Activity Summary:
Here is a simple activity that demonstrates to students the effects of water erosion on rocks. During the activity, students will observe the effects of water erosion on the rocks and in the water. This activity can be used for a variety of lessons. The simplest of which would be to have the students make qualitative observations about the rocks and the processes occurring. However, this can also be utilized to introduce the students to the concepts of weathering, erosion, formation of landforms, etc.
Subject:
 Science: Earth and Space Science
Grade Level: `
 Target Grade: 6
 Upper Bound: 7
 Lower Bound: 5
Time Required: 45minutes – 1 hour
Authors:
Graduate Fellow Name: Kevin Curley, Jr.
Undergraduate Fellow Name: Lee Bernhoft
Date Submitted: 1/15/06
Date Last Edited: 1/15/06
Lesson Introduction / Motivation: A good way to introduce this lesson is to show the students a picture of a large canyon, glacial valley, or another oddly shaped landform that is the effect of wind or water erosion. Ask how it was formed. Make suggestions,

brainstorm with the students, and then lead into the activity. Included is a short
PowerPoint presentation that covers the basics of this topic and would be suitable to be shown prior to conducting the activity.
Activity Plan: This lesson is relatively easy to complete and inexpensive due to its short list of necessary materials and preparation.
Materials:
 5 palm-sized limestone rocks
 http://en.wikipedia.org/wiki/Limestone
 5 palm-sized basalt rocks
 http://en.wikipedia.org/wiki/Basalt
 5 palm-sized granite rocks.
 http://en.wikipedia.org/wiki/Granite


1 Large Plastic Container
 1 strainer-type device water source
1.
Pass the rocks around the room. Let the students feel the rocks and make predictions about which rocks will erode more readily and why.
2.
After the students have a chance to examine the rocks, place the limestone rocks into the large container and add roughly half of a liter of water to the mix. Cap the container and shake vigorously 10-20 times. Pass the container around the class and let each student take 10-20 shakes.
3.
After “simulating” erosion, open the container and remove the rocks. Pass the rocks around. Let the students compare the rocks before and after the erosion. Strain out the sediments left in the water. Have the students examine the sediments that were
“eroded”.
4.
Ask questions such as: Where did the flakes come from? What caused them? How does this happen in nature? About how many years would it take for this to happen in nature? 100’s? 1,000’s? millions? billions? What are some examples of this process occurring in nature?
5.
Dump out the water in the container and fill it with clean water.
6.
Place the basalt rocks into the large container. Cap the container and repeat the vigorous shaking. *By allowing the children to all get a chance to shake the container, it should pull them into the activity and ensure interest.
7.
After “simulating” erosion, open the container and remove the rocks. Pass the rocks around. Let the students compare the rocks before and after the erosion. Look at the water that the rocks were in, there should be flakes of rock that came off during the
“Erosion”.
8.
Ask questions such as: Where did the flakes come from? What caused them? How does this happen in nature? About how many years would it take for this to happen in nature? 100’s? 1,000’s? millions? billions? What are some examples of this process occurring in nature?
9.
Dump out the water in the container and fill it with clean water.

10.
Place the basalt rocks into the container. Cap the container and repeat the vigorous shaking.
11.
Once erosion has been “simulated”, open the container and remove the rocks. Pass the rocks around. Let the students compare the rocks before and after the erosion.
Look at the water that the rocks were in, there should be flakes of rock that came off during the “Erosion”.
12.
Ask questions such as: Where did the flakes come from? What caused them? How does this happen in nature? About how many years would it take for this to happen in nature? 100’s? 1,000’s? millions? billions? What are some examples of this process occurring in nature?
Assessment:
 Be sure that the students grasp the concept that certain types of rocks are harder than others and that the harder rock types will not erode as quickly or easily as soft ones, such as basalt. The differences in rock hardness will lead to strange rock formations as the soft rock erodes around the hard rock. Some examples:
Ayers Rock, Australia; Scotts Bluff, Nebraska; Tooth of Time, New Mexico.
 It is also important that students realize that erosion eventually wears all rocks, regardless of hardness. The Rocky Mountains are a younger mountain range than the Appalachian Mountains. We know this because the Appalachians are more smooth and rounded from many more years of wind and water erosion.
Multimedia Support and Attachments :
PowerPoint presentation

Erosion and Weathering.ppt
Links to good landform pictures


 http://www.gcmrc.gov/ http://www.uwsp.edu/geo/faculty/lemke/alpine_glacial_glossary/more_examples/j ollie_river_nz.html http://bigbend.areaparks.com/
Keywords:


Erosion
 Weathering
Rock
 Water
 Wind

Please email us your comments on this lesson:
E-mail to ljohnson@cvm.tamu.edu
Please include the title of the lesson, whether you are a teacher, resident scientist or college faculty and what grade you used it for.