string, metric ruler, meter stick
· Gather materials for teacher demonstration.
o large bucket of soil
o box fan
o garden hose
o camera (video and/or regular) for recording "before" and "after" images
Get Set...
· Introduce Dig This! Erosion Investigation to your students. "This activity challenges you to..."
o make detailed and fact-based qualitative and quantitative observations
o identify actual problems that are the result of erosion and related processes
o hypothesize causes of erosion
o propose corrective measures for school-based erosion problems
· Tell students what behaviors you expect of them before, during, and after the lesson.
o scientific thinking
o respectful listening
o appropriate noise level and movement
o active participation
· Catch interest.
o Dump a large bucket of dirt on a table or countertop so that the resulting pile is strategically placed between the teacher and the students. The teacher will then place one hand on the power switch of the electric fan and pick up the garden hose with the other.
o Pose the following questions:
§ What would happen if I turned on either of these items?
§ Can you identify any problems that may result?
§ Are there any processes in nature that produce similar results/problems?
· Introduce today's topic. "Today we are going to investigate our school grounds to identify possible evidence of erosion. What signs might you see that might indicate evidence of erosion?" (Take many student responses. Reinforce by directing students to look for bald spots, slopes with runoff, and mud near sidewalks or parking lots. Caution students against stepping in the affected areas or changing the landscape in any way.)
· Distribute and read over the Family Page. Discuss key terms and encourage students to share this information at home. (Note: I offer bonus points for parent signature. mb)
· Group students into teams of four to six.
· Provide each student team of four to six students with clip boards, Thinksheets and Data Sheets, and measuring tools.
· Remind students that they should include both detailed quantitative (numbers) and qualitative (words) observations. Ask each team to select one "runner" to share questions or request assistance from the teacher once outside. Note: If you want students to create diagrams for their Data Sheets that are "to scale," be sure to review this method prior to conducting observations.
· Direct students to gather/line-up at a designated location once the Thinksheets and Data Sheets have been completed.
Go!!!
· Lead student groups into a designated section of your school yard. Explain the boundaries of the region.
· Conduct observations. Circulate among student groups to pose and answer questions, demonstrate proper use of measuring tools, and reinforce productive behaviors as student groups are discussing and recording observations and related questions.
· Gather students in a central location (10-12 minutes prior to the end of class) or lead them back into the classroom to share, discuss, and debate observations, questions, and hypotheses from their findings.
· Provide feedback on behavior and group work, questioning, and use/application of concepts.
· Say: "Over the next several days we will:
o investigate the three main types of erosion
o research the causes of erosion and ways to correct or control erosion
o plan a proposed solution to a school erosion problem"
Day 2: What Are the Different Kinds of Erosion? (45 minutes)
Ready...
· Copy a class set of the What Are the Different Kinds of Erosion? Information Page (see Ready to Print).
· Gather and select research materials for student use. (See Related Resources.)
· Gather materials for demonstrations:
o Splash erosion
§ large piece of white bulletin board paper
§ dropper or pipette
§ watch glass or shallow saucer
§ 2-3 tablespoons of soil
o Wind erosion
§ 5-10 cups of sand to create a hill
§ a blow dryer with cylindrical barrel
§ a trough for a wind chamber (The one I used was made from a 90-degree-angle frame of 2x4s with Plexiglas sides.)
§ wooden matches, sticks, or coins
o Water, or fluvial, erosion
§ large container filled with water (coffee can or bucket)
§ a means by which the water container can be raised above the erosion surface (ring stand with screen to support water container; raised window sill)
§ a long board to create a slope (Note: Plastic sleds also work well.)
§ long sheet of plastic to cover board and drain water off
§ large container for collection of the runoff water
§ a small rectangular wood block
§ plastic or rubber tubing
· Setup demonstrations prior to student arrival.
Get Set...
· Introduce this activity to your students. "This activity challenges you to..."
o create and test physical models of three types of erosion.
o observe and discuss the effects of various types of erosion.
o hypothesize ways to prevent or correct erosion.
· Tell students what behaviors you expect before, during, and after the lesson.
o scientific thinking
o respectful listening
o appropriate noise level and movement
o active participation
· Introduce today's topic. "Today we are going to observe and test various forms of erosion."
· Ask, "Do you know the names of any types of erosion?" Accept a variety of answers.
· Remind students to share observations, questions, and explanations throughout the demonstration.
Go...
· Introduce general erosion information, including various types of erosion to students. Suggestions include one or more of the following Related Resources:
o View BrainPop.com's "Weathering" movie.
o Read Erosion by Joshua Rutten.
o Read "Environmental Damage," pages 42-45 from An Inside Look: The Environment.
o Answer questions, accept comments.
· Demonstrate the types of erosion at each of the three erosion demonstration areas.
o Splash erosion. Holding the dropper/pipette approximately 1 meter above the watch glass/saucer filled with dirt, ask students to predict what will happen when the water is dropped on the saucer full of dirt. Demonstrate several splashes. Ask: "What type of erosion is this?" (splash erosion). Discuss erosion patterns within the affected area.
o Wind erosion. Move or direct attention toward the wind erosion set-up. Ask students to predict the results of turning on the blow dryer. Allow a student to turn the dryer on low. Observe and discuss the changing landscape. Ask: "What type of erosion is this demonstration?" (wind erosion). Stand a couple of matchsticks or coins in the sand and allow the dryer to continue blowing while observing demonstration #3.
o Water (fluvial) erosion. Move or direct attention to the slope set-up. Ask a student to cover the entire surface of the plastic-covered board with soil. Pat into place. Fill coffee can with water and place on ring stand shelf. Have a student hold the can firmly in place. Fill the tubing with water. Have a student cover one end of the tube with his or her finger. Submerge tubing in coffee can and hold in place. Another student should place his or her finger over the other end of the tubing. Ask students to predict what will happen when the lower end of the tube is placed in the soil. (Water should siphon through the tube and flow steadily through the soil.) Observe and discuss the resulting land forms. Introduce the terms water (fluvial) erosion, and rills (see Background Information) if they appear. Stand a block of wood in the resulting soil bank along the flowing stream. Discuss how this could represent construction of buildings in the area and observe effects of the water flow. Lay the wood block on its side in an attempt to dam the water. Discuss resulting changes in the flow and landforms.
· Return to the wind erosion set-up for follow-up observations and closing discussion. Review the terms splash erosion, wind erosion, and water (fluvial) erosion. Remind students that erosion occurs when materials are moved through a distance over time.
· Ask students to identify the forces in each example which are pushing or pulling soil materials.
o Splash erosion--the forces of gravity and falling water/precipitation
o Wind erosion--the force of moving air
o Water (fluvial) erosion--the forces of gravity and moving water
· Direct students to complete the "Make Some Sense of It" section of their How Does Erosion Affect My World? Thinksheet.
· Give students silent reading time with informational books to seek answers to questions and build background knowledge. Encourage students to seek out related resources and bring them to class the following day.
Day 3: Becoming an Erosion Expert (60-90 minutes)
Note: You may want to divide this activity over two forty-five minute days.
Ready...
· Copy a class set of the Becoming an Erosion Expert Scavenger Hunt (see Ready to Print). Enviro-Note: Since this is a four-page document, make two-sided copies, but don't staple.
· Reserve computer lab and/or bookmark the Related Resources page on your classroom computer(s).
· Display classroom resources (books, CDs, etc.) for student use.
Get Set...
· Review yesterday's learning.
o "What types of erosion did we observe yesterday?"
o "How many types of erosion do you think there are?"
o "What problems result from erosion processes?"
· Introduce today's topic. "Today you will have time to research these questions to extend your knowledge of erosion."
· Remind students of expected behaviors:
o actively seeking information
o discussing and sharing information and materials quietly so others will not be disturbed
o not copying directly from the resource unless you put information in quotation marks
o restating ideas in original, complete, and detailed sentences
· Show a few pictures and read a few facts from various resources to encourage student searches.
· Group students into teams of three or four for the Scavenger Hunt.
Go!!!
· Distribute pages 1 and 2 of the Scavenger Hunt, discuss directions, and direct student to begin.
· Circulate through the room. Compliment productive and on-task behaviors. Respond to student questions with comments or related questions that guide students to find the answers to their own questions, rather than giving them the answer directly.
· Periodically stop students and share individual and team discoveries. This will focus the attention of the class and encourage individuals, partners, and small groups to share information and resources they feel are important.
· Review answers to pages 1 and 2 with small groups of students as they finish.
· Distribute pages 3 and 4 of the Scavenger Hunt once student groups have reviewed answers to the first two pages.
· To close the lesson have students discuss and share types, facts, forces, and problems of erosion. Ask them to start thinking about how this information will help them design a solution to the erosion problem(s) that their groups found on the school grounds or at home.
Day 4: How Can We Solve Erosion Problems? (45 minutes)
Ready...
· Copy one How Can We Solve Erosion Problems? Proposal and Action Plan for each team of students. (See Ready to Print.)
· Copy a class set of the Main Ideas with Support Prewrite Sheet. (See Ready to Print.)
Get Set . . .
· Introduce today's topic. "Today you and your teamates will cooperatively, collaboratively, and creatively work to design a proposed solution to the erosion problem identified during the How Does Erosion Affect My World? activity (Day 1 of the lesson).
· Regroup students into their initial teams of four to six from Day 1.
· Remind students to use positive and productive group behaviors.
o Use round table sharing and piggy-backing to build on each other’s statements and involve everyone.
o Clear work space of unrelated materials.
o Stay on task and on topic.
o Use appropriate body language and noise level.
Go!!!
· Direct students to select a recorder for their team and begin discussion of their proposal and action plan.
· Circulate as teams discuss and record possible ideas. Try to listen open-mindedly and respond with directive questions rather than judgmental statements. Praise respectful group interactions and positive, productive work habits.
· Focus large group attention and invite a spokesperson from each group to share proposed plans.
· Encourage discussion and debate which will address both strengths and concerns of each proposal.
· Encourage students to revise plans based on peer feedback. Compliment a strength from each group’s proposal and highlight scientific thinking and effective integration of process skills.
· Review the key points of each plan and list on the board by team name or number. Ask students to select the proposal/action plan that they feel would be the most effective.
· Direct students to write a well-developed paragraph with details that support their choice. (See Ready to Print for a suggested prewrite sheet.)
Day 5: Taking Action on Erosion (45 minutes)
Note: Click here to see Melissa's "before and after" photos of the erosion site.
Ready...
· Copy a class set of the Proficiency Assessment.
· Gather the following materials:
o video camera
o videotape
o battery (charged!)
o tripod (optional, but recommended)
Get Set...
· Compliment students for appropriate behaviors during the lesson.
· Summarize the Main Points
o Erosion occurs wherever forces act on the Earth's crust (see Background Information).
o We learned about three important types of erosion through classroom activities.
§ splash erosion
§ wind erosion