Weathering,+Erosion+&+Deposition+(WED)

**Unit of Study**: Changing Earth **Lesson Title:** WED Scavenger Hunt **Essential Question(s):** • How does the study of Earth materials deepen our understanding of the natural world? • To what extent, do changes over time occur due to weathering? Erosion? Deposition? **TEKS:** 4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. 4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured. 4.2F Communicate valid oral and written results supported by data 4.4A Collect, record, and analyze information using tools including cameras, computers, hand lenses, metric rulers, and notebooks 4.7B Observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice. **Learning objective:** Students look for evidence of weathering, erosion, and deposition in the schoolyard by going on a scavenger hunt around the school. Students will be able to orally explain the evidence found using content-based vocabulary. **Evidence:** Students work in groups to create a field journal that explains the pictures they have found on their scavenger hunt. **Pre-assessment:** Ask students to give examples of weathering, erosion, and deposition that they observed on their group picture from the previous lesson, CE 9 Concept Connection. **Procedure: Day One** 1.Explain to the students that today they will be working in groups as they go on a scavenger hunt around the school looking for areas that show weathering, erosion, and deposition. Tell the students that they will create a field journal using the pictures that they have collected during the scavenger hunt using a laptop computer or digital camera. The scavenger hunts have been differentiated based on the student’s ability: one hunt has the students exploring one component, a second hunt has the students exploring two and three components, and the third has the student choosing three areas that demonstrate the three processes with ice, water, and wind. 2. It is important to set perimeters before beginning the scavenger hunt by specifying the areas that the students are able to hunt as well as reviewing safety both in Science and Technology. Some things that you will need to discuss are: It is important to walk from place to place. When observing science outside we do not disrupt or harm things. When carrying the computer from place to place, hold it close to your chest using both arms. 3. Allow the students to work in groups to identify areas that show examples of weathering, erosion, and deposition found on their scavenger hunt list. During this time, it is important that students record their observations in their Science Notebooks for use with their field journal. Try to facilitate each group to find different locations for each of the items on the scavenger hunt list. 4. At the end of class, be sure that the students save their pictures from the scavenger hunt before they close and turn off their laptops. They will need the pictures to create their field journal the next day. **Day Two** 1.Briefly review with the students what they did the previous day on the scavenger hunt. Explain to them that today they will be working in a group to create a field journal about the items that they found on their hunt.Encourage the students to create their field journals using Keynote, Jing, Comic Life, Garage Band or PowerPoint. They will need to either add text or audio to their field journals to explain the processes in the picture and how they occurred. 2. At the end of class, have the different groups share their field journals with other class members. 3. Ask the students, What similarities or differences do you see between the locations?, How does the study of Earth materials deepen our understanding of our natural world? 4. Have the students respond on an exit card to the question, To what extent, do changes over time occur due to weathering? Erosion? Deposition? **Considerations for differentiation:** Scavenger Hunt Cards tiered for ability **Materials:** Laptop Computers, Scavenger Hunt Cards **Background Knowledge:** More information about weathering, erosion and deposition can be found in the Science Encyclopedia, p. 190-91, 197. This resource can be found in your campus library in the Science modules Teacher Edition section.
 * CE10 Weathering, Erosion, Deposition (WED) Scavenger Hunt**

**Weathering, Erosion, Deposition Scavenger Hunt** **Your challenge today is to work with your group to identify the areas that show examples the concepts below. Once you find them, you will need to take a picture of the item in order to create your weathering, erosion, and deposition field journal.** 1. Find an area on the playground where there is evidence of erosion. 2. Find items that have been moved and deposited in a new location due to water. 3. Find items that have been moved and deposited in a new location due to wind. 4. Find an example where water or ice has weathered a material.

**Weathering, Erosion, Deposition Scavenger Hunt** **Your challenge today is to work with your group to identify the areas that show examples the concepts below. Once you find them, you will need to take a picture of the item in order to create your weathering, erosion, and deposition field journal.** 1. Find an area on the playground where there is evidence of weathering and erosion. 2. Find a location that has been eroded and deposited in a new location due to water. 3. Find a location that has been eroded and deposited in a new location due to wind. 4. Find an example where water and/or ice has weathered and deposited a material.

**Weathering, Erosion, Deposition Scavenger Hunt** **Your challenge today is to work with your group to identify the areas that show examples the concepts below. Once you find them, you will need to take a picture of the item in order to create your weathering, erosion, and deposition field journal.** 1. Find a location that shows weathering, erosion, and deposition by water. 2. Find a location that shows evidence of weathering from ice. 3. Find a location that shows deposition.