Grade: 4th grade
Name: Cecili Rusher and Holli Patton
Date: November 12, 2009
# Students: 30
# IEP Students: 7
# GSSP Students: 1 # LEP Students: 0
Subject: Science
Lesson Length: 1 hour
Unit Title: Slow and Rapid Changes of the Earth
Lesson Number and Title: Weathering and Erosion
Context
This is the fourth lesson in a week long unit on slow and rapid changes to the earth. This
lesson is designed as a review of weathering and erosion for the students.
Objectives
1. Students will be able to define weathering and erosion.
2. Students will be able to explain two examples of weathering and erosion.
Standards/Connections
SC-04-2.3.2
Students will describe and explain consequences of changes to the surface of the Earth,
including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes),
and some common slow changes (e.g., erosion, weathering).
The surface of the Earth changes. Some changes are due to slow processes such as
erosion or weathering. Some changes are due to rapid processes such as landslides,
volcanic eruptions and earthquakes. Analyzing the changes to identify cause and effect
relationships helps to define and understand the consequences.
Procedures
1. Begin lesson by asking students to explain the difference between weathering and
erosion.
2. Explain to the students that they will be working in groups and going to different centers
where they will study the effects of weathering and erosion.
3. Split the students into 5 groups (6 students per group).
4. Each student will be given a lab sheet to record their observations
5. Explain to the students that they will have 7 minutes in each center (35 minutes total).
They are to do each experiment and record their observations. They can talk within their
groups about what they see.
6. Begin centers. Time each one.
a. Center 1 – Weathering and Erosion Crossword puzzle – students will work
together to complete a crossword puzzle that reviews weathering and erosion.
b. Center 2 – Vinegar and pennies - acid rains affect on copper. Do experiment and
record information after 5 minutes. Students will place a penny in a small cup of
vinegar and record what they see.
c. Center 3 – Vinegar, water, and chalk – students will place a piece of chalk in
vinegar and one in water and record what they see.
d. Center 4 – Beach erosion – sand and water in pie pan. The students will simulate
a beach and record observations.
e. Center 5 – Glaciers – frozen ice cubes with sand and dirt in them. Students will
learn about erosion with glaciers by taking the frozen ice cubes and rubbing them
against different surfaces.
7. As students are working in their groups walk around and help those having difficulty.
Also pose questions to the students to get them thinking about the activity.
8. After all students have done each center. Bring the class back together and discuss the
activities.
9. Make sure students understand that weathering and erosion take time they do not occur in
second like earthquakes, volcanoes, and landslides.
Assessment
Objective
Type of Assessment
Assessment
Number (formative/summative)
Title/Description
Obj. 2
Formative
Centers 2-5
Depth of
Knowledge
DOK 2
Obj. 1
Formative
Center 1
DOK 2
Obj. 2
Summative
Lab Sheets
DOK 3
Materials
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Vinegar
Water
15 goggles
Aluminum pie pan
4 bags of Sand
Dirt
Ice cube trays
30 pennies
Plastic cups
2 boxes white chalk
Paper towels
Adaptations and/or
Accommodations
Students will work in
groups and get feedback
from their peers.
Students will work
together
Students will work
together as a group and
explain what they saw.