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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.
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.
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.
● 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
Explanation Phase
iii. Now let’s brainstorm places where you’ve seen this change (or where you Commented [10]: http://www.antarcticglaciers.org/glac
ial-geology/glacial-landforms/glacial-landsystems-on-
would expect to see it in your neighborhood)? james-ross-island/#jp-carousel-5889
● Create a class list Commented [11]: beach
● Ex. Playground, school garden, locus beach, etc. 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. COMMENTS:
Design of the lesson is highly What an improvement on the FOSS kit! I have
aligned with the NGSS, 5E learning cycle inserted some comments above to help you make
framework, elements of effective science stronger connections in some places across the
instruction, and has a coherent conceptual lesson components, and to help you think through
storyline. Details are provided to make clear the details of ‘how’ to implement the lesson. I
what will take place throughout the lesson, in encourage you also to indicate how you will
terms of both teacher and student actions, determine whether students meet the learning
specific questions, etc. goal/standards-- even if it’s just a simple scoring of
Grade: 3.7 A- meets/needs improvement
REVISION: A
You have done a great job addressing the NGSS Alignment
feedback! I’m happy to support you more in Your lesson is well-aligned with the NGSS, and you
terms of models/modeling next fall as you have identified, and are utilizing, the three
prepare to implement your lesson dimensions in your lesson
effective science instruction, with few exceptions. The Students will likely be motivated through connecting
lesson, in general, has a coherent conceptual to their own schoolyard, and through being able to
storyline. Additional details are needed to make clear engage in modeling with the stream tables
what will take place throughout the lesson, in terms Eliciting Students Prior Knowledge
of both teacher and student actions, specific You elicit key prior knowledge throughout (what is