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Main Curriculum Tie:
Background For Teachers:
All along mountains and hillsides, weathering is breaking down rock into small pieces. These pieces can be sand, gravel, or small bits of clay. As this material is broken up, it is moved by erosion from place to place. The agents of erosion include gravity, moving water, ice, waves, and wind. Deposition is the process of laying the weathered material, called sediments, in a new location.
Running water is a major cause of erosion. Stones carried with a
river’s current scour and abrade the banks and beds. Ocean waves can
erode banks and beaches, especially during storms. When an area
receives more water than the ground can absorb, the excess flows to the
lowest level, carrying loose soil with it. The world viewed the effects of
erosion in December 2004—the tsunami in the Indian Ocean, landslides
on rain-soaked California hills, and flash flooding in St. George that ravaged
homes and property. These are graphic reminders of erosion that
causes constant changes in land. In Utah we have many examples of
erosion around us through our varied landscapes from northern to
Intended Learning Outcomes:
Haury, D. L. (1993) Teaching Science through Inquiry. ERIC/CSMEE Digest. www.eric.ed.gov.
This article addresses the benefits of teaching science through inquiry. Inquiry based programs have generally been found to enhance students performance especially in laboratory skills, understanding graphing and interpreting data. Inquiry related teaching is also helpful in helping students understand the scientific process and build vocabulary knowledge.
Ryan, P., & Walking-Woman, L. (2000). Linking Writing to the Process of Scientific Inquiry: Strategies from Writing Teachers in the Disciplines. Paper presented at Annual Meeting of Conference on College Composition and Communication.
This paper encourages teachers to help students use writing as a tool of inquiry. In the disciplines of science, there is benefit for students when completing “hands-on” activities to use writing as a tool of thinking. Rather that just giving answers, students should use writing to show evidences, synthesize data and make conclusions. Writing, when associated with inquiry, can require students to find data and develop skills for dealing with methods of reporting.
Wolf, D. P. (1987). The Art of Questioning. Academic Connections, 1-7.
This article attends to the issue that teachers need to develop positive questioning strategies in the classroom. Teachers have the ability, through their range of questioning, to guide students to discover new information. Some of these methods of questioning include inference, (going beyond the available information), interpretation (filling in missing information), hypothesis (predictions & testing), and reflective (what do I know?). If teachers use questions to provoke an atmosphere of inquiry and personally process “when to ask,” “who to ask,” and “how to ask and respond,” then classrooms will provide students with more learning possibilities.
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