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This lesson provided by:
Author: Lynn Nelson
System:Bibb County
School:West Blocton Elementary School
Lesson Plan ID: 24102

Showing the Difference Between Erosion and Weathering


In the lesson the students will be learning about weathering and erosion. They will see examples of weathering and erosion and the difference between the two. They will be performing experiments that show weathering and erosion.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
SC(2) 8. Identify evidence of erosion and weathering of rocks.
ELA(2) 4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials.
ELA(2) 11. Write words and sentences legibly with proper spacing in manuscript.
TC2(K-2) 7. Use digital tools to access and retrieve information.
ELA2013(2) 9. By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]
ELA2013(2) 34. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6]
Local/National Standards:

# National Academies of Science
As a result of activities in grades K-4, all students should develop
* Abilities necessary to do scientific inquiry
* Understanding about scientific inquiry

Primary Learning Objective(s):

The students will see examples of weathering and erosion.
The students will be able to tell the difference between weathering and erosion.
The students will do experiments showing the processes of erosion and weathering.

Additional Learning Objective(s):

The students will be writing predictions and experimenting to see if their predictions were accurate.

Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Sugar cubes, pie tins, water dropper, place mat, sand, straws, paper, pencils, scissors, crayons

Technology Resources Needed:

The teacher will need a computer with Internet access for research.
Classroom computers with Internet access for pairs to view pictures of erosion or a projection camera to show the entire class.


Prepare students for this lesson by reading And Still the Turtle Watched. This book is an excellent example of weathering. Great examples of erosion can be found in the procedures.

1.)Erosion pictures to view can be found at this website for the preparation stage.
(Erosion pictures)

2.)Create a chart for the classroom explaining the differences between weathering and erosion.

3.)Students will be paired with a partner to do the experiments on showing how weathering happens. Each group will be doing the experiments using their workspace. They will be using a sugar cube and water.

4.)Have the students write a prediction in their science journal about what they think will happen to the sugar cube when it is exposed to water.

5.)Give each pair a pie tin and a sugar cube. With a dropper, have a student drop water slowly onto the sugar cube. With each drop of water the students can see how the water slowly dissolves the sugar cube. This is weathering. Relate this to the turtle in the story about how he became smaller over time.

6.)Refer back to science journals to see if their predictions were accurate.

7.)The students will now be given a place mat for a workspace, a small mound of sand and a straw.

8.)Have the students write a prediction in their science journal about what they think will happen to the sand when it is blown by wind or air.

9.)Have a student gently blow on the sand mound and observe how the sand has been moved. Explain that the total amount of sand is still present, only moved. This is erosion.

10.)Review that weathering causes changes but that erosion only moves the sand from one place to another.

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Assessment Strategies:

1. Observation of students as they worked in pairs.
2. Classroom discussion of weathering and erosion. Make a foldable from one sheet of paper.
3. Fold horizontally (hot dog fold) and cut down the middle of one section. Label the front of one section weathering and the other erosion. Underneath the flap have the students write or draw an example of each.
4. The following rubric may be used as an assessment: Assessment Rubric


Have your class go to the computer lab or library and look for more information that shows weathering and erosion. A list of other books that may be used as resources can be found at the following website The Reading Nook


Review the definitions and examples of weathering and erosion.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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