GEO 202: Hydrosphere lesson plan
Mikayla Eshleman and Kelsie Taylor
Section A:
Introduction: In this lesson plan we will be covering the topics of weathering and
erosion. We will discuss the difference between chemical and physical weathering,
as well as different types of erosion. Included are photos, powerpoints, kinesthetic
stations, and more.
Grade level: Fourth grade.
Background scientific information: Weathering is the breaking down of rock
materials on Earth’s surface due to different processes and forces in the
environment. There are two types of weathering: chemical and physical. Chemical
weathering is a chemical change that will alter the composition of the material being
affected. Physical (or mechanical) weathering is a physical change that will affect the
physical attributes of the material (such as shape, size, etc.) but will not alter the
composition. Erosion is the moving and transportation of materials from larger
objects that have previously undergone weathering.
Cognitive,affective,psychomotor domains:
Students will use cognitive domain by remembering terms and vocabulary given in
explain powerpoint. Students will also understand
cognitive- Students will be using any previous knowledge they may have on the
concepts of weathering, erosion and the movement of sediments to complete
several tasks throughout the experiment and eventually put it to the test to make
decisions. Students must be able to comprehend the ideas and terminology to be
able to apply the material they discuss.
affective- Students will be learning new material through experimentation,
presentation given by the teacher, and investigation. They will take the new
knowledge they have learned to discover ideas and answer questions. Students will
also discover how things on Earth all interact with each other and how life cycles are
interdependent.
psychomotor- Students will be learning through hands-on experimentation with
stations that explore the ideas of weathering and erosion. They will find data based
on their own conducting of stations while interacting with different materials.
Diversity:
Visually impaired students can still participate in the activity by physically touching
the results of many of the stations. When felt students can observe the changes
which occurred. For students whose first language is not english, the activity
worksheet could be translated into any language they would need through google
translate. This lesson also appeals to hands on learners as well as students who
learn from lectures and discussions by using all methods throughout the lesson. The
powerpoint will also show example photos of weathering and erosion from all over
the globe.
Safety information:Students should take care to use all classroom materials
responsibly. There will be an array of materials used for the different scientific
stations which should be discussed and explained by the teacher beforehand to use
in an acceptable classroom behavioral manner. Students must follow the directions
presented on the handouts to ensure the activity goes accordingly and student
safety is maintained.
Section B:
Title: Weathering and Erosion
Objective: Students will understand that there are many forms of weathering and
erosion and be able to differentiate between them.
Standards:
4ESS21.
Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification
Statement: Examples of variables to test could include angle of slope in the downhill
movement of water, amount of vegetation, speed of wind, relative rate of deposition,
cycles of freezing and thawing of water, cycles of heating and cooling, and volume of
water flow.] [Assessment Boundary: Assessment is limited to a single form of
weathering or erosion.]
Materials and setup:
 Styrofoam cups
 markers
 rulers
 stopwatch
 tray
 pennies
 vingar
 spray bottle
 sand
 water
 multiple baking pans
 hair dryer
 chalk
 beckers
 icecube tray
 scoop
 sugar cubes
 jars
 attached worksheet for students and setup directions
Procedures:
Engage: Teacher will present different pictures for students to make observations
and predictions about what the students believe is occurring.
Examples:
Wind erosion ^ https://americanepali.files.wordpress.com/2010/05/arch10.jpg
Chemical weathering^ http://marlimillerphoto.com/images/CE-02.jpg
Explore: Students will travel around the classroom in small groups to stations to
explore different concepts and ideas about weathering and erosion. Reviews any
previous knowledge or ideas they might have on the topic.
Explain: Teacher will present powerpoint to go over terms and concepts about
weathering and erosion. Within powerpoint will have: Different types of weathering
and erosion and how each occurs, terminology (vocabulary), examples (photos).
Elaborate: Teacher will review previous activity with the seven weathering and
erosion stations. Students will discuss ideas to identify the purpose of each station
and what each material was meant to represent.
Assessment:
Evaluate: Students will make a venn diagram comparing and contrasting chemical
and physical weathering versus erosion. Students will begin work in class while
discussing ideas with classmates and take home for homework to be turned in the
next day. Once students have turned in the assignment, the teacher will lead a
discussion reviewing ideas on the venn diagram.
Section C:
References
Weathering and Erosion (n.d.). Retrieved from
http://209.7.198.36/geologyonline/lessons/6.3/lesson.pdf
Earth Systems: Processes that Shape the Earth (n.d.). In Next Generation
Science Standards.
Wind erosion: http://marlimillerphoto.com/images/CE-02.jpg
Chemical weathering: https://americanepali.files.wordpress.com/2010/05/arch10.jpg