Wind and Soil Erosion

Lesson Number: 3
Title: Wind and Soil Erosion
Name: Cara Switalski
Lesson Goals
*Central Focus of the Learning Segment: The central focus of this lesson is how wind causes soil erosion and the affects the soil.
*Related Skills needed to apply the strategy in meaningful contexts
Students will need to know how to scientifically observe and write down observations.
*Standard(s) Addressed:
ES S2. A: Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.
CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
*Materials/ Instructional Resources:
5-7 tin pans
5-7 bags of damp soil
5-7 bags of rocky soil
5-7 bags of dry soil
Each student needs a science journal
*Learning Objectives (Add additional objective boxes as
needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1: Students will be able to explain how wind affects

dry soil, damp soil, and rocky soil, and how the effects are
different.
Objective 2: Students will be able to observe and record the
natural phenomena of wind erosion using scientific language
and vocabulary.

Related Assessment: Students will have questions at the end of

the lesson to answer in their journals, using evidence from their
observations.
Related Assessment: Students will record their observations in
their science journal, which will be turned in at the end of the unit.
Students should include predictions, observations, and drawings in
these journals.

Lesson Considerations

Pre-Assessment: Before the lesson, students will discuss as a class what they know about erosion as a class, including what
erosion means, what kind of erosion they know about, and where they have seen erosion happen. This informal discussion will help
students start to think about what they already know.
Prior Academic Learning and Prerequisite Skills: Students will have done science lessons using science journals before, so they
will know the format of the journal and how to record information. Students will have previously seen a video about the Dust Bowl,
that gives images of how dust was blown around the Great Plains area.
Misconceptions: Some students might believe that the only way soil erosion occurs is through water, like with streams and rivers.
Students may also believe that damp water can not be blown by the wind, and that only dry soil can experience erosion.
Time

*Lesson Plan Details

10

Lesson Introduction
Students will start the lesson by answering the question, What does erosion mean?. They will talk in partners or at their
group tables to come up with a definition, then bring that definition to the large group. After coming up with a class definition
of erosion, students will then answer the question, What types of erosion are there?. The students will be asked to give an
example of the types of erosion.
After the initial discussion, go over the safety rules with the students:
1- Wait until the teacher is done explaining to start using the materials
2- Everyone in the group needs to participate- youre a team!
3- Be sure to wear safety goggles.

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Learning Activities
Students will divide into their science groups and clear off their station. Each student will be given a pan and 3 Ziploc bagsone with dry soil, one with damp soil, and one with rocky soil. Have students record this question in their science journalsHow does wind cause soil erosion on different types of soils?. Have each group write a prediction to this question in their
science journals.
Students then will start with the damp soil. Have them put the damp soil in the pan and spread it out evenly, but do not pack
it down. Have the students blow on one side of the pan and gently blow. They should record what happens to the soil. Have
them blow a stronger breeze and record what happens. They may draw a picture that shows the difference as well. Have
them repeat this process for the rocky soil next, and have them record any observations they may have. Repeat the
process with the dry soil, with the two breeze strengths. Record their observations, and include pictures if they want.
In their journals, have students answer these questions, including evidence from what they observed:
1. How was the damp soil affected by the two different breezes?
a. Did the soil blow evenly?
b. Was there a large difference in movement from the two breezes?
2. How was the rocky soil affected by the two different breezes?
a. Did the soil blow evenly?
b. Was there a large difference in movement from the two breezes?
3. How was the dry soil affected by the two different breezes?
a. Did the soil blow evenly?
b. Was there a large difference in movement from the two breezes?
4. How does wind create soil erosion?
5. What type of soil is most likely to be affected by wind? Why?
6. Which soil do you think is best for farming?
After recording their answers with evidence, have students return the materials to the front of the room, with the soil in each
proper bag.

*What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
For this science lesson, students are able to record their information through pictures as long as they can show how the
wind affected each soil differently. This will allow ELL students or students with learning disabilities to show what they
learned without having to use words. Because the students are working in science groups, there will also be group support
for students, and they can talk with their group members if they need help. Students are also paired in specific science
groups, so there are students at different levels and with different needs so they can help each other.
Closure
Bring this experiment back to the topic of the Dust Bowl by having students discuss why wind erosion might have played a
part in the Dust Bowl. Have students answer the question as a large group, What did wind erosion do during the Dust

Bowl? Why do you think the Dust Bowl was so bad, instead of just a little dust?