Science Unit Plan:

Changes to the Earths Surface

Sarah New
Methods of Science Fall 14

Table of Contents
Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

11

Lesson 5

13

Culminating Activity

15

Final Unit Assessment

16

Materials

17

Classroom Science Corner

22

Unit Overview
This unit plan is composed of five lesson plans, a culminating activity, and a
final unit assessment. In the lessons the students will learn about the changes on
the earths surface that occur over long periods of time and suddenly. They will
recognize the products of these changes. They will also be given the freedom to
work together in small groups to teach the entire class chunks of the final lesson.
Not only will students be learning about science they will also be incorporating
language arts and learning how to work together with limited guidance.

Lesson/ Activity Plan 1

Teacher Candidate: Ms. Sarah New
Subject: Science
Grade: 4th
Name of Lesson: Introduction: Rocks and Weathering
Rationale for Lesson:
Students must understand that Earths surface is continuously changing due to weathering
and other forces. Awareness of the physical and chemical changes is especially important
for the preservation of Earths features.
Learning Outcomes/ Goals:
Students will have a general definition of weathering and examples of the two processes
(physical and chemical)
Assessment:
Only informal assessments will be given for this lesson today. Points will be given for
participation in group effort, class discussion, and note taking. Progress of content
knowledge will be recorded during the evaluation phase of the lesson. A lab report,
culminating activity, and final assessment are yet to come.
Related Foundations/ Indiana Academic Standards:
4.2.1 Demonstrate and describe how smaller rocks come from the breakage and
weathering of larger rocks in a process that occurs over a long period of time.
Materials:
A geode, access to the internet, dictionary, student science book, paper, pencil, and
outline (see differentiated instruction)
Procedures
Engage: I have a funny story to share with all of you today! When I was about five my
cousin and I were playing in a creek behind my house, keep in mind it was a very long
walk! We were collecting rocks and muscle shells when suddenly this caught my eye
(hold up geode). We thought we had hit the jack pot and were going to be rich. I would
bet we carried about twenty pounds of what we thought were diamonds back to the house
that day. My mother broke the news to me that they werent diamonds, just rocks called

geodes, but she was very happy to put them in her flower bed. (Pass the geode around
the room and let the students observe) Lets think way back to third grade when we
learned about rocks. Remember that rocks are made up of one or more minerals. Today
were going to build on to that knowledge and learn about weathering.
Explore: I would like this third of the room to gather around the student computer. This
third in the middle to grab the Websters Dictionary, and this third on the far right to pull
out your science books. As groups you are going to do some research. Take 10 minutes to
look up the definition of weathering, you may discuss it and put it into your own words.
After the ten minutes are up one group member will report back to the rest of the class.
You may begin.
Explain: (All groups will report back to the rest of the classroom regardless if they claim
to have found the same information. Once the class has reported have them write down
the teachers definition of weathering and then all read aloud the definition as a class)
Weathering is the breaking down or disintegration of substances such as rocks and
minerals by physical or chemical processes. It does this without movement of the rock or
mineral itself.
Now that last part might sound a little strange now, but once we gather more
information, the no movement will be extremely helpful when deciding if weathering is
actually occurring.
Elaborate: (Read definition again emphasizing the physical and chemical process)Do
you think this process is quick or do you think it takes time? Explain. (Ensure that
students leave discussion knowing that weathering is a process that can take an extremely
long time- years at least)What does chemical and physical mean? (Re-read definition and
give students time to discuss ideas of what they think the two processes mean) Lets take
a look at this video http://www.teachertube.com/video/physical-vs-chemicalweathering-30652
Evaluate: Questions to ask to the class: What is weathering? What do you mean when
you say a physical process? Can you give an example? (Have class write down examples
of physical weathering underneath their definition of weathering, do the same for
chemical.) What do you mean when you say chemical process? Can you give an
example?
Closure: Today was an introduction to how the earth changes tomorrow we will be
adding to this new information. I suggest that you keep a hold of your definition of
weathering, you will need it tomorrow.

Differentiated Instruction:
Students who need more structure and guidance will be given an outline for the notes to help
keep them focused on the main ideas of the lesson.
Technology:
The World Wide Web for research and a video about the difference between physical and
chemical processes of weathering

Lesson/ Activity Plan 2

Name of Lesson: Changing the Earths Surface: Erosion
Rationale for Lesson:
Students must understand that Earths surface is continuously changing due to erosion.
Awareness of this and human influence is important for the preservation of Earths features.
Learning Outcomes/ Goals:
Students will be able to decipher between weathering and erosion and the part that each play.
Assessment:
The lab and the questions will be collected and graded. In addition a minimum two paragraph
explanation of weathering and erosion, their connection, and their differences
Related Foundations/ Indiana Academic Standards:
4.2.2 Describe how wind and water reshape earths land surface by eroding rock and soil in some
areas and depositing them in other areas in a process that occurs over a long period of time.
Materials: See lab
Procedures
Engage: (Display a picture of the Grand Canyon) What is this picture; perhaps youve
visited this beautiful place? This is the Grand Canyon; this creation was made through
weathering and also erosion. Remind me again, what is weathering? (Allow for class
answers and once again read out aloud as a class the definition.)
Explore: (In google search engine type in weathering and erosion explore the pages with
the class, ask them what do they see, why do you think this picture is included? If
students are struggling to bring forth ideas point out that some pictures include water,
others just rocks and even farm land.)
Explain: Remember how I told you that in weathering the materials, such as a rock, isnt
moving? Well, that is because the next process which involves the moving of the
weathered materials is called erosion.
Erosion is the moving of weathered materials by forces of water, wind, and gravity
Like weathering this process can also take a very long time!
Elaborate: Lets think about this in terms of other materials, what about soil? Do you
think it is affected by erosion? Why, why not? (Give students time to discuss their

thoughts) Does anyone know the reasoning behind no-till farming? (Give a description of
no-till farming) Loose soil, top soil specifically, which is the good stuff that has all the
nutrients for the crops, can travel away from the field which is called.. (EROSION)
and then it can be deposited elsewhere. How do you think soil can travel? (Allow for a
brief discussion and move onto next task.) To put into action what youve learned about
erosion, today were going to have a lab. (Read directions pass out materials and allow
the students to work in pairs or alone. The lab can be found in the Materials portion of
this unit plan, see Table of Contents.)
Evaluate: Walk around the room during the lab, encourage the students to question and
explore with heavier weathered material other than the small balls of paper. Once lab is
completed wrap up lesson with a few questions of what happened and how the lab is
applied to what weve been learning.
Closure: Weve learned about weathering and erosion, there is still one more important
piece of the puzzle that we will learn about tomorrow and then continue for the remainder
of the week.
Differentiated Instruction:
During the lab- especially the lab questions some students may struggle, provide more detailed
questions if needed.
Technology: The World Wide Web

Lesson/ Activity Plan 3

Name of Lesson: How the Earths Surface Changes: Deposition
Rationale for Lesson:
Students must understand that Earths surface is continuously changing due to deposition.
Awareness of this and human influence is important for the preservation of Earths features.
Learning Outcomes/ Goals:
Students will be able to identify the differences between weathering, erosion, and deposition and
the important parts that each play.
Assessment:
From lesson 3 assessment students will add an additional paragraph explaining deposition, its
connection with weathering and erosion, and how it is different from erosion.
Related Foundations/ Indiana Academic Standards:
4.2.2 Describe how wind, water and glacial ice shape and reshape earths land surface by eroding
rock and soil in some areas and depositing them in other areas in a process that occurs over a
long period of time.
Materials: paper and pencil
Procedures
Engage: Today is the day that we will complete our puzzle. We know how rocks break
down and become weathered materials; we know how they travel, but then what?
Although each of these steps is very important the landforms we have today wouldnt be
what they are without this final step. The final piece to the puzzle is. Deposition
Explore: Deposition, sounds like deposit, doesnt it? What do we deposit? We can
deposit money, if I were to deposit twenty dollars into my savings account every day for
2 months would my money increase or decrease? (Student answers) How much money
would I have? My money would increase just like deposition. Just as materials can break
down because of weathering and erosion things can also grow because of deposition. The
material doesnt just disappear it has to end up somewhere.
Explain: Alright here is the definition (read) everyone under erosion please write the
definition for deposition. Please read your definition along with me.
Deposition is when particles carried by water, ice, or wind are deposited (dropped) in
another location

Next we will watch a video about all three processes that change the earths surface,
what are they? (After students have answered once again read the definitions together
and then play the video. https://www.youtube.com/watch?v=R48zYr-S7v0 )
Elaborate: (Ask more questions and go over the main ideas in the video)
Evaluate: Pair students up with a partner and give them the flashcards
(http://www.lauracandler.com/filecabinet/science/WeatheringErosionandDeposition.pdf )
all the students will take turns quizzing one another once completed have all students
return to the desks to discuss the answers. Have students mark how many were correct on
their notes page. Inform them that we will play again, so they will have time to improve
their scores.
Closure: Now that weve learned about each of the processes tomorrow we are going to
ensure that we remember the processes. Tomorrow we will be learning a song that can
help us remember what weve learned so far.
Differentiated Instruction:
Some students may need call upon to keep them on task. You may want to provide an outline for
notes to encourage good note taking. Allow partners occasionally.
Multicultural Influence:
The video includes science terms in Spanish and was created by Bilingual Education
Technology:
Youtube

Saint Mary-of-the-Woods College

Lesson/ Activity Plan
Teacher Candidate: Ms. Sarah New
Grade: 4th

Subject: Science

Name of Lesson: The W.E.D. Song

Rationale for Lesson:
Not all students learn through discussions, labs, and videos some students benefit greatly from
hearing the information reinforced through a song or chant.
Learning Outcomes/ Goals:
Students will have an easy way of remembering the basics about weathering, erosion, and
deposition.
Assessment:
Willingness of participation while the class is learning the song
Related Foundations/ Indiana Academic Standards:
4.2.1 Demonstrate and describe how smaller rocks come from the breakage and weathering of
larger rocks in a process that occurs over a long period of time.
4.2.2 Describe how wind, water and glacial ice shape and reshape earths land surface by eroding
rock and soil in some areas and depositing them in other areas in a process that occurs over a
long period of time.
Materials: None
Procedures
Engage: As I mentioned before today we are going to be learning a song that will help
us remember the three main ideas that slowly change the Earths surface, what are they?
Explore: Before we begin we must reflect on this past week and what weve learned.
Using whatever materials you have right now in your possession please go over the three
main ideas. Take about five minutes. If youre lost, I believe it would be a good idea to
either check your notes, your three paragraph essay, or your book.
Explain: You may think that this is a silly thing to do, however research shows that
songs can be a very easy way to remember information. Think of how quickly you can

memorize a song on the radio!? What if studying was that simple? Today Im going to
give you a tool to help you remember, hopefully for the rest of your life what is
weathering, erosion, and deposition? The song is called WED
Elaborate: (Pass out the lyrics and begin teaching the song piece by piece)
Evaluate: Now Id like you all to work together, how could we make this better? Is there
something we could add to the song? (Students may think of additional information or
dance moves. They are to be evaluated on their participation, not necessarily their
creativity.)
Closure: Wow, nice job! Were going to have to get really good and share this with the
other fourth grade classroom! Tomorrow we will begin learning about sudden changes in
the earths surface.
Technology: Display the lyrics on an elmo or overhead.

Lesson/ Activity Plan 5

Name of Lesson: Sudden Changes in the Earths Surface
Rationale for Lesson:
Students must understand that Earths surface is continuously changing and can suddenly change
in the event of a natural disaster. Awareness of this and human influence is important for the
preservation of Earths features.
Learning Outcomes/ Goals:
Students will be able to understand that slow changes happen through weathering, erosion, and
deposition, while sudden changes can occur automatically in the occurrence of a natural disaster
such as a volcanic eruption, an earthquake, or landslide.
Assessment:
Groups will be teaching the class about sudden changes to the earths surface. Each group is
expected to produce and present a power point presentation. In the groups each member will
have their own page to present. Presentations will be graded as a whole and individually on the
slides that they created for accurate, topic related information.
Related Foundations/ Indiana Academic Standards:
4.2.3 Describe how earthquakes, volcanoes and landslides suddenly change the shape of the land.
Procedures
Engage: Today I am going to let each and every one of you be the teacher and I will be a
student. You are going to do your research with a group that I have assigned on a specific
topic. Weve been learning about the slow changes to the Earths surface. What are they?
Now we will begin looking at the sudden changes. (Divide students up into their groups
and assign them their task. See Sudden Changes Presentations hand out in the
Materials section.)
Explore: (Take the students to the library/ computer lab and allow them to research and
gather information- Instead of telling them what to do simply facilitate and push students
in the right direction, but mostly be there as a clock. The students are limited on their
time for research on this project considering everyone must be ready to present tomorrow.
Explain & Elaborate: The next day students will present. After presentations of each
group be sure to ask questions and fill in grey areas if need be.

Evaluate: Ask the entire class questions about the groups presentations. Some could beAre there any advantages the sudden changes? Is this sudden change more disruptive or
productive? Can you think of anything else that could cause a sudden change?
Closure: We have finished the unit over Changes in the Earths surface. Tomorrow will be
one more activity and the following day will be our unit test.
Differentiated Instruction:
Some students may need more motivation and direction while working in their group projects.
Give them some sample questions that they could present in their slide.
Technology:
Computer lab

Culminating Activity
Here is your chance to show off your new knowledge! You may select one of the following
options, or create an original idea (must be approved by Ms. New) to present to your classmates.
A classroom favorite activity will be voted on upon the completion of all activities.

-A rap/ song that includes both slow and sudden changes to the earths surface
-A poem about the slow and sudden changes to the earths surface
-A childrens book about the slow and sudden changes to the earths surface
-A news report about the slow and sudden changes to the earths surface
-A (computer, board, card, etc.) game about the slow and sudden changes to the earths surface

Rubric
1= Unsatisfactory
2= Basic
3=Proficient
4=Exemplary

The product shows that the student took his/ her time while creating this activity
1

The product shows that the activity is original and not a copy of anything else (song, poem,
game, etc.)
1

The product shows knowledge of the student in the areas of sudden and slow changes to the
earths surface.
1

The student completed the activity on time.

1

Final Unit Assessment

Name ________________________________ Date______________________
1. What is weathering? Give an example.

2. What is erosion? Give an example.

3. What is deposition? Give an example.

4. Give at least 3 examples of things that can create sudden change to the
earths surface.
1.
2.
3.
5. Name one example of how a sudden change can benefit the earths surface

Lab: Lesson 2
Names:
Materials Needed:
Weathered Material (4)
Text Books (4)
Directions & Questions:
1.

With your partner find a spot on the floor or at your desk

2.

Gather your materials quietly

3.

Begin lab

4.

Place your weathered material together, some touching others not.

5.

Blow on the weathered material with one breath until youre out of air.

6.

What happened when you blew on the weathered material?

7.
How does this compare this to what happens to sand or soil during a
windy storm?

8.
Instead of a flat surface increase the slope by using text books (3 as a
platform and 1 as a ramp)

9.

Place weathered materials at the top of the ramp and blow.

10.
Compare this to what happens to sand or soil during a windy storm on
a hill. (Apply what weve just learned about erosion, other than wind what
other factors are helping the movement of the materials?)

The WED Song

Break, move, drop
Break, move, drop
All of these processes happen to a rock
Weathering breaks
And erosion takes
And when the motion stops deposition drops
Wind and water moving around
Gravity pulls it down
Break, move, drop
Break, move, drop
All of these processes happen to a rock
Break, move, drop

Group Project Information

Teacher Tips: You are to prepare for this presentation just as a teacher would! You need to be
very prepared, organized, and well-rehearsed. You are limited on time so the key is to ONLY
include the most important information. Here are some questions to get you going in the right
direction:
What is it?
How does it affect the earths surface?
Can it be good or bad?
Can you give an example of when/where this has happened?

Grading
You will be graded as a group and individually, while calculating the final score I will take 70%
into account of how you did individually and 30% of the total group. Your PowerPoint must be
1. Readable/ Understandable
2. No fewer slides than the number of group members
3. Filled with important information
In your presentation
1. Each group member must present his/her created slide.
2. Speak loud and clear
YOU WILL have the opportunity to grade your group members on how they participated.

Changes due to sudden processes

Group 1 Landslides- When a landslide is occurring, Earth materials, like rock, sand, and soil, on
the side of a slope or cliff drop down to a lower location. Water soaking into the ground often
makes this happen.
Group 2 Volcanic Eruptions- When a volcanic eruption is occurring, Earth material called lava
comes out of the volcano flows down the side of the volcanic mountain (or is sent up into the air
and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and
often makes the volcanic mountain larger.
Group 3 Floods- When a flood is occurring, a lot of water causes rivers and streams to overflow
their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause
of a flood.
Group 4 Earthquakes- When an earthquake is occurring, the surface of the ground shakes and
rolls causing damage to the Earth's surface, like cracks and other openings, and damage to roads
and buildings.

Classroom Science Corner

For this unit plan I would like to put rocks out for the students to view. I
would have a variety from rocks that were pealing, had holes, different colors, etc.
I could easily create a matching game out of them and have students classify them
as chemical or physical processes of weathering.
Upon the completion of the culminating activity I would like to put on
display everyones activities for others to see and use (if useable).