Lesson Plan Cycle

Lesson Title/Topic: Erosion in Motion

Target Concept: Students will gain a thorough understanding of the differences between basic
soil types, and how different soils and lack of groundcover affect water erosion.
Standards/Rationale: TEKS: 112.19. Science, Grade 7, Beginning with School Year 2010-2011
(b) Knowledge and skills.
(8) Earth and space. The student knows that natural events and human activity can impact
Earth systems. The student is expected to:
(B) analyze the effects of weathering, erosion, and deposition on the
environment in ecoregions of Texas; and
(C) model the effects of human activity on groundwater and surface water in a
watershed.
Lesson Objectives:
Given a soil lab experiment, students will
document 13 of 15 soil observations
accurately.

Assessment (Evaluation):
Document processes correctly at 3 different
stations. At the end of the unit, the student will
design and construct methods of minimizing
erosion in a 3-D model, labeling their model
with basic soil types and groundcover methods.
They will explain 5 factors that help prevent
erosion.

Materials: 3 separate models of soil types (sandy, rocky with sand, and sand and rock covered in
a turf-like substance). Paint trays with a slope. Bottles of water to use as the eroding factor.
Rocks for students to look at.
Lesson Cycle: (Direct instruction)

The teacher will:

Focus/Mental Set (Engagement):
Remind students of the recent lesson on
different soils and river deltas. Talk about
the recent erosion due to the heavy rains,
and show photos of erosion. Discuss with
class. Introduce the theme of the lesson:
Water as a powerful factor for erosion.

Teacher Input (Explanation &

The student will:

Give examples of recent erosion at their
homes or in their neighborhoods.

Elaboration):
Instruct students to look at their rocks.
Pick up the single largest rock in teacher's
inventory and hold it up. "This single rock
can be a powerful tool to stop erosion.
Ask students to pair up and volunteer
answers on what rocks do to stop erosion.

Pair up and examine their rocks, discussing

why they think rocks work. Students will
volunteer what they think the rocks do to
stop erosion.

Show a picture of a tree and talk about root

systems and how far and deep they can
spread. Ask pairs again to discuss how
trees help stop erosion.

Students will discuss trees and root

systems in pairs, and then volunteer what
they think trees do to help minimize
erosion.

Show a picture of the typical layers of

grass, as well as its basic root system.
Again, give a few reasons why grasses can
mitigate erosion, and ask students for their
own ideas.

Students will discuss grasses and their root

system, and offer reasons why they think
grasses can minimize erosion.

Ask students if they can think of other

ways erosion can be stopped, and then use
the PowerPoint to show the different types
of things people use to minimize erosion
(straw, hydroseeding, burlap, barriers,
walls, etc.) Remind students of things they
have seen at road construction sites. Show
pictures of each type of item used to stop
erosion, and elaborate on why each method
is used. Go over answers on the handout
with the class.

Guided Practice (Exploration):

Discuss what makes a good erosion barrier.
Have them volunteer which method they
think works best. The class will vote on
which method they think works best.

Students will discuss and volunteer their

ideas and observations about the types of
erosion-preventing measures they have
seen in use around their city.

Students will take notes on their handout,

and make corrections on their handout.

Students will follow along on handout, and

discuss in pairs which method they think is
the best, and why.
Students will vote on the best method.

Ask students to break into 3 groups;

instruct them that they will rotate to 3
different stations and fill out their
observations on their handout. Number
each group for their reference on the
model.

Students will break into groups and wait

for further instructions.

The models will be set out around the

Students will move to their first station,

room, each with a bottle of water beside it.

Instruct each group to pour a third of their
water onto their side of the tray, at the top,
so the water flows downhill. Ask students
to record their observations as they proceed
with the experiment. After 3 minutes, have
them rotate.

pour one third of their water, and discuss

and record their observations about their
model.
Students will rotate at 3-minute intervals.

Monitor students around the room.

Independent Practice (Evaluation):
Have students sit down in pairs again.
Have them finish making their
observations and quietly discussing them
with their partner. Monitor students
around the room; offering guidance as
needed. Keep students working on erosion
observations.
As homework, assign students to make
observations of 4 natural and 4 humanplaced erosion-preventers around their
neighborhood and homes. Ask them to
document it on their handout. They must
describe what it is and rate it on how well
it works. Have them put the handout in
their take home folders, and instruct them
that it is due tomorrow.
Closure:
Discuss with the class the need for erosion
control, and also remind students how
important it is for people to remember that
not all erosion can be prevented, but we
must all do our part in preventing it. Ask
students for an exit ticket that gives one
comment about the lesson, and one
question the lesson left them with. Have
the class clean up.
Options:
Enrichment:
Students can create a photo essay, using
pictures and captions, to document the antierosion methods used around their
neighborhoods.

Work with their partner to finish

observations and filling in the handout as
teacher assists students around the room.

Students will place their handout in their

take home folders and bring their
completed homework the next day.

Students will write their comments and

questions about the lesson.
Students will clean up their desk areas and
put their homework away.

Reteach:
Talk to students about the analogy of walls,
nets, and spider webs that stop objects
from escaping. Use pictures, pieces of
erosion-control methods, and stories to

Students can look up soil types and talk

about how they affect plant growth and
erosion.

teach. Also, use clear containers filled

with large gravel at the bottom, with sand
on the top, and add water so that the
students can see what happens to the
smaller particles of sand.

Modifications/Correctives:
JD is allowed to pick either SW or MJ for a
partner, as he works best with them. He
may use one-to-four word observations on
his handout. He may ask for help on
spelling. For the homework, he may draw
or write the erosion control methods that he
observes. He may do 3 of each.

References:
Google Images
Edmonds Community College Construction Management Program
Keith Malmberg