erosion

1. LESSON PLAN 5
Date: 28/3/18 Term: 1 Week: 8 Year Level: 4
Time/length: 1hr Learning area focus: Erosion
Context
Thisis the fifthteachinglessoninourerosionunit.Overthe lastfourlessons,we aimedtobuilduponstudent’s understandingof causesandissuesof erosion.Theyhave
explorednatural process(lesson4) andhumanactivity(lesson3) whichcan cause weatheringanderosionof the Earth’ssurface.Inthislessonstudentswill relatetotheir
local area (schoolsvegetable garden) throughthe investigationof asoil erosionexperiment,make observationsandpredictconsequencesof future occurrencesand
humanactivity.The studentswill thisexperimentandsuggestexplanationsfortheirobservationsandcompare theirfindingswiththeirpredictions.Studentsdiscussways
to conductinvestigationsandsafelyuse equipmenttomake andrecord observations.
Individual learning considerations:
To supportthe learningneedsof ourgroup,there will be a varietyof materialsto engage throughvisuallyandhandsonexperiences.Studentsare alsogivenwrittenwork,
which will support students who are less confident in writing skills by modelling and teacher support where necessary.
Group roleswill alsobe usedtoensure thatall studentsparticipate whileconductingthe experimenttoprovide arange of learningopportunitiesforthe students.The
purpose forthisgroup role playthroughoutthe experiment,istoencourage studentstostartthinkingandexploringlike ascientist.
Content Descriptions:
Science Understanding:
Earth’s surface changesovertime asa resultof natural processesandhumanactivity(ACSSU075).
Science as an HumanEndeavour:
Science involvesmakingpredictionsanddescribingpatternsandrelationships(ACSHE061).
Science inquirySkills:
Withguidance,identifyquestionsinfamiliarcontextsthatcanbe investigatedscientificallyandpredictwhatmighthappen basedonpriorknowledge (ACSIS064).
Suggestwaysto planand conductinvestigationstofind answerstoquestions(ACSIS065).
General capabilities:
Literacy: Studentswill use theirliteracyskillstocomplete the followingactivities:the scientificmethod,implementationof the erosionexperiment,sharingresultsandthe
Kahootquiz.
Numeracy:Studentswill use theirnumeracyskillstoensure the methodiscomplete,materialsare all measuredandthe processof methodisputintoplace throughthe
stepby stepprocess.
Critical and Creativethinking:Studentswill criticallyandcreativelythink,analyse,explore andexperimentwiththe conceptof erosion.
ICT: Studentswill use the followingformsof technology:Scientificmethod(writing),iPadstotake photosthroughoutthe experimentprocess
Cross curriculum:
Sustainability:Thisunitprovidesstudentswithopportunitiestodevelopunderstandingof howhumanimpactandnatural processesonthe environmentaffectssoilsand
landscapes.
Lesson outcomes/Learning intentions:
Studentswill:
- understandthe cause andeffectrelationshipof water erosion
- identifythe featuresthatmade theirinvestigationafairtestandwhyscientistsuse modelsin
theirwork.
Indicators:
Studentswill:
- create three differentsoil landscapes
- create a theoryonhowto minimise erosion
- draw a model/diagramof the experiment

2. - contribute todiscussionsabouthowlandformsare shapedbyerosion.
- discussandcompare theirresultswiththe classto formcommonunderstandings
Classroom intention:
Learning about:
How doeswaterimpactthe environment?
Learning to:
As researchers,howcanwe investigatewayswaterwill impactthe earthmaterials?
- write uptheirthoughtsonthe resultsof the experiment
Assessment for/as/of learning:
- Investigationplannersheets.
- Implementationof experimentandsharingresults.
- What we Learnt.Part of KWL Chart
TEACHING AND LEARNING ACTIONS
Timing
2 minutes
5 minutes
20-25 minutes
10 minutes
Orientation
DiscussexpectationsandLessonoutcomes/intentionsof the lesson
Warm Up activity- Engage
Videoof howplants minimise the effectof watererosiononsoil
Studentsconstructa definitionof erosion.Theywrite theseontheirwhiteboard,show,dicsssand
edittheirdefinitionswitheachother.
Body
ScientificMethod
Informstudentsthatwe will be creatinganexperimenttotestwhichnatural materialswill best
reduce erosionof water.Asa whole group,the pre-service teacherswillgothrougheachstepto
getthe studentshypothesising,predictingandcreatingthe methodneededforthisexperiment.
Thiswill be a guidedinquiryapproach.
ReducingErosion Experiment:
Thisexperimentwillbe done throughawhole groupexample.Studentswill fill three bottleswith
dirt,dirt andbark, and dirtand plantstotest whichwill bestreduce erosion.The studentswillthen
poor waterinit and collectanyrun off andcompare its colour.To ensure maximumparticipation,
all studentswill be givenarole withinthe group.
Sharingresults
Gather studentstogetheranddiscusstheirresults.Whathappened?Wasitexpected?
Askstudentsif theythinkthattheywouldgetthe same resultsif theyhadrepeatedthe
experiment.Why/whynot?
Askstudentswhatwouldbe theirrecommendationsforfuture research- howcouldtheir
experimentbe usedtoexploresomethingelse.
Closure
Resources
Whiteboards x 6
A3 Investigation planner sheet
A4 Investigation planner sheets
Bottles cut x3
Soil
Bark
Plants
Small shovel
Cups

3. Bringout the KWL chart that hadstartedfrom week 1. Askstudentswhattheyusedtothink,and
whattheynow think.Encourage themtofill itouton the ‘whatI learnt’part of the table.
Informstudentsthatthe nextweektheywillbe beginningtheirassessmentpiecesandthat itwill
be designingtheirownexperimenttoreduce erosioninacase study.If there istime at the end
discussas a whole groupwhat theirideasare on minimising erosion.