Reflection: Developing a Conceptual Understanding Weathering and Erosion - Building Schema - Section 1: NGSS Connections and Class Preparation


There are 2 ways for this lesson to go. Both involve weathering images, working with a partner and describing the weathering event.

One ask students to define the weathering event, the other asks students to claim the weathering event and support their claim with evidence.

RE: Laptop Image Search

I did not do the 'Weathering and Erosion Sleuths' section because I wanted the students to have an opportunity to look at many images of land forms shaped by weathering and possibly erosion. I also had a computer time that I wanted to integrate with science.

The students did need direction on identifying the key words to use in their search. Some students relied on the key words to find a picture without evaluation what they were really viewing. For example some students wanted to use dust bowl images to explain how wind blowing sand weathers rock.

When I do the image search again, I will include a section on erosion images too, to help students differentiate between erosion and weathering.

After viewing student work I can see that most students were able to describe at least 3 different weathering events and addressed some aspect of the image.

RE: Weathering and Erosion Sleuths

Originally I thought I would replace this section with the section above, but after reviewing student work, I think this would be a fantastic way to assess if students have made meaning for themselves about weathering and erosion.

In the image search students already know which example of weathering is occurring because they have used key weathering words in their search.

In this section, students are working like scientists looking for clues in the image and evidence in the caption to support a claim. The image search would help prepare them for this activity.

Next year this section will be part of my assessment piece.

  Pros and Cons of Choosing One Section Path Over the Other
  Developing a Conceptual Understanding: Pros and Cons of Choosing One Section Path Over the Other
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Weathering and Erosion - Building Schema

Unit 4: Unit 4 - Surface Water and Landform Interactions
Lesson 9 of 18

Objective: SWBAT explain the terms weathering and erosion.

Big Idea: Students are exposed to the concepts of weathering and erosion before flowing into experiments to reveal the nuances of these slow earth changes.

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5 teachers like this lesson
Science, erosion, landforms, water cycle, water
  115 minutes
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