Copy and cut a strip for each group.
Procedure: Day One
1.Explain to the students that today they will be working in groups as they go on a scavenger hunt around the school looking for
areas that show weathering, erosion, and deposition. Tell the students that they will create a field journal using the pictures
that they have collected during the scavenger hunt using a laptop computer or digital camera. The scavenger hunts have been
differentiated based on the student’s ability: one hunt has the students exploring one component, a second hunt has the
students exploring two and three components, and the third has the student choosing three areas that demonstrate the three
processes with ice, water, and wind.
2. It is important to set perimeters before beginning the scavenger hunt by specifying the areas that the students are able to
hunt as well as reviewing safety both in Science and Technology. Some things that you will need to discuss are:
It is important to walk from place to place.
When observing science outside we do not disrupt or harm things.
When carrying an iPad from place to place, hold it close to your chest using both arms.
3. Allow the students to work in groups to identify areas that show examples of weathering, erosion, and deposition found on
their scavenger hunt list. During this time, it is important that students record their observations in their Science Notebooks.
Try to facilitate each group to find different locations for each of the items on the scavenger hunt list.
4. At the end of class, be sure that the students save their pictures from the scavenger hunt before they close and turn off
their iPads. They will need the pictures to create their field journal the next day.
Day Two
1.Briefly review with the students what they did the previous day on the scavenger hunt. Explain to them that today they will be
working in a group to create a field journal about the items that they found on their hunt. Encourage the students to create
their field journals using Keynote, Jing, Comic Life, Garage Band, Evernote or PowerPoint. They will need to either add text or
audio to their field journals to explain the processes in the picture and how they occurred.
2. At the end of class, have the different groups share their field journals with other class members.
3. What are the similarities and differences between the locations? How does the study of Earth materials deepen our
understanding of our natural world?
4. To what extent, do changes over time occur due to weathering? Erosion? Deposition?
Groups – period 1
Ryan, Maria, & Elli
AJ, Kylie, & Nia
Grace, Julian, and Junsoo
Taylor, Andrew, Julian
Joshua, Eli, Skyler
Jisu, Daniel, Christina
Connor, Konner, & Chenny
Groups - period 8
Ava, Abhishek, & Jessie
Sinead, DJ, and Alex Cha
JW, Gianna, & Casey
Cheyenne, Alex Chrenko and Cooper
Ethan ,Yejine, & Sanay
Ilana, & Frank
Copy and cut a strip for each group.
Weathering, Erosion, Deposition Scavenger Hunt
Your challenge today is to work with your group to identify the areas that show examples the concepts
below. Once you find them, you will need to take a picture of the item in order to create your
weathering, erosion, and deposition field journal.
1. Find an area on the playground where there is evidence of erosion.
2. Find items that have been moved and deposited in a new location due to water.
3. Find items that have been moved and deposited in a new location due to wind.
4. Find an example where water or ice has weathered a material.
5. Find an example of chemical weathering on a sidewalk or the school building.
6. Find an example of biological weathering in a rock, or sidewalk.
Weathering, Erosion, Deposition Scavenger Hunt
Your challenge today is to work with your group to identify the areas that show examples the concepts
below. Once you find them, you will need to take a picture of the item in order to create your
weathering, erosion, and deposition field journal.
1. Find an area on the playground where there is evidence of weathering and erosion.
2. Find a location that has been eroded and deposited in a new location due to water.
3. Find a location that has been eroded and deposited in a new location due to wind.
4. Find an example where water and/or ice has weathered and deposited a material.
5. Find an example of chemical weathering on a sidewalk or the school building.
6. Find an example of biological weathering in a rock, or sidewalk.
Weathering, Erosion, Deposition Scavenger Hunt
Your challenge today is to work with your group to identify the areas that show examples the concepts
below. Once you find them, you will need to take a picture of the item in order to create your
weathering, erosion, and deposition field journal.
1. Find a location that shows weathering, erosion, and deposition by water.
2. Find a location that shows evidence of weathering from ice.
3. Find a location that shows deposition.
4. Find an example where water and/or ice has weathered and deposited a material.
5. Find an example of chemical weathering on a sidewalk or the school building.
6. Find an example of biological weathering in a rock, or sidewalk.
Weathering, Erosion, Deposition Scavenger Hunt
Your challenge today is to work with your group to identify the areas that show examples the concepts
below. Once you find them, you will need to take a picture of the item in order to create your
weathering, erosion, and deposition field journal.
1. Find an area on the playground where there is evidence of erosion.
2. Find items that have been moved and deposited in a new location due to water.
3. Find items that have been moved and deposited in a new location due to wind.
4. Find an example where water or ice has weathered a material.
5. Find an example of chemical weathering on a sidewalk or the school building.
6. Find an example of biological weathering in a rock, or sidewalk.