Landforms- 4th grade

Lesson 1: Erosion (FOSS - Investigation 2, Part 1)

Teachers: Ainsley Gettis, Carly Johnson, & Colby Hollands

Standards
Performance Expectation:
4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or
the rate of erosion by water, ice, wind, or vegetation.

Science Practice(s): Disciplinary Core Idea(s): Cross-Cutting Concept(s):

Planning and Carrying Out
Investigations
● Make observations and/or
measurements to produce data to
serve as the basis for evidence for
an explanation of a phenomenon.
Developing and Using Models
● Use a model to test cause and
effect relationships or interactions
concerning the functioning of a
natural or designed system.
Engaging in Argument from
Evidence
● Compare and refine arguments
based on an evaluation of evidence
presented.
● Construct and/or support an
argument with evidence, data,
and/or model.
ESS2.A: Earth Materials and Cause and Effect
Systems ● Cause and effect relationships
● Rainfall helps to shape the are routinely identified, tested,
land and affects the types of and used to explain change.
living things found in a
region. Water, ice, wind,
living organisms, and gravity
break rocks, soils, and
sediments into smaller
particles and move them
around.
ESS2.E: Biogeology
● Living things affect the
physical characteristics of
their regions.

Learning Goals

● I can use evidence to explain what erosion is, and some causes for erosion.
● I can evaluate a claim based on evidence found.

Materials, Resources, & Advance Preparation

For each Group:

 ● 1 tray with earth material
● 1 standard water source
● 1 ruler, 30 cm
● 1 container, 1 liter
● 1 basin
● 2 hand lenses
● 1 meter tape
For the Class:
● Water
● Paper towels
● Image of stream erosion
● Pictures of erosion from things other than water
● Cameras
● Science journals (pre-made), one for each student

Engage Phase

● Begin with showing the students a picture a creek with an erosion problem: Erosion
Example
● Pass out science journals.
● Students should answer the following questions on the first page of their science
journal.
○ What do you notice about this picture?
○ Do you think that it has always been like this? What do you think it was like
before?
○ What do you think could have caused this to happen?
○ If we want to explore the environment that is present in this picture, while staying
in our classroom, we can create a model of what we see.
○ Model as a verb, less of a noun. Commented [1]: Be prepared to spend a bit more time
here if students are unfamiliar with scientific models--
■ Scientists model things that they do not have or cannot build. Scientists use you can use the "Is it a model?" assessment probe as
models to observe and investigate ideas that they might not be able to with a supplemental activity if needed.

the actual thing. Commented [2]: Card sort as assessment.

● An example, ask student if any of them have made, or seen, a model Commented [3]: Can you think of a more scientific
example?
of a solar system using foam balls. You obviously can’t fit all the
Commented [4]: _Marked as resolved_
planets and the sun into the classroom so you need to make a model
Commented [5]: _Re-opened_
that is smaller.
Commented [6]: This is still a somewhat limited
● Can you think of another example in which using a model is a good example, as are dolls/toys... Can you think of other
choice? models that scientists use?
○ Possible responses: Dolls, toys, model cars/planes, etc.
■ Possible card sort (if students struggle with the idea of modeling as a
 verb)Tell students that today we will be using a stream table model.
● Explain that stream tables are models for real rivers. (Show pictures of real rivers)
○ Does anyone know the names of any rivers that are close to us?
○ Field answers and select the most well known answer (probable the Nooksack
River)
○ Our stream table is going to be a model for the *Nooksack River.
● Explain the correct way to use the stream tables.
○ Fill the cup, but not allowing it to overflow and damage the system.
○ Once water is flowing, do not touch the system.

Exploration Phase

1. Before beginning, do a mini discussion/ check for understand of what an observation is

(Something you can see- example: I see there are 24 students in this class vs. non-
example: I think science is your favorite class.)
a. You will record your observations in your journals.
b. What could we do besides make observations?
c. How will we know if anything changes?
i. Lead to fact that students should compare evidence from before and after.
2. Groups receive already prepared stream tables.
3. With stream tables out, have students tell a partner the correct way to use the stream
tables. Have a few students share out with the whole class
4. Groups make observations of the stream table before adding any water (note the look,
feel, size of the earth materials)
a. Draw what the stream table looks like before (or take pictures)
5. During the investigation, teacher will monitor use and ask productive questions to
groups.
a. Have you seen any changes? What are they? How do you know?
b. What is the water doing?
c. What is happening the sand? Where does the sand go?
d. What do you think is causing the changes?
6. Groups will start pouring the water through the system. (This should take about 5
minutes for 1 liter)
a. Have groups make visual observations while the water is flowing, making sure to
not disturb the system.
i. Write these down in the journal
b. Draw what the stream table looks like during
7. Once all the water has gone through, groups will make more observations of the
changes.
a. Draw what the stream table looks like after
8. Groups should then discuss the observations and changes they saw, using evidence

Explanation Phase

1. Move from small group discussion to large group discussion

a. Remind students that not everyone will have the same observations, there isn’t
one right answer.
b. What are some things in your stream table that you observed?
c. Remind students to use evidence to support what they share Commented [7]: What specific questions will you ask
to encourage students to provide evidence?
i. What specific things did you observe? Show us on your stream table or with
your written observations
ii. What did you notice happened to the water do? How much of the sand
moved? In what ways are your stream tables different from before?
2. In the stream tables, you saw change happen.
a. Ask and discuss: Did the sand disappear?
b. Explain: It traveled down with the water; this carrying process is called erosion
c. Ask and discuss: Where did the sand go?
d. Explain: After sand was carried down by erosion, it landed at the bottom. This
dropping process is called deposition.
e. If students ask about the changes they saw in the sand: explain this change, the
breaking down of rocks, sand, or other sediments is called weathering.
3. In this model you saw how water could carry sediments/cause erosion in the earth.
a. Create a whole class list
i. What are other things that you think could cause erosion on earth?
● For example - wind, people, ice, etc.
ii. Now that you’ve thought about what can carry sediments, let’s look at
some images and see if we can identify different types of erosion
● Provide each group a different image of a different cause of erosion. Commented [8]: https://www.tes.com/lessons/TUdFrq
4Vp_B8NQ/copy-of-wind-erosion
a. Have them decide if erosion has occured in this image
Commented [9]: stream
b. Have a group discussion where students present what they http://www.sccwrp.org/ResearchAreas/Stormwater/Effe
think and classmates can agree or disagree with with claims. ctOfIncreasesInPeakFlowsAndImperviousness.aspx

iii. Now let’s brainstorm places where you’ve seen this change (or where you
would expect to see it in your neighborhood)?
● Create a class list
● Ex. Playground, school garden, locus beach, etc.
Commented [10]: http://www.antarcticglaciers.org/glac
ial-geology/glacial-landforms/glacial-landsystems-on-
james-ross-island/#jp-carousel-5889
Commented [11]: beach
http://coastalcare.org/2012/10/evidence-of-sea-level-
acceleration-at-u-s-and-canadian-tide-stations-atlantic-
coast/

Extension Phase
 1. Pose the claim: “There is erosion happening in our own school yard.”
a. “How could support or disprove this claim?”
b. What will you look for?
c. What ways could you collect evidence?
i. Student will brainstorm ideas in groups.
ii. Class will come together and discuss the ideas and which ones are better
than others.
iii. Students should make a plan in their science journal for what they will look
for and how they will collect evidence.
2. The class will then go the school yard to look for evidence of erosion.
a. Students will work in small groups of about four
b. Outside rules: stay with your group,stay in this area (will need to decide on this
after walking around the whole school yard), you will have about 20 minutes
3. As students find their evidence, teachers (or students if cameras available) should take
pictures of the evidence in addition to other methods (drawing, observations, etc.) that
the students chose.
4. Once every student is done, class should return to the classroom.

Evaluation Phase

1. Once the students are back in the classroom, they should answer the question: Do you
think my claim that our school yard has evidence of erosion is accurate? Why or why
not?
a. They should use their evidence they collected to support their answer.
b. This should be written in their science journal

Wrap up
1. Let's go back to our journal entries from before about stream picture (display picture as
well)
2. “We have learned a lot about erosions so far. I want you to read through your original
ideas and edit them using ideas you have learned. (using a different colored pen)
 a. Don’t erase any ideas already written; just add, cross out, and adjust your writing
based on your new knowledge of erosion.
3. After editing, students should discuss in groups some of the ways their ideas have
changed. They can use these as prompts
a. How have your ideas changed or grown?
b. I used to think…. Now I know...
c. What was your reasoning for what you thought previously?
A (4) The lesson plan includes all required components.
Design of the lesson is highly
aligned with the NGSS, 5E learning cycle
framework, elements of effective science
instruction, and has a coherent conceptual
storyline. Details are provided to make clear
what will take place throughout the lesson, in
terms of both teacher and student actions,
specific questions, etc.
Grade: 3.7 A-
REVISION: A
You have done a great job addressing the
feedback! I’m happy to support you more in
terms of models/modeling next fall as you
prepare to implement your lesson
B (3) The lesson plan includes all required components.
Design of the lesson is aligned with the NGSS, 5E
learning cycle framework, elements of effective
science instruction, and has a coherent conceptual
storyline. Details are provided to make clear what will
take place throughout the lesson, in terms of both
teacher and student actions, specific questions, etc.
though some aspects may need further elaboration.
C (2) The lesson plan includes all required components.
Design of the lesson is generally aligned with the
NGSS 5E learning cycle framework, elements of
effective science instruction, with few exceptions. The
lesson, in general, has a coherent conceptual
storyline. Additional details are needed to make clear
what will take place throughout the lesson, in terms
of both teacher and student actions, specific
questions, etc.
D (1) The lesson plan is missing some required
components. Design of the lesson is out of alignment
with the NGSS, 5E learning cycle framework,
elements of effective science instruction, or has an
incoherent conceptual storyline. It is not clear what
will take place throughout the lesson, in terms of
both teacher and student actions, specific questions,
etc.
COMMENTS:
What an improvement on the FOSS kit! I have
inserted some comments above to help you make
stronger connections in some places across the
lesson components, and to help you think through
the details of ‘how’ to implement the lesson. I
encourage you also to indicate how you will
determine whether students meet the learning
goal/standards-- even if it’s just a simple scoring of
meets/needs improvement
NGSS Alignment
Your lesson is well-aligned with the NGSS, and you
have identified, and are utilizing, the three
dimensions in your lesson
5E Learning Cycle
Your activities align well with the purpose of each
phase of the learning cycle
Conceptual Storyline
Your lesson focuses deeply on how water can cause
erosion, and comes full circle (from engage to
evaluate)
Effective Science Instruction
Motivation
Students will likely be motivated through connecting
to their own schoolyard, and through being able to
engage in modeling with the stream tables
Eliciting Students Prior Knowledge
You elicit key prior knowledge throughout (what is
erosion, what is a model, what does it mean to
observe) that will allow you to adjust your
instruction
Intellectual Engagement with Relevant
Phenomena
Students aren’t just doing hands-on activities, but
are also engaged intellectually in examining erosion
through those activities
Use of Evidence to Critique Claims
F (0) The lesson plan does not include most of the
required components or was not completed.
In the extend portion, in particular, there are
opportunities to engage in this practice-- be sure that
students aren’t just making claims, but also
responding to the claims made by others
Sense-Making
You provide multiple opportunities for students to
build a deeper understanding by applying their ideas
about erosion to different scenarios, you use
questions to scaffold their thinking, and you help
them reflect on their new understandings!