Let's Compare Erosion Design Solutions

Contributor
Jeri Faber
Type Category
Instructional Materials
Types
Lesson/Lesson Plan
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

In a previous lesson by Jeri Faber, the class went on a tour of the school grounds to find evidence of erosion. The students created their own erosion solution for one of the problems. For this lesson, students will view a Google Slide presentation to find evidence for how erosion solutions control erosion caused by wind or water. The class will record observations on a chart to aid in distinguishing among the solutions. A game called Erosion Explosion helps students review the concepts learned.

Intended Audience

Educator
Educational Level
  • Elementary School
  • Grade 2
Language
English
Access Restrictions

Free access with user action - The right to view and/or download material without financial barriers but users are required to register or experience some other low-barrier to use.

Performance Expectations

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.

Assessment Boundary: Assessment does not include quantitative measurements of timescales.

This resource is explicitly designed to build towards this performance expectation.

Comments about Including the Performance Expectation
Teachers should provide opportunities for the students to discuss what type of erosion is occurring in each photo of the slide show. A word bank of terms for each student to use when recording their thinking would be helpful, too.

Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
Have the students share what problem the erosion solution is helping to control, wind erosion or water erosion, and how it solved the problem.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
As the students view the slide show, the teacher can ask probing questions to elicit patterns in the evidence of how the Earth changes quickly or slowly. Continue to have the students observe and discuss what is happening in the photos.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
View and discuss the photos in the slide show. Have students point out the patterns of evidence to show rapid and slow changes to the Earth.

Resource Quality

  • Alignment to the Dimensions of the NGSS: As students view the slideshow, they have to determine if the erosion control helps control erosion caused by wind or water. Being able to distinguish between the different types of erosion controls helps the children reach the standard. The visual references on the student worksheet allow the students to make comparisons among the types of erosion controls.The topic of erosion and its connection to problems in the students' community, classroom discussions, and teacher questions motivate students to engage in three‐dimensional learning.

  • Instructional Supports: The creator has included thorough directions for the entire lesson and game for review. Student samples are included. The lesson provides opportunities for students to interpret and justify what the erosion solution solves. The game and erosion comparison sheet allow students to respond to peer and teacher feedback orally and/or in written form, supporting the student’s three‐dimensional learning.

  • Monitoring Student Progress: Although no student assessments are included in the lesson, the worksheet and review game could be used to take anecdotal notes on students. Formative and summative assessments as well as differentiated instruction would need to be created by the teacher.

  • Quality of Technological Interactivity: An interactive review game of the types of erosion controls for use on SMART Boards is included in the slideshow. Students work in teams to answer questions about erosion control. A student comes to the board to reveal the answer. The game could be played even without the SMART Board with the teacher telling the answer to the questions.