LESSON PLAN by Rachel Brown
Lesson: Land Erosion
Length 30-40
Source: http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html
Age or Grade 4th
Academic Standard(s):
4.2.2 Describe how wind, water and glacial ice shape and reshape earth’s land surface by
eroding rock and soil in some areas and depositing them in other areas in a process that occurs
over a long period of time.
Performance Objectives:
Students will observe and describe the process of erosion by creating a physical model.
Given a graphic organizer, students will explain the steps to the erosion process, using at least two details
in each section.
Assessment: Students will fill in a comic strip layout for the erosion process. They will draw, label, and
describe the steps to the process.
Advanced Preparation by Teacher:
Materials: Paint tray, pieces of sod, potting soil, heavy clay-like soil, Rainmaker (water bottle with holes in
the cap), Water
Procedure:
Introduction/Motivation: (Engage)
Take students on a walk outside the school and ask them about areas where the soil has worn
away or areas it has collected. (visit areas like the eel river, playground, puddles, hills, etc.) After returning
to the classroom, make a list of areas where there was a lot of soil and a list of where the soil had been
washed away. What did you notice about these areas? (Blooms: Knowledge) What do you think caused
these changes? (Blooms: Comprehension)
Step-by-Step Plan: (Explore)
Students will construct a model to investigate how these changes might have happened. Students
will use the materials listed above to make their own model. They should leave the bottom section
of the paint tray empty. Once they have made their model, they should draw a picture of the
model and label the parts. They should make a prediction about what will happen if it rains on
their model.( Gardner’s: Visual/spatial, Bodily Kinesthetic)
Using the “rainmaker” (water bottle with holes in cap) students will simulate rain on their model.
They should observe what happens to the landscape. When it is finished raining, the students will
write down their observations and compare that to their predictions of what would happen.
(Explanation)
Ask students:
What were some of your predictions before it rained on your landscape?
What actually happened?
How did your landscape change?
What happened to the soil? Where did it go? Why?
Write key terms on board. (Erosion, transportation, and deposition)
Have students try to come up with definitions for the terms. After they have shared some of these
answers, write the final definition on the board. Use pictures to show the process of erosion,
transportation, and deposition. Have students refer to their observations for a deeper understanding.
(Gardner’s: Logical)
Extension
Using their models, students should try to come up with a plan to reduce or eliminate erosion.
They should draw and label a picture of their plan and write an explanation explaining why they think it
will work. The students can bring in additional items to school to use in their plan. (Extension would be
done on day 2)
Have students look at landmarks to see the effects of erosion (grand canyon, Mississippi river,
etc.) Have them discuss how erosion has shaped our land. Is erosion a good or bad thing? (Blooms:
Evaluative)
Assessment:
Students will fill in a comic strip drawing and describing the stages of erosion, transportation, and
deposition.
Closure: (Engage)
After school today, look around your neighborhood. Can you find any areas where you can find areas of
erosion, transportation, or deposition? How does this affect your community?
Adaptations/Enrichment:
Adaptation: rather than coming up with their own text for the comic strip, teacher will provide text and
students will draw and label the picture.
Adaptation: Teacher will provide picture and students will label and describe the picture.
Enrichment: Have students present their erosion prevention plan to the class.
Enrichment:
Self-Reflection:
Did I allow enough time for this lesson?
Will students be able to handle this activity (class management)?
Will students learn the intended information?