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Name: Jessica Mills EDEL 350 20G
Due Date:
Teach Date: February 9, 2016 and February 11, 2016
Practicum Teacher: Ms. Koon Grade Level: 4th
Lesson Topic: Weathering Subject: Science and Writing
Email: [email protected], [email protected], [email protected], [email protected]
Rotating Centers: 20 Minutes for 2 Hours (10-12)
Phone: (260) 703-0051, (317) 289-1643, (317) 658-7963, (414) 248-6346
IN Standards and Indicator:
Science Core Standard: Observe, investigate and give examples of ways that the shape of land
changes over time. (4.2.1, 4.2.2, 4.2.3)
Science 4.2.1: Demonstrate and describe how smaller rocks come from the breakage and
weathering of larger rocks in a process that occurs over a long period of time.
Writing Learning Outcome 4.W.1 Write routinely over a variety of time frames and for a range
of discipline-specific tasks, purposes, and audiences; apply reading standards to support
reflection and response to literature and nonfiction texts.
Writing: 4.W.3.2 Write informative compositions on a variety of topics that –
● Connect ideas using words and phrases.
● Use language and vocabulary appropriate for audience and topic.
Lesson Objective: Students will examine and explain the process of weathering large rocks in a
two to four sentence summary.
Materials/Media: Pack of 60 styrofoam cups ( 2 for each student with extras for visuals), glass
bowl, two bottles of acetone nail polish remover, one pair of tongs-Ms. Koon’s, gloves and
safety goggles, exit slips, paper to record results
Motivation video clip-https://www.youtube.com/watch?v=3HQwYbwmyaY.
Motivation: For the motivation, I am going to show the students a short video about the basic
understanding of weathering rocks from Bill Nye the Science Guy. He discusses the breaking
down of rocks to dirt and sand, which will lead into the topic of weathering rocks to make those
substances. (on my personal laptop)
Rationale: “Today we are going to learn about weathering and towards the end of the lesson we
will be able to weather our own rocks to see how weathering occurs in nature.”
Teach:
● Acknowledge prior knowledge by reminding them about the soil activity we did.
Remember how we investigated if a soil could hold water, and if the soil does not hold
water, it might lose its shape. I will help them make a connection that rocks can break
and lose their shape too.
● I will first introduce the topic of weathering by explaining to the students how rocks are
weathered by nature and are turned into other materials, just as Bill Nye the science Guy
was eluding to in the video.
● I will define what weathering is (the gradual breaking up and disintegration of rocks) and
list five different ways rocks are weathered by nature (through: water, salt, acid, wind,
and plants).
● I will also mention that weathering can involve physical and chemical changes. In a
physical change, the type of matter stays the same. The types of matter before and after a
physical change are always the same. Cutting a piece of paper is a physical change. The
cut pieces are still made of paper. A change of state is a type of physical change. For
example, ice melting is a physical change. Ice and liquid water are made of the same type
of matter: water. In a chemical change, the type of matter changes. The types of matter
before and after a chemical change are always different. Burning a piece of paper is a
chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns.
The paper and oxygen change into ash and smoke.
● I will ask the students questions to get them to think about how each aspect of nature
could erode a rock: “How do you think wind/water/salt/acid/plants will weather a rock?,
What happens to a rock that comes into contact with wind/water/salt/acid/plants?” After
the students make their predictions, we will have a discussion about how each aspect
truly weathers a rock (They each gradually break off pieces of the rock over time). The
students and I will then focus on how water and acid naturally affects rocks over time
during the activity.
● I
will have a visual that resembles this image and break down the process of weathering
step by step. I will have extra styrofoam cups to use as visuals of how the rock will be
cracked by the end of the process, along with visuals of how each aspect of nature
weathers the rocks.
● During our activities we will be expanding on the weathering process, such as the
breakdown of materials, minerals, the expansion, and the dissolving step.
Check for Understanding:
● Can you define weathering?
● Can we distinguish between a physical and chemical change?
● Could you give your opinion on how you believe weathering makes an impact on in
nature?
Activity: In this activity I will be expanding on the Teach portion of our lesson plan, describing
the process of how weathering takes place, this one specifically demonstrating chemical acid
changes.
● For this activity students will be wearing gloves and eye goggles for safety.
● Each student will receive two of his or her own ‘rocks’ (styrofoam cups). The group will
share a bowl of chemical water (acetone/nail polish remover). Students will take turns
weathering their ‘rocks’ by dipping them into the chemical water with a pair of tongs.
Students will observe, record, and share their observations. They can test to see how the
rate effects its weathering by counting how long it takes for their rock to completely
dissolve and record that data. (Such as, if you apply more pressure when dipping the cup,
will it weather the ‘rock’ faster, and vice versa with slower, or will the rate be
consistent?) Then as a group we will discuss how weathering took place on the ‘rock’ and
how the acid water’s transformation affected the ‘rock’.
Assessment/Evaluation of Students Learning: Students will show their understanding of
weathering by answering a give prompt: “Provide two situations or examples where weathering
would take place” in a 2-4 sentence response on an exit slip. One example must be a physical
change while the other would be a chemical change and explain why. They must use scientific
language and vocabulary in their sentences. Once all the students are done they may turn in their
exit slips.
Checklist: ___ Had two to four sentences
___ Provided two situations/examples where weathering would take place
___ One physical and chemical change each
___ Specified if the situation was a physical or chemical change and why
___ Used scientific language and vocabulary
Review: We will ask questions to review and also preview for the next lesson.
● What is the main difference between a physical and chemical change?
● What type of weathering took place on the ‘rocks’ in the activities? -How do we know?
● What are the five different ways nature can weather a rock?
● Next week, we will learn about erosion, which helps the broken down rocks travel!
Annotated Bibliography:
Informational:
Gifford, C. (2006). Looking at landscapes: Weathering and erosion. North Mankato,
Minnesota: Smart Apple Media.
I found this book at Bracken Library in the Educational Resources Section under Youth
Collection. This book contains definitions and important terms that deal with weathering that
will be beneficial to the students to learn about.
Nye, B. (2009, April 8). Bill Nye The Science Guy on Rocks & Soil (Full Clip). Retrieved
January 31, 2016, from https://www.youtube.com/watch?v=3HQwYbwmyaY
I found this resource on youtube when I searched “Bill Nye Weathering”. I will be using this
resource during the motivation section to get the students excited about the weathering of rocks.
This video will give the students a preview of what they are going to be learning about in the
unit.
http://www.onegeology.org/extra/kids/earthprocesses/weathering.html
OneGeology. (n.d.). Weathering and Erosion. Retrieved January 31, 2016, from
http://www.onegeology.org/extra/kids/earthprocesses/weathering.html
I found this webpage on One Geology while searching for the different types of weathering. This
website helps provide definitions and terms to help further explain the different types of
weathering that will be discussed in the Teach section.
Instructional:
Foresman, S. (2006). Science: see learning in a whole new light. Glenview, Illinois: Pearson
Education, Inc..
I found this book at Bracken Library in the Educational Resources Section under Reference
Textbooks. This book contains ideas, knowledge, and explanations exclusively for weathering
that will be used during the Teach part of the lesson. Also, it provides opportunities for
connecting to other subjects and ideas for activities.
Rueda, R., Saldivar, T., Shapiro, L., Templeton, S., Terry, C. A., Valentino, C., & Wolf, S. A.
(2006). English. Boston: Houghton Mifflin Company.
I found this book at Bracken Library in the Educational Resources Section under Reference
Textbooks. This book contains ideas, knowledge, and explanations exclusively for writing
informative and research based writings that will be used in the Assessment part of the lesson.
Also, it provides opportunities for connecting to other subjects and ideas for activities.
