Erosion in Our World

Students will identify examples of erosion or the effects of erosion in a natural outdoor setting. They will also be able to explain how erosion affects the environment.

After the first few lessons from the FOSS stream table investigations, students will apply what they have been learning in the classroom to an outdoor setting. Students should be introduced to the words meander, deposition, sediments and delta before doing this lesson. This lesson could be done as a culmination of the stream table lessons. About 75 minutes is needed for this lesson and students should work in groups of 2-4. Required materials include simply a pencil and a recording sheet that can be downloaded called "Erosion Observation Form." Even rivers or streams are unavailable, this lesson may still be done. Examples of erosion could simply be found near gutters, in sand boxes and around small hills.

Anticipatory Set: Show the "Weathering and Erosion" segment 5, a short video clip from Discover Education to remind students what erosion is. If your school does not have access to Discover Education, you may be able to find a similar video for free on http://www.teachertube.com/ (more info)

Materials: chart paper, science nature journals, pencils or colored pencils.

Lesson:

1. Bring in mystery objects (such as pictures of the Grand Canyon and/or the Elwha River dam, a map that shows the Mississippi River delta (or other deltas), etc. that all are related to erosion. Have students look at objects and pictures and make observations under a section titled "Erosion" in their science nature journals.

2. Make an OKWHL (observed, know, want to know, how I learned or could find out, learned), chart as a class on chart paper about erosion. Have students make this chart in their science nature journals too.

3. Take the class outside after you explain today's assignment:

a. With a group of 2-4, choose an area where you think erosion may have occurred and explain why you chose this area.

b. Observe the area for 4-5 minutes without talking.

c. Write your observations in the "I observe..." box.

d. Then in your group discuss any evidence of erosion you may have observed.

e. Draw what your site looks like.

f. Make 3 connections of what you have learned today with our previous lesson of the indoor stream tables.

g. Circle up and discuss observations as a class. Have students show where they found erosion.

h. Go inside and complete the OKWHL chart as a class.

This activity extends what has been taught about erosion previously, by allowing students to apply concepts learned in class to the real world. Be sure to decide on rules and expectations for outdoor behavior before attempting this lesson. A whistle or chime may be a good way to get everyone's attention when it is time to gather as a group. Students should stay with buddies, especially if you're accessing a stream or other water source. It is also important to determine before hand how far students may go once they're outside - (i.e. in site of the teacher, or within the school boundaries).

The main source of assessment is the observation recording sheet that individuals fill out. The most important box may be the "I observed" box because this shows the individual's thoughts before the small group has discussed their findings. Secondary assessment includes teacher informal observations of the students and student participation in group discussion.

5.3.1 The surface of the Earth changes. Some changes are due to slow processes and some changes are due to rapid processes.