Kenia Bringas

Pd 1&4
HQSI-12 Components of an Effective Lesson Plan
Date:3/18/15
Grade/Class/Subject: Fourth Grade Science
Unit Theme: 4-ESS2 Earths Systems
Standards:
4-ESS2-1. Make observations and/or measurements to provide evidence of the
effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
MP.5 Use appropriate tools strategically. (4-ESS2-1)
(4-ESS2-2) W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
(4-ESS2-1) W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize information, and
provide a list of sources. (4-ESS2-1)
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears
CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related
information in paragraphs and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension. Conduct short research projects
that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and
carry out assigned roles
CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount
an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
Content Objectives: SWBAT
Know the different types of weathering and erosion.
Discover how erosion affects the land.
Conduct an experiment that displays how erosion works.
Learn about the differences between erosion and weathering.
Language Objectives: SWBAT
Understand the difference between weathering and erosion
Communicate with group members during the lab
Key Vocabulary:
Weathering
Erosion
Dissolve
Debris

Sediment
Sand Dune
Supplementary Materials:
For Notes:
Science Notebooks
Pencil
For Experiment:
2 Long Containers
Sand/Soil with added Rocks
Water Bottle
Water
Mini-Fan
Experiment Worksheet
*****SIOP Features*****
Preparation

Scaffolding

Grouping Options

Adaption of Content

Modeling

Whole Class

Links to Background

Guided Practice

Small Groups

Independent Practice

Partners

Comprehensible

Independent

Links to Past
Learning
Strategies
Incorporated
Integration of Processes

Input
Application

Assessment

Reading

Hands-on

Individual

Writing

Meaningful

Group

Speaking

Linked to Objectives

Written

Listening

Promotes
Engagement

Oral

Lesson Sequence:
Introduction: Welcome the class and have them answer the following question in their
science notebooks, "What happens to the Earth/physical when it rains?"
Daily Review: Review with the students the type of rocks there are. Review sedimentary,
limestone, etc.
Daily objectives: SWBAT
For lesson:
Know the different types of weathering and erosion.

 Discover how erosion affects the land.

Conduct an experiment that displays how erosion works.
Learn about the differences between erosion and weathering.
Concept: Students will learn about Weathering and Erosion via the PowerPoint. They will
learn about the differences between Weathering and Erosion and go more into depth on how
erosion works with an experiment they will conduct that allows them to create their own
erosion.
Content Inside the Curriculum: Students will understand the differences between
Weathering and Erosion and how each affects the earth and how they both can shape the earth.
Content Outside the Curriculum: Students will understand how the earth is shaped due to
weather and natural disasters. They will understand how other natural mediums can effect all
mediums.
Guided Practice: The teacher will show the powerpoint about Weathering and Erosion to the
class. On the first slide of the powerpoint the teacher will introduce the map and explain how
the river effects the Grand Canyon, then how the map is relevant to the lesson. The powerpoint
consists of their vocabulary which they will write down in thier notebooks. On slides 7-9, the
teacher must make students guess whether or not the pictures are chemical or mechanical
weathering. Pass out worksheets.
Grouping: Student will get into groups of 2-4 students to conduct the experiment.
Independent: Each student Students will also receive a Hands-on with Erosion worksheet
that they must complete individually during and after the Erosion experiment. They must use
their notes on the powerpoint and experience while doing the experiment to complete the
worksheet.
Long-Term Review: Students will review how to use a map to identify physical features. Ask
the students what they know about dissolving of a rock or large mountain.
Closure: After the students finish the Hands-on Worksheet, have them clean up their stations
and put materials back to their original position. Then the studentw will individually present
their discoveries to the class. After all the students have presented, ask the students if they
know the difference between Erosion and Weathering. Also ask the students if they know of a
famous place that has experienced Erosion and or Weathering. Then review what will be on
the homework and pass out the work.
Homework: Students will be provided with a homework worksheet that will review what they
learned about in todays lesson.
Assessment: Students will finish the Hands-on worksheet. After they are done presenting, the
homework packet until it is time for dismissal.

Name___________________________
Date_____________
4th Grade Science
Erosion and Weathering
1.What is Weathering?
__________________________________________________________________
________________________________________________________________
2. Give an example of Chemical Weathering
________________________________________________________
_____________________________________________________________
___
3. Give an Example of Mechanical Weathering
________________________________________________________
_____________________________________________________________

___
4. This is the Statue of Liberty today and before weathering, what type of
weathering did it experience and why? (Hint: New York is known for having a wet
environment)

__________________________________________________________________
________________________________________________________________
5. What is Erosion?
__________________________________________________________________
________________________________________________________________
6. Wind Erosion can
_________________________________________________________________
7. Water/Rain Erosion can
_________________________________________________________________
8. Gravity Erosion can
_________________________________________________________________
9. This is the Sphinx located in Egypt and throughout out time is has been eroded,
what type of erosion did it experience? (Hint: although it is located in the desert,
sometimes the desert can experience heavy rainfall.)

10. What is the difference between Erosion and Weathering?

__________________________________________________________________
________________________________________________________________

Erosion and Weathering Answer Key

1. The process where surface rocks are broken down and worn away or
dissolved into smaller pieces through mechanical or chemical process
2. Copper Rusting, Water Dissolving Limestone, Rain imprinting rock,
Crystal Icicles in Caves, etc.
3. Separation of rocks because of ice, rocks turning into pebbles, cracks
on a sidewalk, etc.
4. Chemical Weathering because the rain in New York changed the
chemical compound of the bronze.
5. Erosion is carrying away of weathered soil, rock or other materials on
the Earths surface by wind water and gravity
6. cause the erosion of rocks, create sand dunes, erode sand and
limestone, dissolve rock, etc.
7. cause the reshaping of land, make rocks smaller, dissolve rock,
erode physical land features, etc
8. cause the reshaping of land, create cliffs, create mountains, erode
mountains, etc.
9. Water Erosion due to the infrequent rainfall.
Erosion moves different materials away from its original position, while
weathering breaks down certain materials.

10.Hands-on with Erosion

Today, you will be conducting an experiment that demonstrate how erosion
works with different mediums. You will be creating your own mediums and
recording your discoveries. While you are conducting your experiment and
after you are finished, you must fill out questions attached and present your
discoveries to the class.
Materials Needed:
2 Long Containers
Sand/Soil with added Rocks
Water Bottle
Water
Mini-Fan

How to do the Erosion Expirement:

1. You will be working in a group or with a partner to gather the
materials listed above.
2. Now set the two long containers next to each other, but with a good
amount of space in between.
3. Pour your sand/rocks provided, into both of your containers.
For the first container, the sand must cover the entire bottom of the
tray. Then form small sand dunes and hills with your hands. (this container
simulates the desert)
For the second container, then pour the sand in and only cover half of
the entire tray (this container simulates the seashore)
4. Pour your water in the second
container, on the side that is not
covered with sand.(FOLLOW the
diagram)
5. The first container is the Wind
Erosion Container ready to use the
mini-fan. Before hand be sure to
moisten some (not all) of the sand
6. Use the mini fan and point it in the direction of the container for 1
minute. Then stop it and carefully look at the differences. Fill out the Wind
Erosion part of the attached sheet.
7. The second container is the Water Erosion container. Be ready to use
the water bottle provided.
8. Place the water bottle (lengthwise as shown in powerpoint) in the
container in the side filled with water. Be sure the bottle does not touch the
sand.

9. Then place one hand on the top of the water bottle and roll the water
bottle in a forward and backward motion just within the water side.
10.Keep rolling water bottle for 1 minute gradually increasing the speed
of the rolling. This simulates waves at the seashore.
11. Fill out the Water Erosion part of the attached sheet

Hands-on with Erosion: What did you witness?

Container 1: Wind
Draw your observations in map form:

While the mini-fan was blowing, what happened to the sand dunes you created?
__________________________________________________________________
_______________________________________________________________
If anything changed, Why do think it changed?
__________________________________________________________________
_______________________________________________________________
What did you learn?
______________________________________________________
From a scientist's point of view, how can your observations benefit science?
__________________________________________________________________
________________________________________________________________
Why is this considered erosion and NOT weathering?
________________________________________________________________
Container 2: Water
Draw your observations in map form:

While the water bottle was moving, What happened to sand shore line?
__________________________________________________________________
________________________________________________________________
If anything changed, Why do think it changed?
__________________________________________________________________
_______________________________________________________________
What did you learn?
______________________________________________________
From a scientist's point of view, how can your observations benefit science?
__________________________________________________________________
________________________________________________________________
Why is this considered erosion and NOT weathering?
________________________________________________________________
_______________________________________________________________