K5 Science Endorsement GPS Lesson Plan

Title Weathering and Erosion

Teacher(s) Kelly Barrere
E-mail Kelly.barrere@bartow.k12.ga.us
School Euharlee Elementary
Lesson Title Weathering and erosion
Grade Level 5th grade Concepts(s) Mechanical (physical) weathering and
Targeted erosion
Performance Expectation –
The students will be able to construct and argument based on observations and supported
by scientific evidence to identify surface features as being caused by constructive and/or
destructive processes.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
1. Asking questions S5E1The student will obtain,
2. Construct an Evaluate and communicate
argument information to identify
surface features on the Earth
3. Developing and caused by constructive
using models and/or destructive
processes.
SS5H3.a. discuss dust bowl
Compare and contrast
Cause and effect
Reading fluency and
comprehension
Social Studies (Historic
Understanding)

• Georgia Performance Standards - S5E1. obtain, Evaluate and communicate

information to identify surface features on the Earth caused by constructive
and/or destructive processes. b. Develop simple interactive models to collect
data that illustrate how changes in surface features are/were caused by
constructive and/or destructive processes.

• ELA GSE5RI10 Read and comprehend informational texts, including history,

Social Studies, Science at the high end of grade 5 text complexity band
independently and proficiently.

• SS5H3 Explain how the Great Depression and New Deal affected the lives
 of millions of Americans. A. Discuss Dust Bowl

Safety Considerations –

Students must wear safety glasses

Phenom: pic of mountain top (rocks all broken to smaller rocks. How did this
happen?? (will learn later from root and ice wedging).
** Can get pic from mystery science video “Will a mountain Last Forever?”
*Students will do investigation – Mystery Science – “Will a Mountain Last forever?”
The students will watch video of the pyramid and what happened to it over time. In this,
students will explore how solid rock breaks apart into smaller pieces (weathering) and falls
or get carried away (erosion).
*“Sugar Shake” activity– The students will color the edges of sugar 2 sugar cubes and put in
a plastic container and shake.
*The students will record what the sugar cube looks like before shaking and then after
shaking 40 times, then 40 more, then 40 more and so on. The students will describe how
the sugar cubes changed and count how many edges it has.
*The students will describe and discuss what is left in the container. Discuss with the
students that we call that sediment.
*Have students explain and give reasoning for the claim to the question “Will a Mountain
Last Forever?”

DAY 2:
* The students will get with reading fluency partners for following activities:
- Read book “Erosion and Weathering” with fluency partners and respond on journal sheet
to “explain how wreathing and erosion can cause problems for people and/or environment”.
- Read “cracking up” and respond on journal sheet to “How could you show that water
actually causes rocks to crack?”
-Read “Sand” and respond on journal sheet to “what is sand made of? How does it get on
beaches?”
-“Erosion” – “What are some ways erosion changes the earth’s surface?
-Weathering and erosion tab foldable for journals – “Destructive Process” on bottom tab, put
examples that they learn from the books and other activities under tabs. Class will share
and discuss as whole group.
- The students will list any examples of weathering, erosion, or deposition.
 - The students will view a video clip “the dust bowl” on smartboard (history.com) and
we will discuss what process was taking place and how it affected people in the
1930s. Lexiled article: “Farming and The Dust Bowl during the Great Depression”

Tier 2:
*The students will read “Sand” in small group and respond in the form of a tree map.
Small group reading based on DIBELS score
* Lexiled article: “Farming and The Dust Bowl during the Great Depression” (600L)

*constructive force / destructive force card sort.

Extension Activities (May Dos)

*Brainpop- weathering, erosion
*Blendspace – Barrere – Earth Science 2

*Discovery Ed. Techbook “Fun-damental” section.

**Students will fill out data sheet #1-10 and then do C-E-R at bottom or on back:
1. Claim what happened: Constructive process or destructive process?
2. Give Evidence to support claim (what happened in “sugar shake”?).
3. Reasoning : Explain why happened using “Science” words (weathering, erosion,
deposition, sediment, constructive process, destructive process).

**Extended response questions to the book read in journal

Documentation of Resources – Discoveryeducation Science Techbook,sugar

cubes, markers, plastic containers, paper towels, Mystery Science program

***Copy and paste additional documents here