Kevin C. McCarthy
October 25, 2011
Mrs. Saveria Campanile
6th Grade
Science
Sugar Cube Experiment
1. Content Area
The content I am addressing in this lesson is earth science specifically weathering and
erosion. There are many different types of weathering and erosion. In this lesson, I will
specifically focus on mechanical weathering by abrasion.
Definitions and Examples:
 Weathering – the process by which natural forces break down rocks.
o There are two types: chemical weathering and mechanical weathering
 Mechanical weathering – is a type of weathering involving the breaking down of rocks
into smaller pieces. The change in the rock is only physical. The substance stays the
same!
o There are many types: frost wedging, organisms, temperature, pressure-release,
and abrasion
 Abrasion – A type of mechanical weathering. The movements of water
and wind can expose rocks to friction and abrasion from other rocks,
particles and surfaces, causing them to break apart.
o Examples – a jagged rock becomes a smooth stone; a crack forms
in a sidewalk
 Story: A jagged rock falls from a mountain. It bangs other
rocks and some of the jagged edges get knocked off.
gets swept up into a stream. As it travels along the
stream it gets beaten and battered. It hits other rocks,
the water breaks apart pieces. If it is stationary in the
river, pebbles strike the rock and break off the jagged
edges. Finally it reaches the ocean where the rock still
goes through mechanical weathering. Once it reaches
the shore or beach, the rock has become a smooth
stone. This takes place over hundreds of years. The
sand that collects on the shore is the tiny pieces and
particles of rocks that break off.
 Erosion – the process in which sediment is picked up and moved from one place to
another.
o The rock is eroded from the mountain to the beach by water.
Extended Content:
o Weathering helps break down a solid rock into loose particles that is easily
eroded. Most erosion occurs because of weathered rocks. However rocks can be
eroded before it has weathered at all.
o There are different types of erosion: water, wind, glacier, soil, and sea.

Examples – A stream can erode rocks by picking them up in their current
or a glacier, when it slowly moves, can move rock and soil that is in it.
This lesson will focus on one type of weathering, mechanical weathering by
experimenting shaking sugar cubes in a jar. Shaking the sugar cubes in the jar will result in
physical weathering. However this experiment shows that abrasion, one of the types of
mechanical weathering actually occurs. This lesson could be connected with geography,
specifically the different types of landforms because looking at erosion and weathering on a large
scale shows how and tells us why certain areas of the world are mountainous, hilly, flat, etc…
2. National and New Jersey State Standards
Content
Area
Standard
Strand
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a
set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion
years ago, it has been evolving as a result of geologic, biological, physical, and
chemical processes.
By the
end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade
6
Moving water, wind, and
5.4.6.B.3 Determine if landforms were created by
ice continually shape
processes of erosion (e.g., wind, water,
Earth’s surface by eroding
and/or ice) based on evidence in pictures,
rock and soil in some areas
video, and/or maps.
and depositing them in other
areas.
This lesson meets this New Jersey and National standard because the students will
observe how the sugar cubes weathers when shaken in a jar. After they will perform the
experiment, the students will learn that rocks, represented by the sugar cubes, can weather by
moving water which erodes by being displaced on beaches among the sand which is the pieces of
rock that was weathered. This lesson will also prepare the students to determine how landforms
were created by giving them an in-depth view of mechanical weathering by abrasion. This
standard is not completely covered in this lesson, but this lesson looks at how moving water
weathers rock.
3. Community Knowledge and Experience
Students have all seen examples of weathering and erosion in their daily lives, just by
walking outside. However, the students probably do not know that the crack in the sidewalk or a
nice smooth, rounded rock is due to weathering. Many people associate erosion with beach
erosion as I do but do not know about other types of erosion. This is why I am focusing on how
water weathers rock and creates beaches. We have all seen streams carry rocks, branches, dirt,
and many other materials in its current. This is a type of erosion. I doubt any of my students have
experienced a sand storm, I haven’t but I believe we all know of them from watching movies,
such as Aladdin. This is an example of erosion as well. These real life examples will be included
in the lesson to help the students understand the content using their prior knowledge as building
blocks. Therefore, they will be able to apply their knowledge to their real life situations. They
will be able to share their knowledge on what erosion and weathering are. Children learn by
doing. In this lesson, they will talk about this lesson in our whole group instruction and while
they work in the group. Specifically, in this lesson we will explore why all rocks are smooth
while you walk along the beach. For the students that have not had the experience of walking on
the beach or have noticed the smooth rocks and sand, the students will be given the opportunity
to see and feel what a smooth stone and jagged rock look like by passing around samples to each
the students. This lesson will also appeal to them because they will be conducting an experiment
which actively involves the students in the lesson. Not only will the content apply to their lives
but the instructional method will involve their participation and knowledge as much as mine will.
They will be active participants in the lesson because they will create mental models using sugar
to simulate a real rock. They are the essential part in an active learning experience because the
students are performing the experiment in their groups while I facilitate and observe. While in
their groups the students will be active learners because they will talk about their findings and,
ultimately, the process of mechanical weathering by abrasion.
4. Purpose/Goal

To understand weathering and erosion
5. Objective

Students will explain the process of mechanical weathering and what happens to rocks on
the given handout.
The objective is appropriate for the grade level because the students are given the content
in multiple ways to successfully perform the objective. Since they are performing the experiment
on their own, the students will be able to answer questions which assess their knowledge of
mechanical weathering and what happens to rocks based on the science experiment. They will
also be given the content to explain mechanical weathering and what happens to rocks through
the rock story which will be told and seen on the SmartBoard. The objective is achievable in the
forty-five minute period because the objective is completed at a different point during the lesson.
The students will do this objective throughout the lesson, not just at the end when their might not
be enough time for the student to complete what I want them to learn.
6. Procedures/Format (Using the Learning Cycle)
Engage (5 minutes)
This lesson will begin with engaging the students. How do jagged rocks become smooth
stones? This is the question that the students will work with in this lesson. I will begin the lesson
asking students to use their prior knowledge and experience to try to explain why rocks on the
beach are always smooth. I will ask the students what natural items do you see when you walk
on the beach. I expect the students to tell me that they see crabs, shells, and hopefully sand and
rocks. Once a student tells me they see rocks and sand on the beach. I will ask the students: Why
are rocks always smooth and what is sand? I will show the students examples of jagged rocks
and smooth stones which I will pass around the room. I do not want to provide students with the
answer. Here I will ask students to take out a pen and I will distribute a handout to all the
students. They will try to explain this using their prior knowledge and experience by writing their
explanation in the first question on the handout. Once the students have finished writing their
own explanation, the students will discuss what they think will happen in groups of four which I
will assign at this point, the groups they will be in for the rest of the lesson. The groups will
discover their answers by performing an experiment. I will then ask all six groups to share their
thoughts with the class on what they think will happen to assess their inference and prior
knowledge. Asking the students to share their thoughts on a scientific process in terms of their
prior knowledge and experience of a beach will allow me to connect the content in terms of the
real world.
Explore (15 minutes)
The lesson will then move onto the exploration stage. Here the students will remain in
their groups which they discussed their predictions with. On the side of the classroom, where
there is a table, I will have one student from each group come forward to collect their materials
to perform the experiment. They will gather a plastic bag filled with 10 sugar cubes, one jar with
a lid, and two pieces of plain paper which will be on that table. Once every pair has their
required materials, the students will do the experiment together. They will discuss each step with
their group but individually answer each prompt and question given in the procedure on their
handout that was given at the beginning of the lesson. I will pull up on the Smart Board the
procedure which I will also explain orally: This is what it will look like on the board and how I
will say the directions:
1. Describe the appearance of the sugar cubes before they are shaken in the first column
of the given handout. (Don't eat any of it!!!)
2. Place the sugar cubes in the jar and shake 60 times. Each student will shake the jar
about 15 times. (Here I will demonstrate what the students should do by having shaking
the jar and counting as they should.)
3. Pour contents out onto one sheet of paper.
4. Describe any changes you notice in the sugar cubes in the second column of the table.
5. Return the sugar cubes to the jar and shake another 60 times by taking turns. Again
pour the contents onto a piece of paper. (I will save some sugar cubes that are not shaken
to show the students for comparison.)
6. Describe what the second shaking caused. Describe the appearance in the third column
of the chart.
After the students have completed the steps listed I will have the one student from each
group place the jars back on the table where the materials were first placed. They will keep their
sheets of paper with the sugar cubes on their desks to help answer the following questions posed
in the explanation step of the learning cycle.
Explain (20 minutes)
Once all the groups are finished with the experiment, I will tell the story of the life of a
smooth stone on a beach using the content I provided in the description of an example of
abrasion. At this point, I will ask the students to take out their science notebooks to copy down
the definitions of weathering, mechanical weathering, abrasion, and erosion. They will provide
their own examples of how they see weathering, mechanical weathering, abrasion, and erosion in
their own lives since they have had instruction on these terms prior to this lesson. The content
will be provided through the use of the Smart Board which will display pictures and short
captions to give the students a visual representation as I verbally explain the story. I will
introduce to the students the concepts and definitions I listed in the content area which will help
them understand the story more because it will provide them with the scientific terms that
formally describe what this real-life process is. Using the Smart Board, I will have already
completed a sheet which lists the definitions of weathering, mechanical weathering, and erosion
including pictures corresponding to each term. The students will copy these definitions in their
science notebook as I read the terms and definitions aloud. Asking them if they could give me an
example shows if they understand what the term actually means in context of the real world.
After the students have finished writing down the definitions, I will ask individual students to tell
me the story of how a rock becomes a smooth stone in their own words by starting the story for
them, having someone else say the next part, pick another student to continue where the other
left of, and so on until we finished telling the story. I will have the students do it again and again.
If students cannot tell me, I will ask another student. If none of the students can tell me the story
in their own words. I will explain the content again and repeat the process. This process will
continue until I can see that all students have learned and understood the content. Once the
students understand, they will look at their data table they filled in during the experiment, use the
visual of the shaken sugar cubes on their desks, and the content they were introduced to so they
can answer the following questions:
1. How does the activity with sugar cubes show what happens with real rocks undergoing
mechanical weathering by abrasion?
a. This experiment shows what happens with real rocks undergoing mechanical
weathering by abrasion because the sugar cubes were broken down in the jar.
They were broken down into smaller pieces, by colliding with each other
which results in particles of the sugar to fall off. This is a representation of
how rocks undergo mechanical weathering by abrasion because they too hit
against each other and smooth out while particles fall off.
2. After shaking – How has the sugar changed and how is it the same?
a. The sugar cubes changed because they broke down into smaller pieces by
hitting and scraping each other in the jar while they were shaken. However,
their chemical makeup remained the same. They are still the same substance,
sugar, just in smaller pieces. That is why this experiment is an example of
mechanical weathering there was a physical change but no chemical change.
3. Based on your observations from the chart, how do sugar cubes resemble the rocks and sand
you find on the beach? Explain why.
a. The larger, smooth pieces of the sugar cubes resemble the smooth rocks you
find on the beach because, just like the rocks, the cubes underwent abrasion
when shaken in the jar. The little particles made up of sugar cubes represent
the sand. Since these tiny pieces are made of sugar cubes, it resembles sand
which is made from tiny pieces of rock.
4. Where does sand come from?
a. The sand that collects on the shore is the tiny pieces and particles of rocks that
break off and travel along with the rock in the river and then the ocean.
Therefore sand comes from rocks since they are tiny pieces of rocks. They end
up on the shore because they travel in a river and ocean and ends up on the
shore.
5. Why are rocks on the beach smooth? Use at least two definitions from the SmartBoard and in
your notebook in your answer.
a. Rocks on a beach are mostly smooth because before they landed on the beach,
they underwent years of mechanical weathering by abrasion. One way this
process starts with a jagged rock falling from a mountain. It bangs other rocks
and some of the jagged edges get knocked off. The rock gets swept up into a
stream. As it travels along the stream it gets beaten and battered. It hits other
rocks, the water breaks apart pieces. If it is stationary in the river, pebbles
strike the rock and break off the jagged edges. Finally it reaches the ocean
where the rock still go through mechanical weathering because waves
continually hit the stones and rub them against the sand due to the water’s
current. Once it reaches the shore or beach, the rock has become a smooth
stone. This takes place over hundreds of years.
These questions will help the students create concrete examples and experiences for each
of the terms they were introduced to in the explanation part of the lesson. It will connect what
they have learned, the content to what they did, the experiment. These questions will also help
the students see the relationship between the terms and how they are similar and different. As a
class, we will come up with answers to each of the questions which the students will write on
their handout. I will pose the students with these questions and they will answer the questions by
giving an answer and explanation to the entire class. If I see that students are not responding, I
will give the students hints and refer them back to what they saw in the sugar cube experiment to
help them relate what they saw to what happens to rocks when they are mechanically weathered.
I will reinforce the fact that the students should give me an answer using their own words. If the
same students are answering the questions, I will ask the students who are not participating to
give me the answer to the question in their own words to promote student participation and to
help reinforce the ideas and concepts we are explaining. Once we are done answering these
questions and explaining what happened in the experiment, we will review what we have learned
and extend what was learned by asking an extension question.
Expand (5 minutes)
At this point in the lesson, I will ask to collect the completed handouts. If time allows, I
will have the students explain the answers from what they just did in their own words. I will ask
the students to provide me with the answers in their own words off the top of their heads. I will
also ask the students to provide me with definitions in their own words of weathering,
mechanical weathering, and erosion. Finally, I will also extend the lesson by asking the students
how rocks, once they are weathered on the beach, could be eroded again. How could these pieces
be moved from the beach to another place? I will allow the students to discuss this question in
their groups. We will conclude the lesson by hearing some of the students’ examples. I will
explain that other types of erosion will be explored further in a future lesson. I will then ask the
students to dispose their plastic bags, sugar cubes, and sheet of paper in a garbage can which I
will bring around to all six groups.
Evaluate (see Assessment)
7. Resources




23 Science Notebooks – Students will take them out of their desks after conducting the
experiment
23 Handouts – will be distributed to each student down the rows of the class before the
lesson begins.
These are the following materials used for the experiment:
o 6 plastic bags filled with 10 sugar cubes
o 6 jars with lids
o 6 blank sheets of paper
 All these materials will be placed on the side table where one student from
each pair will go after we finish the engaging section of the procedure.
Resources used for my content and lesson plan ideas:
o McDougal Littell’s Science 6th grade textbook
o mrzimmerman.org/New%20Folder/LabPage/.../Lab_weathering.doc
o http://geologyonline.museum.state.il.us/tools/lessons/6.3/lesson.pdf
o http://www.odec.ca/projects/2004/derk4d0/public_html/differenttypesoferosion.ht
m
o http://www.rolfhickerphotography.com/images/600/rock-ice-501.jpg
8. Inclusive Instruction
I believe that this lesson is inclusive of all the students’ abilities and capabilities because
it allows students to learn content in many different ways. Throughout this lesson, I offer many
different activities that appeal to many different senses and means of gaining knowledge. This
lesson will appeal to my linguistic, visual, interpersonal, and kinesthetic learners. During the
engaging section of my lesson, I appeal to the kinesthetic learners by allowing them to touch and
feel the jagged rocks and smooth stones. I also appeal to my linguistic learners by having them
write what they believe occurs when rocks weather and interpersonal learners by having them
discuss their ideas. I appeal to my linguistic learners by having the words and their definitions
placed on the board and by having them copy them down in my notebook, I appeal to my visual
learners by also having the content placed on the board so they can see and by providing a
picture of an example of each term. Finally, just in the first part of the lesson, I appeal to my
interpersonal learners by reading the terms and their definitions aloud and by having a class
discussion on examples of these terms. Within the exploration stage of the lesson, I appeal to the
kinesthetic learners by having the students do an experiment. They will physically shake the jars
and be able to touch the sugar cubes before and after each time they shake them by separating the
crumbs and large pieces. This will especially excite Kevin, one of the students in the class who I
have observed loves to move around and do something. It is very hard for him to sit still, listen,
and copy notes for a long period of time. I believe this part of the lesson will excite him and get
him interested in science. This section of the lesson will also appeal to my visual learners who
will get to see first-hand the results of shaking these two materials in a jar. They will be able to
see the pieces break apart from the materials. My linguistic learners will love to write down the
results on their handouts and the interpersonal learners will be happy discussing the answers with
their groups. During the explanation and expansion steps of the lesson, the interpersonal learners
will love having a whole group discussion as we did at the start of the lesson, the linguistic
learners will love writing down their answers, and the visual learners will love that they have
their results of the experiment still on their desk to assist answering the questions.
Not only were these activities designed to appeal to a range of learning styles, multiple
intelligences, they were set to help students who struggle and challenge students who excel. This
is why I will have the students work in pairs. The students love to talk; giving them the chance to
talk during a lesson will spur their excitement and get them actively involved in the lesson. The
pairs are also in place for students who are struggling because they will be able to get help from
their groups. If a group is struggling, I will allow them to get help from another group such as a
group of students who are excelling or I will help them together and provide more intensive
instruction where I lead them step by step. Throughout the lesson, I have directions on the board
for the students to read and I also give them orally, this will help students, such as Kevin, who
become distracted and get off task to be able to look and see what they are supposed to. These
directions are written clearly and are given in small steps which help students successfully
complete tasks. I also have a graphic organizer, the chart where the students will record the data
to help the students organize their observations on paper without having to think of a way to
organize this information themselves. I believe this lesson gives every student the chance to
succeed by allowing all of the students’ strengths to shine and help combat their weaknesses that
they may come across during the lesson.
9. Assessment
Summative
I will know that my students were able to describe and explain on the given handout their
ideas and findings about the process of mechanical weathering because the students will use their
experiment to represent how rocks erode in the natural world. The experiment is only in place to
help the students visualize and make sense of the mechanical weathering process that occurs,
specifically when rock is weathered and eroded on a beach. The handout will count as evidence
of student learning because the students will have to demonstrate their knowledge of the process
of mechanical weathering by answering the questions about the experiment and relating that
activity to life outside the classroom. I will also be able to see if the students were able to
identify and provide a rationale on what the experiment represented by reading their responses
on the handout. Therefore, every objective is traced to a section of the handout which ultimately
gives me evidence if students understood and kept up throughout the whole lesson since sections
of this handout were completed at different stages.
Formative
Throughout the lesson, I assess student understanding by asking the students questions
and by observing them within their groups while they are doing the experiment. During the
engaging step of the lesson I will assess the students’ prior knowledge of why they believe rocks
are smooth on the beach and what they think sand is made from. During the exploration stage, I
will observe the students as they work on the experiments in their groups. I will go around to
each group and provide assistance if needed or I will ask the students what they have discovered
so far to make sure each student understands what they are doing. Within the explanation and
expansion stages, I will again ask the students question to assess their understanding of the
vocabulary by asking them to provide examples of the concepts presented in the experiment. I
will have the students tell me the story of the weathered rock around the room by having
different students say different parts of the story. If the students cannot tell the story I assess, I
will keep asking different students tell it over and over again, repetition, until I see all students
have demonstrated their knowledge of the rock story. If students then have difficulty while
taking that knowledge and putting it into writing on the handout, I will either have the few
students work with a peer who understands what they are doing and have them explain the
content in their own words which the students who are struggling might understand better. If the
whole class fails to understand a term or concept presented, I will stop the whole class and go
over that area again either by modeling the step for the students if the difficulty occurs during the
experimentation or by providing a different explanation or different examples to help bring the
answer to light from a question that I pose.
10. Applications, Connections, Extensions
This lesson could be connected in many ways. I could connect this lesson to others on the
different types of weathering or erosion. I could have the students explore chemical weathering
closer with an experiment or by involving them in a lesson on erosion that would connect to this
lesson by seeing which types of erosion besides water could move the rocks mechanically
weathered by abrasion. This lesson as I mentioned earlier could be connected to the study of
geography. After students understand the concepts of weathering and erosion, I will apply what
they have learned by looking at these events on a larger scale which will explain how land
formations came to be. We could connect this lesson to see why New Jersey is formed in the way
that it has which will connect to the student lives since they all live in New Jersey. This broad
overview will also help the students achieve the cumulative progress indicator within the
standard of this lesson.
11. Evaluation of Student Learning
I evaluated the student learning throughout the lesson. I made sure students understood
the content before moving on. I asked numerous questions which asked them to think, not just
recite facts or information. They performed the experiment and evaluated the findings to connect
what they saw in the experiment to mechanical weathering by abrasion of real rocks. Not only
did I assess the students by verbally asking them questions, I wanted to see their learning by
using a handout which consisted of eight questions. The first two questions assessed the
students’ prior knowledge. They asked why they thought rocks are mostly smooth on the beach
and where they thought sand comes from. Out of the twenty-three students in the class, twentythree students received a three on the first question and second question, the highest possible
score. I believe this is due to the fact that these questions only assessed their prior knowledge.
Therefore, it did not matter if the students had the right answers; all they had to do was answer
the question in a comprehensible manner. I believe these questions were necessary because it
gave the students confidence. It merited what they already knew and having them think about
what they know could open themselves to the new information in terms of their lives. The third
response on the handout took place during the experiment. Students had to fill in the table with
their observations on the sugar cubes before shaken, after the first fifty or sixty shakes, and after
the second fifty or sixty shakes. Fourteen students correctly filled in the table with detailed
descriptions of the sugar cubes and received a three using pictures, six students received a two
and included some descriptions of the experiment, and three students received a one with very
limited descriptions. I believe I could have helped the students be more successful if we
described the cubes before they were shaken and filled in that cell as a class. The fourth and sixth
questions were the ones the students struggled with the most. I believe this is because both of
these questions asked students to discuss the experiment and relate it to real rocks undergoing
weathering. Many of the students either wrote how the sugar cubes weathered in the jar or how
rocks weather based on the story the students learned. Many of the students received a score of
one. These students did not describe in depth either of the two cases. I also believe the students
could have been more successful if I had been more explicit in my instruction. Even though we
went through every question and answer and as a class came up with answers to these questions
verbally after the students discussed in their groups, I could have asked the students to revise or
add to their answers. I felt that they would do this on their own. I should have instructed them to
do so. The fifth, seventh, and eighth questions were a mixed bag. These questions were also
difficult for the students because they assessed the students’ knowledge of mechanical
weathering by abrasion by interpreting the sugar cube experiment and writing the rock story
showing their understanding. The fifth question had two students with scores of one, seven
received a two, and fourteen received a three. I believe this question was mainly successful
because the students understood that the sugar’s appearance changed but it still was sugar. I
believe that the students were able to explain this answer well due to their prior knowledge and
experience. The students knew that sugar comes in different forms, granulated and in cubes. The
student knew for question five that even sugar could look different, the have the same chemical
makeup. The seventh question was not as successful; nine out of the twenty-three students
received a one. Many of the students wrote that sand came from the ocean. The students learned
that sand which falls from rocks travels along with the rocks through the rivers and oceans.
However, sand does not come from the ocean, it comes from rocks. Therefore, I need to explain
to the students that sand originates from rocks. It ends up on the beach because of erosion
partially due to oceans. The final question was done individually by the students. Once they
completed their answers, I asked students to read their answers to the whole class and we came
up with an answer as a class. Only six students received a three as their score. Seventeen students
received either a one or two. I thought that the students would have done better but I believe I
could have done more to help them. I did not ask the students to fix their answers so the students
did not do it on their own as I thought. I believe I should have monitored the students closer as
they completed their handouts so that I could have seen that some students did not have
completed answers. I could have told them to fill in the parts they were missing as we discussed
it as a class. Overall, I could have helped the struggling students who missed many of the
answers by monitoring their progress more. During the lesson, I did not assist the students as
much as I intended. I walked around looking at the students’ papers and read a few. However, I
did not stop at each group to ask the students what they were discussing and their answers. If I
went to each group and spoke to the students and addressed each of the groups’ needs, the
student would have performed better on the handout. Overall, I believe the students did well and
mainly achieved the objective. In every question at least half of the students received a two or
three for their answer. Therefore, the students showed knowledge of mechanical weathering by
abrasion and the rock story.
12. Reflection
On Tuesday, October 25th at 11:00am, I taught this science lesson to my twenty-three
sixth grade students. They had just finished mathematics class where they are separated based on
their levels. Some are in basic math, others regular, and some in advanced mathematics. The
lesson started as I had planned; I asked the students what they see on the beach. I had students
answer rocks and sand. Once I got these answers, I passed out the handout to the students and let
them know that they were working in groups of four since they sit in groups of four. They then
wrote their ideas of why rocks are mostly smooth on the beach and where sand comes from.
Once I asked some students to share their ideas, I asked one student from each group to get the
materials needed for the experiment. I then posted the instructions of the experiment on the
SmartBoard. Since the students are not used to doing experiments, they were very excited and a
little rowdy. Therefore, I varied from the plan by reading one step of the directions and then
having the students perform that step. It kept their behavior in check and allowed the students to
work close to the same pace so some did not fall behind or others finish too early. However, I did
not model each step for the students. For example, one group did not pour the sugar cubes out
onto the blank sheet of paper. They forgot to take one so one of the students poured the contents
on their handout. Another group did not each shake the cubes fifteen times; they shook the jar
one time and passed it around until they had sixty shakes. I instructed them to do otherwise the
second time they shook the cubes. Therefore, if I modeled the experiment step-by-step for the
students, I believe the students would have done better following the steps which could have
saved time. I also wish I would have gone around from group to group and questioned each
group of students as they performed the experiment and filled out the table. I would have known
better which individual students did not understand what was happening during the lesson and
struggled with the questions that they answered later on in the lesson. Even though each group
had good answers, it does not mean that every student did not understand or know these good
answers that their other members shared with the whole class. This was especially evident when
the students worked on questions four through eight. I could have assigned each student in the
groups a number from one through four. I then could have called a number to answer the
question after the students worked in the group and each of the students with that number could
have given an answer. Therefore, each student would have had to know and understand their
answer because they might have represented the group. I think some student relied on their other
members to help them get through. I also feel that some students did not participate in their
groups so they did not get the answers to the questions like the rest of the members of the group.
Before the students answered these questions, I taught them the rock story and some definitions.
They copied the definitions into their notebooks which I put on the SmartBoard. When we went
through each term and definition, I asked students to give me an example of each. Many of the
examples students shared related the experiment to each science term which demonstrated they
knew what happened during the experiment. I then verbally explained the rock story and showed
them pictures and descriptions of the rock story. I believe this part of the lesson went very well.
Since the students just finished the experiment, they were very interested in the lesson. They
were engaged and hanged on my every word. I also felt that this point of the lesson went very
well because I believe I assessed the students perfectly. I asked different students to recite the
story for me in their own words to express their understanding of how rocks undergo mechanical
weathering by abrasion. Students took turns saying the story. I then randomly chose another
student to continue where one left off. I gave clues and helped the students out if they struggled
for words. Once the lesson was completed, I went around the room with a trash can and had the
students throw out the sugar, plastic bag, and blank paper. The students who collected the
materials at the beginning of the lesson put the jars back on the table where they first got them. I
believe that materials were handled very well. It was systematic and did not soak up a lot of time
in the forty-five minute period. Even through the students finished the handouts, time was not on
our side. I was rushed near the end of the lesson and did not have time to ask many of the
students their answers for the last few questions. We did not have time to complete the extension
which was to see if the students could come up with other ways rocks and sand could be eroded
from the beach. However, this component was not necessary and did not take away from the
students’ completion of the objective. As I have mentioned before, I believe the students did
achieve the objective. I plan to cover the answers of the questions they struggled with again to
ensure every student has an understanding of mechanical weathering by abrasion and how the
experiment represents this process. The students loved the lesson. They keep asking when I am
going to teach them again. They never do experiments and they found that to be enjoyable and
interesting. It sparked their curiosity. I believe the students wanted to learn throughout the
lesson. I learned that students loved to be challenged. Many teachers find that experiments can
be confusing and hard for students to complete. That is why they don’t do them or only do one in
front of the whole class. However, based on this lesson, Piaget’s theory on learning was
reinforced: students learn by doing. Having the students shake the cubes for themselves in the jar
gave them a physical experience they will never forget. They know have a visual and an action
etched in their mind on mechanical weathering by abrasion. I now know that it is vital to
experiment in science without experimentation, students are not using scientific skills, they are
merely memorizing and using their reading and writing skills. My cooperating teacher also loved
the lesson. She thought I interested them and sparked their curiosity with good questioning. As I
have mentioned, she would have liked if I modeled the steps for the experiment. She also said I
need to come up with a signal to get the students quiet when I want to instruct them as a class. I
have learned that sometimes it is important to stop teaching to correct students who are not
listening or following directions. As I have mentioned, since the students were excited and not
used to doing experiments, they were talkative. When I wanted to continue, I had to wait a while
until I had all the students’ attention. I also learned that I need to verbally correct students when
necessary, a look will not always do the trick. Even though, I do not want to stop the lesson to
correct behavior, I learned that I must to ensure students are learning. If students are
misbehaving, they are not only missing the lesson themselves, they are preventing and
distracting others who want to learn. Maintaining discipline is vital to creating a meaningful
learning community. Even though I have learned that discipline sometimes must be addressed
before continuing a lesson from this lesson, I still was able to create a meaningful learning
community. The students were active participants in the lesson. They talked more than I did!
This talking referred to the lesson at hand. The students were actively engaged and were excited
as I have mentioned. Therefore, I believe I allowed them to see the possibilities of science. They
know that they can explore and discover answers on their own. They do not have to be told
everything, sometimes it’s better to learn things on your own. I gave the students this experience
in the lesson while also telling them some important facts. However, I still had them apply this
knowledge to the experiment and to events we experience everyday outside the classroom. Now
when students walk along the beach, they will know where sand comes from and how rocks
become smooth. They will be able to share this knowledge with whoever is walking beside them.
We want our students to pass knowledge on; that is the only way to expand this community of
learners.
SmartBoard Lesson Presentation
Sugar Cube Experiment Procedure
1. Describe the appearance of the sugar cubes before they are shaken in the first
column of the given handout. (Don't eat any of it!!!)
2. Place the sugar cubes in the jar and shake 60 times (15 for each member of the
group).
3. Pour contents out onto one sheet of paper.
4. Describe any changes you notice in the sugar cubes in the second column of
the table.
5. Return the sugar cubes to the jar and shake another 60 times giving every
student in the group a turn. Again pour the contents onto a piece of paper.
6. Describe what happened during the second shaking. Describe the appearance
in the third column of the chart.
Weathered Rock Story
A jagged rock falls from
mountain. As it falls, it
weathers by hitting other
rocks as it falls, parts of rock
break off.
The rock is then swept into a
stream. As it travels along the
stream it gets beaten and battered.
It hits other rocks as it moves and
moving water can break pieces
apart. Pebbles in the stream strike
the rock and break off the jagged
edges.
The rock reaches the ocean where
the rock still weathers. Once the
rock reaches the shore or beach, it
has become a smooth stone. This
takes place over hundreds of years.
The sand on the shore is the tiny
pieces of rock that have broken off
and washed up on the beach.




Definitions and Examples:
Weathering – the process by which natural
forces break down rocks.
Mechanical weathering – is a type of
weathering involving the breaking down of
rocks into smaller pieces. The change in the
rock is only physical. The substance stays the
same!
Abrasion – A type of mechanical weathering.
The movements of water and wind can expose
rocks to friction and abrasion from other rocks,
particles and surfaces, causing them to break
apart.
o Examples – a jagged rock becomes a
smooth stone; a crack forms in a sidewalk
Erosion – the process in which sediment is
picked up and moved from one place to
another.
o Example – The rock is eroded from the
mountain to the beach by water.
Name______________________________________
Date__________________
Sugar Cube Experiment Handout
1. Why do you think rocks on the beach are smooth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Where does sand come from?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Fill in the table with your observations during the experiment. (You can draw and write
words)
Before Shaken
After 1st 50 shakes
After 2nd 50 shakes
Sugar Cubes
4. How does the activity with sugar cubes show what happens with real rocks undergoing
mechanical weathering by abrasion?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. After shaking – How has the sugar changed and how is it the same?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Based on your observations from the chart, how do sugar cubes resemble the rocks and sand
you find on the beach? Explain why.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Where does sand come from?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. Why are rocks on the beach smooth? Use at least two definitions from the SmartBoard and in
your notebook in your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Student Assessment Table
#1
#2
#3
#4
#5
#6
#7
#8
Dylan
3
3
3
1
3
1
3
2
Alexis
3
3
3
2
3
1
2
1
Sarah
3
3
2
1
2
1
1
3
Janol
3
3
2
1
2
1
1
1
Anthony
3
3
3
1
2
1
2
2
Masada
3
3
3
2
3
2
0
3
Michelle
3
3
3
3
3
2
2
3
Hilmer
3
3
1
2
2
1
1
1
Courtney
3
3
2
2
3
3
3
3
Karyn
3
3
3
2
3
1
1
2
Jesse
3
3
2
1
3
1
3
1
Stephanie
3
3
3
2
3
2
3
2
Diego
3
3
1
1
3
2
1
2
Samantha P.
3
3
3
2
1
1
3
2
Santiago
3
3
2
0
3
0
1
3
Jenna
3
3
3
3
3
2
3
1
Kevin
3
3
1
2
2
2
3
2
Joey
3
3
3
2
3
2
1
2
Daniel
3
3
3
2
3
1
1
2
Ana
3
3
3
3
2
3
3
3
Samantha R.
3
3
3
2
3
2
3
2
DJ
3
3
3
1
2
0
2
1
Paul
3
3
2
1
1
3
1
1