English Language Arts Grade 5
Writing Standard 1
1 class periods of 60 minutes each
Small Groups
This lesson will demonstrate assessment techniques (pre, formative, post). This lesson will also identify and address misconceptions and the difference between weathering and erosion.
Weathering is the breaking down of rocks, soils and minerals through contact with the Earth's atmosphere and waters. Weathering occurs with no movement and should not be confused with erosion, which involves the movements of rocks and minerals by agents such as water, ice, snow, wind, waves and gravity.
Erosion is the process by which soil and rock are removed from the Earth's surface by natural processes such as wind or water flow, and then transported and deposited in other locations.
Students need some exposure to examples and non-examples of weathering and what causes weathering.
2. Manifest Scientific Attitudes and Interests
e. Seek and weigh evidence before drawing conclusions.
Intended Learning Outcome - Linked to Standard:
Scientific attitudes, interests, and misconceptions will be manifested students observe and analyze experiment of erosion weighing evidence before drawing conclusions.
Introduction / Class discussion:
Ask students what is the difference between erosion and weathering. After discussion and clarification of the difference between erosion and weathering, take students through the Scientific Method to discover and observe the effects of freeze/thaw cycle on weathering.
Question:
How does repeated exposure to freeze/thaw cycles effect the breaking down rock?
Hypothesis:
If rock is repeatedly exposed to freeze and thaw cycles, then the rock will break down and show how weathering occurs because water expands when it freezes.
Materials:
See above
Procedures:
Results:
Students will analyze their observation and relate the results to their hypothesis. Student can show results by taking pictures of each observation and/or measure mass largest piece of sandstone.
Conclusion:
Students will come to consensus on a claim that the results either or support or does not support their hypothesis.
Accommodating the needs of diverse learners can be accomplished by the use of manipulatives, modeling, and visual representation of data.
Students can use a fan to simulate weathering as well as erosion taking place. Make observations.
Notes of weekly observations.
Group representation of results, i.e., pictures, graphs, conclusion, etc.