Lesson 5 of 10
Objective: SWBAT explain wind erosion.
Next Generation Science Standards:
2-ESS2-2 addresses "comparing multiple solutions designed to slow or prevent wind or water from changing the shape of the land." In this lesson, students will learn about wind erosion and how it can form sand dunes. A dune is a mound of sand formed by the wind. Sand dunes are usually near the desert or beach. They learn that this event can occur slowly and they can effect Earth's Resources.
Science and Engineering Practice:
SP 2 addresses using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. In this lesson, students will learn the effects that wind erosion have on sand through creating an interactive model.
SP 8 addresses obtaining, evaluating, and communicating information in K–2. Students communicate information with others in oral and written form to discuss scientific ideas. In this lesson, groups obtain information on how wind erosion occurs and how wind erosion causes sand to move which forms sand dunes.
Students have prior knowledge about erosion and weathering. They know that erosion can move the land through a slow process and weathering can break apart the land. They also know that erosion is the wearing away of the land by forces such as: water, wind, ice, and gravity.
In my class, my students are called Junior Scientists. They wear lab jackets that they created early in the school year, during their experiments. I call them junior scientists to encourage them to major in Science and Math related careers. I want them to develop a love for Science and Math. Also, we sing "It is Science Time" before each lesson.
- Popsicle sticks
- Play Dough
- Shoe Box
- Styro-foam rectangles pieces
- Hole Punchers (adult only)
- Box cutter (adult only)
- Hot glue gun (adult only)
- Milk Carton decorated like a house
- A Bag of Sand
- Wind Erosion-Lab Sheet
- Wind Erosion Vocabulary Cards
- Lesson Rater
I call on a volunteer to read our "I Can" statement for the day. While using an over-sized microphone, a Junior Scientist says, "I can explain wind erosion and how it effects the land." The "I Can" statement helps students take ownership of the lesson as they put standards into context. The other students praise the student that reads the "I Can" statement by clapping. I encourage students to give each other praise to boost their self-esteem.
While students are at their desks, I introduce the following terms to the students by playing a game called "Connect." I place the words and terms on the board. Then the students have to match the term to the correct vocabulary. Then they can discuss a connection with the terms. I pose questions: How can wind connect to erosion? How can wind cause erosion? How are sand dune forms? The game supports students understanding of wind erosion.
Erosion- the movement of rocks and soil.
Deposition- the dropping off or depositing of eroded rock.
Sand Dunes- a pile or mound of sand created by the wind and the deposition of sand that was eroded from another location.
Wind- a force of natural.
Then I inform the students that they are going to be engaged in a scientific investigation where they are going to create a model to determine how wind erosion occurs.
At their desks, students sing a song at the opening of each science lesson. This song motivates and engages my Junior Scientists at the beginning of each science lesson. During science lessons, I call my students Junior Scientists to empower them and encourage them to become dreamers and doers.
While students are sitting at their groups' tables, they assign their groups' roles such as: a person who records, manager, and reporter. I permit the students to select their own roles so they can capitalize on select their strengths. This also boosts students' self esteem and encourages them to make academic improvements. I select the leader who demonstrates leadership qualities. The students are provided group labels and clothes pin clips. They are encouraged to wear their labels. I provide the students with the group labels to help them identify their roles. Also, it helps promote a positive classroom environment with little disruption.
They are provided with their Earth Resources folder, lab sheet, shoe box, a bag of sand or soil, and 5 straws.
Groups are instructed to follow the lab sheet. First, they ask and observe questions about the items in front of them. Then the students are informed that they are going to create a desert in the shoe box. They spread the one bag of provided sand in the bottom of the box. Then each group member takes their straw and blows 5 puffs of air. The group members are to discuss what happened and record their observations.
I pose the following questions to the groups: What is wind erosion? How can wind erosion change the land? How are sand dune forms? Where can you locate a lot of sand? I asked these questions because they relate to the investigation and I want to check the students' understanding or misconceptions.
I provide students with a lesson rater where the students rate the the lesson. They also tell me what they learned, what they are unsure about it, and they tell me what I could do to improve the lesson. The lesson rater provides my students with an opportunity to reflect over their learning. I give them ownership of how I can improve the lesson. The lesson rater helps to empower students based on their provided feedback.