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Play, Debrief, Replay Lesson: Water Erosion
 Allison de Hoop; Feb. 2012
 
Subject: Science Grade 4 Time: 30-40 minOutcomes: RM4.3 Analyze how weathering, erosion, and fossils provide evidenceto support human understanding of the formation of landforms on Earth.Indicators: e. Design and construct a prototype of a system for minimizing andcontrolling gravitational, water, shoreline, ice, or wind erosion in a given situation.f. Evaluate both a prototype of a personally constructed system for minimizingand controlling erosion and the use of prototypes in science for modeling naturalphenomena.CCC: Developing Thinking; Developing Social ResponsibilitySK Curriculum Science Context: Scientific InquiryMaterials: Outdoor water supply, containers to carry water, various rocks/pebbles,soil, grassy areas, sandy area (school playground
 –
in a low traffic area),Shovels/spoons/etc, recyclable materials such as cardboard, plastic cups, etc.PLAY1) Students (in groups) will
create a “river” in the sand of the playg
round.
There must be a “starting point”
where the water will be poured and, there
must be at least one “bend” in the river.
 2) Pour water in
the “starting point” and watch the river. Do this at le
ast 10times (some groups will do more). Make observations each time. Whatchanges?DEBRIEF3) Questions: What happened to your river as time, repetitions, went on?
Why? What did this? What happened at the “bend” in your river?
Whatcould be done to stop this (erosion)?REPLAY4) Challenge children to make another river and repeat the same number of repetitions. This time they should try to slow or stop the erosion thathappens to their rivers. Provide rocks/other types of soil/areas where thereis vegetation such as grass. Students should make their observationsagain after each repetition (at least 10).DEBRIEF (2)5) Pretend this is a life-size version of a river. What do you think happensover time? Is this a bad thing, why/why not? What couldengineers/scientists do to combat erosion?
 
Student Assessment: Did students accurately describe their observations? Didstudents actively engage in debrief questions? Did students change somethingwhen they experimented a second time?Teacher Reflective Questions:
Play:
1. Does the lesson plan facilitate inquiry in this stage?Students will see that changes occur, and will be looking for changes, intheir initial play. This will turn into full inquiry during the debrief.2. Were the students provided with a variety of tools to manipulate?In this first section students are generally encouraged to makeobservations. More tools and materials are provided for the Replay.
Debrief:
1. Are there appropriate questions to guide student discovery and promotecritical thinking?There is a question to promote critical thinking when students are asked to
thing in “life
-
size.” Also the challenge for Replay facilitates critical/creative
thinking.2. Do the questions allow for meaningful conclusions to be drawn?Yes, the questions prompt the debriefing session, but are also openenough for children to add their own additional findings.
Replay:
1. Do the materials that are provided give the students the opportunity tomake new discoveries in this stage?There are a variety of materials for students to use. Students may need tobe prompted to try to build their river in a grassy or weedy area to discover how vegetation can prevent erosion.2. Does the replay stage in this lesson encourage further discovery in thisarea compared to the play stage?Yes, students are specifically given a challenge to encourage further discovery.

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