Sleeping Bear Dunes Earth Science Lesson Plan
Beth Diekema, Grade 6 (diekemabe@gmail.com)
I.
Standards (Michigan and National)
a. E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed organic materials from dead plants, animals, and
bacteria. Soils are often found in layers with each having a different chemical composition and texture.
i. E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and
sediments.
ii. E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the
Earth by eroding rock in some areas and depositing sediments in other areas.
iii. E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and decomposed organic material.
iv. E.SE.06.14 Compare different soil samples based on particle size and texture.
b. National Standard
i. Content Standard D: As a result of their activities in grades 5-8, all students should develop an understanding of
structure of the earth system, Earth’s history and Earth in the solar system.
1. Living organisms have played many roles in the earth system, including affecting the composition of the
atmosphere, producing some types of rocks, and contributing to the weathering of rocks.
2. Soil consists of weathered rocks and decomposed organic material from dead plants, animals and
bacteria. Soils are often found in layers, with each having a different chemical composition and texture.
II.
Objective/Big Idea
a. Through teaching a lesson on soil compositions, weathering and erosion of rocks, and how the glaciers formed the Great
Lakes region students will participate in discussions and complete the activities with 90% accuracy.
b. BIG IDEA 5: Earth is the water planet. (5.7) Ice is an especially powerful agent of weathering and erosion. Water
expands as it freezes, widening cracks and breaking apart rocks. Movement of massive glaciers can scour away land
surfaces. The flowing ice of glaciers covers and alters vast areas of continents during Ice Ages.
III.
Knowledge Needed / Vocabulary
a. Knowledge Needed
i. Students will need to know
ii. Prerequisite Vocabulary
boulder
heat
sand
rock
clay
minerals
soil
water
earthquake
mixture
temperature
weathered rock
erosion
plain
texture
weathering
gravel
plateau
valley
wind
IV.
b. New Vocabulary
i. Glacier: Huge mass of flowing ice that forms in cold climates where winter snow does not melt in the summer.
ii. Lobe: Smaller part or “arm” of a larger glacier.
iii. Sediment: Broken-up pieces of rock or organisms.
iv. Perched Dune: a dune on top of a glacial moraine.
v. Moraine: a ridge created when a glacier recedes.
Procedure
a. Anticipatory Set (Engage) (Pre-Lesson to park visit)
i. Read the book Under Michigan: The Story of Michigan’s Rocks and Fossils by Charles Ferguson Barker
ii. Have students focus on the section of the book entitled “Michigan under Ice”
iii. Student should take notes throughout this section while the teacher guides the discussion. Be sure to include
the definitions of the new vocabulary words.
iv. To review the content:
1. As a recap of what was just learned about in the book watch the video on the formation of the Great
Lakes through glacial movement found in the link below.
a. http://www.msue.msu.edu/objects/content_revision/download.cfm/item_id.211898/wor
kspace_id.26697/How%20The%20Great%20Lakes%20Were%20Formed%20(Video).swf/
2. Activity: Wave Erosion and Glacial Erosion
a. Erosion is made up of natural, physical and chemical processes by which rocks and soil are
continuously worn down. One major cause of erosion is running water. In a river there are
stones being carried with the current that erode the banks of the river. Waves and currents
seen in the ocean and in Lake Michigan erode rocky cliffs and sandy beaches. When an area
receives more water than the soil can absorb the water flows to the lowest level, carrying with
it the loose top soil. Erosion occurs often and is constantly changing the land.
b. Wave Erosion
i. Fill a flat-rectangular container with an inch of water
ii. At one end place a pile of sand that extends out of the water (this is your coastline or
beach)
iii. Measure the height of the sand and record it on your paper.
iv. Make a sketch of what you see.
v. On the opposite end of the beach (coastline) place a hard piece of thin plastic or
wood in the water. Move it back and forth to make small waves in your container.
Continue for 10-15 seconds then record the height of the sand after the waves have
settled.
vi. Does the beach look different? How are the measurements different?
vii. Repeat the waves but make them bigger, record your findings. Try extended the
time too.
c. Glacial Erosion
i. Flatten a piece of modeling clay or play-doh
ii. Take an ice cube and press it lightly on the modeling clay/play-doh, move it back and
forth several times
1. Does anything happen to the clay/play-doh?
2. Does anything happen to the ice?
iii. Place a small amount of sand on top of the modeling clay/ play-doh
iv. Put the ice cube on top of the sand and let it sit for a minute or two
v. Pick up the ice cube and observe the side that was in the sand
1. Describe what you see
vi. Place the ice cube back onto the modeling clay/play-doh and move it back and forth
on the sandy area.
vii. Remove the ice cube and gently wipe the excess sand off the surface of the modeling
clay/play-doh
1. Describe the surface of the clay after it was rubbed by the sand and ice.
2. How would this compare with the surface of the land when a glacier drags
rock and other materials over it?
d. Wind Erosion
i. Wind causes erosion by picking up pieces of sediment and soil, then moving them.
Obstructions on the lands surface cause the wind to slow down, causing the sediment
and soil to drop. These wind-borne sediments cause further erosion by wearing
away at larger pieces of rock.
ii. Take a small pile of sand and using a straw, blow some of the sand.
iii. What are caused by wind erosion? (sand dunes)
b. At the Sleeping Bear Dunes National Lakeshore
i. Soil Investigation Explanation
1. Soil is composed of weathered, broken down rock material found on the Earth’s surface. Plants need
soil to grow. Soil types are determined by their bedrock and by the weathering that the bedrock has
encountered. But soil is much more than just broken down bedrock, it is a mixture of air, water and
decomposing material with the rock particles. This mixture allows life to grow on Earth. Gravel,
sand, silt and clay are the different particle sizes found in soil. Mixed in with the particles are
decomposed plant and animal remains. As you walk along the trail think of the soil you are walking on,
and the bedrock that is beneath it.
ii. Take the Empire Bluff Trail (or show the power point of the trail and stops)
Empire Bluff Hiking Trail
Distance: 1.5 miles (roundtrip)
Terrain: Hilly
Vegetation: Beech-maple forest, fields, and
dune plants
The trail leads to a high bluff overlooking
Lake Michigan. For your safety and to
protect the environment: please do not
descend the bluff
V.
VI.
VII.
VIII.
IX.
X.
iii. Have students take notes of what they see as they walk along the trail (worksheet)
1. Suggestion for each student to have a pencil, paper (worksheet) and clip board.
iv. Students should be able to draw soil examples from the beginning of the trail and the end of the trail at the bluff
viewing area.
1. The soil at the trail head is made of a mixture of rocks, organic material and some sand. At the bluff
viewing area at the end of the trail the soil is mostly sand with a few rocks and minimal organic
material.
v. Students will answer the questions on the worksheet either independently or in small groups.
c. After the trip to Sleeping Bear Dunes National Lakeshore
i. Have the students choose three of the activities on the tic-tac-toe board
Methods
a. Discussion (accountable talk)
b. Modeling / demonstration (teacher moves)
c. Projector with internet hook-up
Resources:
i. NPS website
1. http://www.nps.gov/slbe/naturescience/glaciers.htm
2. http://www.nature.nps.gov/geology/parks/slbe/index.cfm
a. Field notes of the Sleeping Bear Dunes National Lakeshore geology
Modeling
a. Students will be shown an example throughout the lesson to ensure correct understanding of the activity.
b. Erosion activities will be modeling to ensure a complete understanding of the activity.
Checking for Understanding
a. The teacher will present material to the students and in turn the students will be able to ask questions as they inquire
about the subject matter being presented.
b. Inquiry will be encouraged through teacher questioning and observations.
c. Possible Misconceptions:
i. Rocks are all the same
ii. Rocks do not change
iii. All soil is just dirt (it’s all the same!)
iv. Dunes have always been there and are always the same
Closure (Expand)
a. (see section C – “After the trip to Sleeping Bear Dunes National Lakeshore” for suggestions)
b. Encourage students to conduct their own research about the erosion taking place around the Great Lakes.
c. Find books in your school library that support the topics taught in the lesson and allow students to read the books during
their independent reading time.
Assessment/Reflection (Evaluation)
a. Students will be graded on their participation in the activities and their completion of the final project and worksheet at
the Sleeping Bear Dunes National Lakeshore.
Sleeping Bear Dunes National Lakeshore
Final Project: Tic-Tac-Toe
Directions: Choose three activities from the tic-tac-toe board. You must pick three that make a tic-tac-toe. Draw a line across
your choice. Be sure and circle your student choice if you pick a middle box.
Student's Signature: _____________________________________Date:______________
Collect 10 or more facts about how
erosion is affecting the Great Lakes
area. Then write a song about them. Be
sure your song is creative and logically
links your facts together.
Draw a map of Empire Bluff Trail and
the different areas that we walked
through. Include details about the
vegetation, soil, and the stops along the
way.
Extra Credit: Make it a topographic
map.
Write a debate about the climbing of
the dunes and if it should be allowed at
the state park or anywhere. Be
prepared to defend both sides.
Compare and contrast the soil at the
beginning of the Empire Bluff Trail and
at the Bluff overlook. Draw a Venn
Diagram demonstrating your findings
with at least three facts in each section.
Create a graphic organizer for erosion,
including agents of erosion, gravity’s
role in erosion, results of erosion, and
other categories you might like to add.
Student Choice:
 Write a report describing the
different types of erosion and
there effects on the shoreline of
Lake Michigan.
 Write a poem describing
erosion.
 Make a chart about the
contents of soil and the
importance of each
component.
Create a timeline that illustrates the
movement of glaciers forming the area
of the Sleeping Bear Dunes National
Lakeshore. Include information from
your notes that you took while reading
the book Under Michigan.
Write a news article about the erosion
that is taking place along the Sleeping
Bear Dunes National Lakeshore.
Act out a television broadcast about the
information that you have learned
through the Sleeping Bear Dunes
National Lakeshore activities. Include
the erosion of the lakeshore and the soil
differences.
I can…
 Compare different soil samples based on particle size and texture.
 Describe how soil is a mixture made up of weathered eroded rock and decomposed organic material.
 Explain how waves, wind, water, and glacial movement, shape and reshape the land surface of the Earth by eroding rock in
some areas and depositing sediments in other areas.
 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments.