4th Grade heterogeneous classroom

In the previous lesson we learned what erosion is, this lesson will focus on how and why it occurs.

Objective:

After this lesson, students will be able to explain the process of erosion and identify its causes, including water, wind, and living things.

Students will actively engage in building up a dirt/sand

wall and creating rock paths for water to flow. They will be given materials and afforded an opportunity to create their own designs they believe will hold up to their water trial. They will make observations on how the water affects their

build. Students will video their experiments, discussing

their observations. Each student will be responsible

for a part in the video (narration/2 demonstration/

1 videographer)

Needs for experiment

5 large trays, crates to slope trays, dirt, rocks, sand,

water, 5 tablecloths, use of video equipment on rotation

This lesson segment engages students in a multi-sensory experience. This type of hand-on learning supports better understanding of concepts, promotes critical thinking and collaboration, builds relevance and connection, and boosts confidence and the growth mindset (National Science and Math Initiative. 2024.). Hands-on learning helps students make more and deeper connections, allowing for better recall and transfer of the skills. It also allows for students to engage in the creation of erosion, the very thing they are learning about, which further enhances their understanding.

Allow students time to review pictures on smart board. Do a turn and talk for each. Ask then for student observations about each picture. Record thoughts on an anchor chart, referring students back to unit vocabulary chart to match identifiers with correct tier 2 and 3 vocabulary words introduced from previous lesson. Choose students to match "thumbnail" pictures to vocab words and glue them on the vocab chart. Have a few of each picture as they may indicate more than one word.

This activity helps students to connect their learning of erosion with its real world implications. The visual images; beaches, landforms, animals, and human activities that students are familiar with that contribute to erosion; paired with discussion of each while introducing/reiterating unit vocabulary, will send synapses firing and build connections in different parts of the brain. The turn and talk, used to spark the metacognitive process and inspire varying viewpoints and debate (Parrish. 2022), will help students move up Blooms Taxonomy from simply remembering the unit vocabulary and ideas, to understanding and applying them as they make connections from pictures to terms.

Words to introduce with this picture:

Erodes, meander

Words to note: Weathering, wind, waves of water (note alliteration)

• Ask students how this differs from the Grand Canyon.

• Lot of water in a little time or little water over a lot of time?

• Vocab: flood, floodplain, sedimentation, deposition

What other wild animals promote erosion?

In what ways?

Words to use to promote thinking: burrow, trails, ruts, trampling, digging

Things to consider: Trampling, overgrazing, removal of trees, vegetation

• deforestation

• construction

• mining (briefly discuss that miners go into the earth, blasting their way through rock and soil, to gather minerals we use everyday)

• Farming: large animal grazing/agriculture

• Road construction

  
  

Gupta, Priyanka. (2022). What is brain based learning? Ed-tech review. https://www.edtechreview.in/dictionary/what-is-brain-based-learning/#nbsp3-six-brainbased-learning-strategies-by-dr-lodge-mccammon

Howard-Jones, Paul. (2019). Consolidation of learning. IBE- Science of learning portal.https://solportal.ibe-unesco.org/articles/consolidation-of-learning/

Millacci, Ph.D., Tiffany Sauber. (2024). 7 engagement strategies for improved learning. Positive Psychology. https://positivepsychology.com/student-engagement/

National Science and Math Initiative. (2024).The benefits of hands-on science education in under-supported schools. NSMI Blog. https://www.nms.org/Resources/Newsroom/Blog/2024/April-2024/The-Benefits-of-Hands-On-Science-Education-in-Unde.aspx

Parrish, Nina. (2022). Brain based learning: Metacognitive talk guides students to discuss their thought processes. Edutopia.

https://www.edutopia.org/article/metacognitive-talk-guides-students-discuss-their-thought-processes/

In addition, studies show that retention is significantly better with positive engagement. This lesson has aspects of both cognitive and emotional positive engagement that support memory. (Millacci, T. 2024.) Cognitive by encouraging collaboration, metacognition, problem solving and critical thinking, and emotional by creating space for them to share ideas, be part of a group, creating interest, and well, having fun while learning!

Finally, the concluding activity supports memory consolidation. Having time to apply or rehearse what they have learned (via the experiment), and summarize or rehearse (with their video recording and narration) will facilitate consolidation of learning (Howard-Jones. 2019) as student brains make connections from the variety of sensory input to make sense and meaning of the learning.

https://edpuzzle.com/media/6032c01eadaf8142433c74a2