Lesson Plan Template Guide
Understanding By Design Framework
Course
Subject
Title
Science 7
Science - Geology
Planet Earth – Weathering &
Erosion
Grade Level
Time Frame
Developed by
Grade 7
45 minutes – 1 hour
Chantelle Lemieux
Stage 1 – Desired Results
Content Standard(s):
The scientific study of Earth is based on direct observation of landforms and materials that make up Earth’s surface
and on the sample evidence we have of Earth’s interior. By studying this evidence, we discover patterns in the
nature and distribution of Earth’s materials, and in the kinds of changes that take place. This knowledge can be used
in developing models for geologic structures and processes—models that help both scientists and students enlarge
their understanding of their observations, and guide further investigation and research.
Enduring Understandings/Big Ideas:
Students will understand that…
 Big idea #5 – The composition of the Earth and
its atmosphere and the processes occurring
within them shape the Earth’s surface and its
climate
 Describe and demonstrate methods used in the
scientific study of Earth and in observing and
interpreting its component materials
 Investigate and interpret evidence of major
changes in landforms and the rock layers that
underlie them
 Misconception: weathering and erosion are the
same
 Misconception: rocks cannot be broken down
(by wind or water)
 Misconception: landforms are the same as they
were millions of years ago
Knowledge objectives (outcomes):
Students will know . . .
 How to identify and interpret evidence that
Earth’s surface undergoes both gradual and
sudden change
 How to identify and describe local rocks and
sediments and discuss ways that they may have
formed
 How to identify and interpret examples of
weathering, erosion and sedimentation
 How to identify and interpret examples of
gradual/incremental change, and predict the
results of those changes over extended periods
of time
Essential Questions:
 What is Erosion? Weathering? Deposition?
 Are weathering and erosion the same? How are they
different?
 What are the characteristic features of erosion? Of
mechanical weathering? Of biological weathering? Of
chemical weathering? Of deposition?
 What factors contribute to weathering and erosion?
 How does weathering and erosion contribute to shaping
the earth’s surface?
 What evidence exists that weathering/erosion has
occurred?
 What are some ways that erosion and weathering can be
mitigated?
Skill objectives (outcomes):
Students will be able to . . .
 State a prediction and a hypothesis based on background
information or an observed pattern of events
 Work collaboratively with their peers
 Use scientific language when describing geological
processes
 Distinguish between weathering and erosion
Stage 2 – Assessment Evidence
Performance Task(s): G-R-A-S-P-S
G – Goal
R – Role
Goal: The goal of this activity is to determine whether or not the section of land that
has been purchased is suitable for development. Students will be required to
A – Audience
S – Situation
investigate several factors relating to weathering, erosion, and sedimentation that
will affect their decision to develop the land.
Role: You are a geotechnical engineer
Audience: The land developers
P – Product, Performance
Situation: A land developer has purchased a section of land and is looking to build a
residential community along Cougar Creek in Canmore, Alberta. They have given you
a proposal and have asked you, the geotechnical engineer, to develop a preliminary
due diligence report stating your observations and whether development can ensue.
Product: At the end of the unit, students will be required to submit a preliminary due
diligence report outlining their assessment of the land and factors that may impact
construction of the residential community.
Performance: The design must take into consideration properties of the environment
that may affect whether the development will set forth meanwhile considering past
and future events that have occurred.
S – Standards & Criteria
Rubric will be created once final report is written
for Success (Attach
rubric)
Student Self-Assessments
Other Evidence (assessments)
Formative assessment:
 Science journal
 Image flashcards – Individual observation, sharing
 Weathering, erosion, and deposition
observations with a peer, consultation and discussion
sorting activity – students sort various
with peers, presentation to class
statements into the corresponding category
Stage 3 – Learning Plan
Learning Activity: Erosion and Weathering in my Mouth
Vocabulary:
Erosion (water/wind/glacial), mechanical weathering, biological weathering, chemical weathering, deposition,
fluvial landforms, sediment, sedimentation, landslides, floodplain, 100-year floodplain
Learning What the Student does . . .
What the Teacher does . . .
Time
Materials
Cycle
(Include differentiation instruction)
Activity
1. Pass out one bite-sized Snickers
Science
1. Students place Snickers candy onto their candy to each student (student may
journal,
tongues
also hand out candy)
pencil,
2. Instruct the students to put the
bite-size
2. Students write down what is happening Snickers in their mouth but to not
En
Snickers
in their mouths
chew or swallow them
Exr
or Skor
3. Have the students make note of
10-15
Pieces/loll
Exl
3. Students begin to chew remaining nuts
what is happening to the Snickers in
mins.
ollipop
their mouths as their saliva begins to
El
(can also
4. Students write down their observations dissolve it
Ev
be done
while they are chewing the nuts
4. Once the students have dissolved
with
the candy down to only nuts, allow
skittles),
5. Students begin to swallow their them to chew the candy while
gloves
Snickers.
making continued observations of
how the nuts are being broken down
6. Students
observations
En
Exr
Exl
El
write
down
their
final 5. Allow the students to now
swallow the Snickers
6. Give students a few additional
minutes to finish writing their
observations in their journals.
1. Students discuss their observations
with a peer
2. Students discuss their observations with
the entire class
Ev
En
Exr
Exl
El
Ev
En
Exr
1. Students sit in their desks and listen as
the teacher goes through the PPT
2. Students can ask questions at any point
if further clarification is required or if any
curiosities arise
If students have their own computers, they
can play with the simulations on their
own.
Exl
El
Ev
If students do not have their own
computers, they watch as the teacher goes
through the simulation.
1. Ask students to turn to their peer
to the observations noted during the
activity.
2. Students answer the following
questions:
- What did they observe?
- What process occurred as
the chocolate melted in their
mouth? During the chewing
process? During the
swallowing process? Why do
they think this? What
geological process is similar
to the events that occurred
during the activity?
3. Gather as a class and have
students volunteer to discuss what
they think happened
PowerPoint
1. Introduce weathering/erosion
unit
2. Explain/clarify where necessary
3. Encourage students to ask
questions
4. Provide examples
If there is time, use EduMedia
interactive simulations to illustrate:
1. Soil erosion
2. Wind erosion
3. Glacial erosion
4. Coastal erosion
5. Freeze-thaw weathering
6. Weathering (biological, chemical,
mechanical)
5
mins.
Science
journal,
pen or
pencil
25
mins.
Notebook
or binder,
pencil,
pen, PPT
slides
5-10
mins.
Computer
10-15
mins.
Flashcards
and/or
images
Inquire as to what the students
observe.
En
Exr
Exl
El
1. Students perform self-evaluations of
their knowledge using flashcards
pertaining the topic of weathering/erosion
Image flashcards or
weathering/erosion sorting activity
(see resources)
Ev
Review (in reference to the design)
Resources:
 http://www.education.alberta.ca/media/654829/sci7to9.pdf (Program of Study)
 http://www.teacherspayteachers.com/Product/FREE-Weathering-Erosion-and-Deposition-SortingActivity-354192 (Weather/erosion sorting activity)

http://www.colorado.edu/geolsci/courses/DEMOS/seicontribution/101_lowtech_earth_science%20demos.
pdf (Erosion and weathering in my mouth)
 http://www.edumedia-sciences.com/en/n241-external-geologic-processes (Erosion/weathering
simulation)
Strengths:
 Provides a simple method for distinguishing between erosion and weathering (biological, chemical,
mechanical weathering).
Areas needing improvement:
Research for next class:
Further activities:
 Field trip to Canmore
 Build a soil model and use wind/water to illustrate erosion
o Investigate over a period of time
o Manipulate variables to elicit different outcomes
 Use real life experiences to explain concepts