Lesson Plan #: AELP-INT0133
Submitted by: Peggy Borlie
Email: mabst203+@pitt.edu
School/University/Affiliation: University of Pittsburgh at Johnstown
Date: February 2, 2000
Grade Level(s): 3, 4
Subject(s):
- Interdisciplinary
- Science/Geology
- Computer Science
Duration: two 45 minutes Description: This lesson plan deals with giving students hands-on experience with viewing the effects of water erosion and also provides students with a computer based cooperative group activity on soil erosion.
Goals: Student will be able to:
1. verbally state the meaning of erosion.
2. state where erosion takes place.
3. list 2 examples of water erosion.
4. list and describe 2 ways to prevent water erosion.
Objectives: Student will be able to:
1. verbally state the meaning of erosion.
2. state where erosion takes place.
3. list 2 examples of water erosion.
4. list and describe 2 ways to prevent water erosion.
Materials: Apple Paper cups
Procedure:
Lesson Introduction:
Review the layers of the earth by using an apple and poster.
Cut the apple in half across the core.
Explain that the skin represents the crust, the heart represents the mantle, the seed coat represents the outer core and the seed represents the inner core.
Crust 6-40 miles.
Mantle 1,800 miles
Outer core 1.375 miles
Inner core 1,750 miles
Explain that the apple skin (crust) is smooth and even but the earth crust is uneven, varying in thickness from 6 to 40 miles deep.
Review the physical features of the earth’s surface.
Explain how the Grand Canyon was formed by water erosion.
Lesson focus:
Have students divide into groups of three.
Distribute materials to each group.
Have each student in the group perform one part of the main hands on 3-step experiment.
Sand Plain
1. Fill the small bowl with sand.
2. Smooth the sand flat so it fills the whole pan to form a plain.
3. Use a toothpick to make 10 small holes is the bottom of one paper cup.
4. Fill the second cup with water.
5. One student holds the cup with holes 12 inches above the plain.
6. Another student gently pours the water from the other cup into the cup with holes.
7. Watch what happens and record the observation on the worksheet.
Sand Mountain without Grass
1. Fill the small bowl with sand.
2. Shape a pile of sand into a mountain.
3. Re-use the paper cup with holes.
4. Fill the second cup with water.
5. One student holds the cup with holes 12 inches above the center of the mountain.
6. Another student gently pours the water from the other cup into the cup with holes.
7. Watch what happens and record the observations on the work sheet.
Sand Mountain with Grass
1. Fill the small bowl with sand.
2. Shape a pile of sand into a mountain.
3. Pretend to grow grass all over mountain by covering it with a tissue.
4. Pat the tissue down lightly so that it is touching the sand everywhere.
5. Re-use the paper cup with holes.
6. Fill the second cup with water.
7. One student holds the cup with holes 12 inches above the center of the mountain.
8. Another student gently pours the water from the other cup into the cup with holes.
9. Watch what happens and record the observations on the work sheet.
Closure:
Day 1
Discuss the student’s results.
Have students explain why they think the mountain with grass has less erosion than the mountain without grass and the plain.
Discuss what characteristics of grass that would make the soil not slide.
Discuss the importance of conserving soil by planting trees and grasses.
Day 2
Computer Enrichment: Following the above lesson, students will enjoy exploring the web to reinforce the knowledge they have learned from the previous day. Students will also acquire further comprehension on the process and effects of erosion.
Have students return to the groups that they worked in the previous day and access the Internet.
Have students go to the National Soil Erosion Research Lab Web site.
At this website have students locate the search window, at the lower left hand side of the page and type in elementary soil erosion. At this point students will select the Soil Erosion category.
Have cooperative groups of students view and read the selections on soil erosion, deposits, natural and accelerated erosion. While viewing each selection have students collectively answer the questions on the work sheet.
When students have completed this section, have them go back to the category list and select water erosion.
Have students once again work in collaborative groups to view, read and answer worksheet questions on the topics of water erosion, sediment transportation and deposition, precipitation, surface run off and other water erosion control practices.
When students have completed this section have a whole group discussion relating to all the topics on the worksheet. During this time further clarify and answer any questions on the worksheet topics.
During the discussion list on the blackboard what the students think are the most important points relating to erosion.
Assessment:
Evaluation will be based on the student’s ability to define and list examples of water erosion and ways to prevent it.
Student participation will also be observed to evaluate their comprehension on the subject of water erosion.
Worksheets will be review to assess and determine understanding of the topics.
Collect the students’ papers so that you can check for individual student understanding.
Useful Internet Resources:
National Soil Erosion Research Lab
http://topsoil.nserl.purdue.edu/nserlweb/