Weathering,+Erosion,+Deposition+3-5

Lesson Objectives


 * Describe the process of weathering
 * Describe the process of erosion
 * Explain the difference between weathering and erosion
 * Describe how the surface of the Earth is changed by erosion



Engage: Activate Prior Knowledge; Generate Interest

Show students [|Introduction] video segment up (to 2:30) to pique student interest in erosion. Focus on the different types of erosion they see. Activate prior knowledge by hypothesizing on the causes of different types of erosion. Sample questions might include: What forces or processes do you think eroded the spires in Bryce Canyon)? (Wind and water) How are holes and caves in rock formations caused? (By the weathering forces of water, ice, and/or wind)
 * Activate Prior Knowledge**

Stimulate Interest Have students brainstorm where else in their daily lives they have seen examples of erosion. To help them think of examples, show them images of eroded landscapes from magazines or the Internet; these images should show more commonplace examples of erosion that students may have seen in their own lives, rather than the more spectacular, panoramic images from the “Introduction” video. Appropriate images such as this [|example of erosion], this [|example of farmland erosion], [|Beach erosion], and this [|example of eroded cobbletones] can also be found by searching the Discovery Education Web site. List students’ responses on the board, and as a class develop a working definition of “erosion.” Students should copy this definition in their notebooks so that they can refer to it and revise during the Explore.



Explore: Allowing Students to Experience Content

Post the essential questions that constitute what students will be learning. Students may read them or you may wish to read them aloud together.
 * What is weathering?
 * What is erosion?
 * What is deposition?
 * How do erosion and deposition cause the Earth’s features to change?

To help students begin to understand the processes of erosion and deposition, have students complete the Exploration [|Erosion and Deposition]. In addition to completing the Student Worksheet associated with the Exploration, students should begin a Cause and Effect graphic organizer in which they sketch the power of erosion, weathering, and deposition. In the sample below, for example, students should sketch what each landscape looks like before the erosion or deposition happens, and then sketch what each landscape looks like after the erosion or deposition happens; in the first column, students should take notes on each process. They can add additional rows and sketches as they explore the other resources.



Have students complete the Hands-On Activity [|Erosion, Deposition, Weathering].

Explain: Firm Up Understanding; Allow Students to Explain What They Know

Have students read the passage [|Land Shaper] Students should use what they learn to answer the essential questions.



Have students review the key vocabulary terms for the concept: [|canyon], [|delta], [|deposit], [|erosion], [|feature], [|geology], [|gravity], [|landform], [|matter], [|rock cycle], [|sediment], [|sedimentary rock], [|soil], [|surface], [|valley], [|water,] [|weathering] Students should create a graphic organizer with three columns: WEATHERING, EROSION, and DEPOSITION. In each column they should explain the roll that wind, water and ice play in each process. They should also add key vocabulary terms to the appropriate columns.



Elaborate: Allow Students to Apply What They Know

Virtual Lab: [|Erosion - Here Today, Gone Tomorrow](Level 1) Students may expand on their knowledge of erosion by completing Level 1 of Erosion - Here Today, Gone Tomorrow. In this lab the student will hypothesize about what factors influence soil erosion in a park. The interactive lab will allow them to experiment with soil cover and form, amount of rain, and slope variables to experience how these factors influence erosion. Their results will lead them to conclude which factors are important to protecting the soil from erosion.



Instructions for how to lead students through this lab can be found in the Teacher’s Guide. Sample planning sheets and data tables for students to use can be found in the Student’s Guide Level 1.

Project Ideas: To help your students apply their understanding of erosion and deposition, you may wish to have your students complete some or all of the following projects. The time required to complete each project will vary; some may require students to work outside the classroom.
 * Have students read [|Sculptures of Sand and Stone] and complete the mesa experiment described in the reading. Students should create a lab report that documents the experiment, including materials, procedure, data, and results.
 * Have students read [|Moving Cape Hatteras Lighthouse] and then research ways to prevent erosion by water. Students can present their research in an illustrated poster.
 * Have students discover where water or wind have caused erosion of soil and rock near their homes. They can present their discoveries in annotated sketches of the formations they find.

Evaluate: Check for Understanding

Have students complete the Brief Constructed Response (BCR) item titled [|Erosion and Deposition]. You may also wish to assign the on-line concept assessment and use the results in the student reports to guide you in assigning any remediation to students.