- Katie Blunt
- Material Type:
- Upper Elementary
- Creative Commons Attribution Non-Commercial Share Alike
- Media Formats:
Weathering and Erosion Walking Field Trip and Presentations
This is a lesson plan for a walking field trip and photo presentations about weathering and erosion. The lesson plan was created by Jenna Bate.
This is a lesson about weathering and erosion in which students will participate in a walking field trip and the create presentations using photos from their experience.
- Time frame: 4-5 days
- Group size: Whole class
- Authors: Jenna Bate
Ask questions to plan and carry out investigations that provide evidence for theeffectsof weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation. Examples could include observing the effects of cycles of freezing and thawing of water on rockor changing the slope in the downhill movement of water. (ESS2.A, ESS2.E)
Student Prior Knowledge
Prior to this lesson...
- Students have already learned about and seen various examples of forces that weather and erode including ice, water, wind, gravity, vegetation, animals, and humans. They have also learned about the rate of erosion.
- It would be helpful if students have used their google accountsand Adobe Spark products before this project. If they have not you will probably need to include more time for direct instruction on using these products.
Student Learning Intentions & Success Criteria
Students Will Be Able To (SWBAT):
- Correctlyidentify real world examples of the weathering/eroding forces of water, wind, gravity, vegetation, animals, and humans.
- Take digital pictures of these forces.
- Find apublic domain/creative commons digital photo online of ice weathering/erosion and credit it properly.
- Use the photos they have collected to create an Adobe Spark Page or Videoincluding information about the main force, how it weathering/eroding, and the rate of erosion.
- Give productive feedback as they peer review each other’s presentations.
- Field Trip Permission Slips
- Parent Helpers
- (Technology usage agreement forms-if having students use their parents/own devices)
- Cameras/phones (pre-arrangefor use and for photos to be uploaded to student google accounts)
- Student Instructionsand Rubric
- Paper/Pencils for storyboards and feedback
- Find an areawith a good amount of weathering and erosion examples. This can be a local park, hiking trail, or even around theschool grounds.
- Send home field trip permission slipsif needed (if you are stayingwithin school grounds you will not need it).
- If you are having students use theirparents/own devices, arrange to have enough devices for each group of students(2-3 students in a group). Alsomake sureto send technology use forms if parents will not be accompanying their device on the trip.
- If needed, arrange for pictures from devices to be uploaded to student google accounts the night of the field tripso they are accessible at school the next day.
- Day before: Arrange the students into groups of 2-3 and explain what they will be doingduring the fieldtrip.
Your group will be looking for 9examples of weathering and erosion that you can takepictures of to use in a presentation. You will need:
One of each of theseforces:
- -9 You choose 3more(any combination of water, wind, gravity, human, animal, vegetation, or otherif you can explain it to mewhich force it is).
*Remember there is often more than one force causing weathering and erosion, but you will focus on just one per picture.
*You cannot use thesame example for more than one force, each photo must be a unique example.
You will be using these photos to create an Adobe Spark Page or Video (your choice).
You will also find oneexample of ice weathering/erosion onlineto includein you presentation(9 photos from field trip + 1 online = 10 total photos). Your photowill need to be public domain/creative commons licenseand include proper attribution.
With each photo example you need to include
- The main force that is weathering/eroding
- Describe how/whatit is weathering/eroding
- Determine if it isa slow or fast rate of erosion
Students will then review each groups presentations onlineand writeproductive feedbackfor each group.(Examples: What other main force could the picture be showing? Have you experienced asimilar example in your own life?Is the weathering/erosion causing a problem? Is the weathering and erosion helpful? etc.)
Day 1: Walking Field Trip
Remind students about device etiquetteand proper usage.
Arrange studentsinto groupswith parent helpersand devices.
Groups may wonder a bit, but need to stay within the sight of the teacher and move when it is time to move.
After the trip, have parents/students upload photos to student google accounts.
Days 2-3: Creating Presentations
Groups will determine if they want to make a Sparks page or video.
Groups will then assign each person photos they will be in charge of including information for within the presentation.
Groups create a basic storyboardfor their presentationand get it approved by the teacher.
Students in groups work together to create their presentation. (If students are not familiar with the programs being used, you will need to walk the whole class through this together).
When finished, groups will send a link of theirpresentationtheteacher.
Days 4-5: Peer Review
The teacher will have links to all the groups’presentations.
As groups, students will look at all the other groups’presentations. They will then discuss some positive feedback and write that feedback down.
Once all the groups have been reviewed, the feedback papers will be passed to each group.
The following lnk takes you to an example presentation:
Students will submit photo presentations about what they have learned on their walking field trip and then conduct peer reviews of the presentations. See the "Instructional Procedures" sections for detals. The attached rubric can be used to evalute the presentations and student mastery.