Processes that Shape our

Earth:
An Engineering Design Unit

Jennifer Boudrow
Framingham State University
STEM 962

Spring 2016
Standards Summary
Standards:

EXPLO
RE

MA Science, Technology & Engineering Standards

4-ESS2-1. Make observations and collect data to
provide evidence that rocks, soils, and sediments
are broken into smaller pieces through mechanical
X
weathering and moved around through erosion by
water, ice, wind, and vegetation.
4-ESS1-1. Use evidence from a given landscape
that includes simple landforms and rock layers to
support a claim about the role of erosion or
deposition in the formation of the landscape over
long periods of time.

4.3-5-ETS1-3. Plan and carry out tests of one or

more design features of a given model or
prototype in which variables are controlled and
failure points are considered to identify which
features need to be improved. Apply the results of
tests to redesign a model or prototype.

CREAT
E

SHARE

Next Generation Science Standards

4-ESS2-1. Make observations and/or
measurements to provide evidence of the effects
of weathering or the rate of erosion by water, ice,
wind, or vegetation.

3-5 ETS1-1. Define a simple design problem that

can be solved through the development of an
object, tool, process, or system and includes
several criteria for success and constraints on
materials, time, or cost.

3-5 ETS1-2. Generate and compare multiple

possible solutions to a problem based on how well
each is likely to meet the criteria and constraints
of the problem.
3-5 ETS1-3. Plan and carry out fair tests in which

variables are controlled and failure points are

considered to identify aspects of a model or
prototype that can be improved.

Massachusetts Digital Literacy and Computer Science Standards

3-5. CAS.a.3. Identify appropriate and
inappropriate uses of technology when posting to
social media, sending email, and browsing the
Internet.

3-5. CAS.b.1. Demonstrate responsible use of

computers, peripheral devices, and resources as
outlined in school rules.

3-5.DTC.c.4. Gather and organize information from

digital sources by quoting, paraphrasing, and/or
summarizing.

Common Core Standards : ELA

Literacy.W.4.7 Conduct short research projects that
build knowledge through different aspects of a
topic.
Literacy.RI.4.4- Determine the meaning of general
academic and domain-specific words or phrases in
a text relevant to a grade 4 topic or subject area.

Literacy.W.4.2-Write informative/explanatory texts

to examine a topic and convey ideas and
information clearly.

Literacy.SL.4.4-Report on a topic or text, tell a

story, or recount an experience in an organized
manner, using appropriate facts when relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
Common Core Standards : Math
Math.4.MD.A.1- Know relative sizes of
measurement units within one system of units
including km, m, cm; kg, g; lb, oz; L, mL; hr, min,
sec. Within a single system of measurement,

express measurements in a larger unit in terms of

a smaller unit.
Massachusetts History and Social Science Standards
4.12 Identify and describe unique features of the
United States (e.g., the Everglades, the Grand
Canyon, Mount Rushmore, the Redwood Forest,
Yellowstone National Park, and Yosemite National
Park).

4.10 Identify the states, state capitals, and major

cities in each region.

Preparing for the Unit

This unit requires a lot of materials that need to be prepared beforehand.
This will allow the unit to flow smoothly and will allow for the best possible
learning outcomes. I have broken down which materials to prepare for each
phase to make teaching this unit for the first time as simple as possible.
Prior to the Explore Phase
1.
2.
3.
4.
5.
6.
7.

Make the KWL chart

Make the Weathering, Erosion and Deposition Anchor Chart
Photocopy the Weathering and Erosion Lab
Photocopy the Evidence of Erosion Webquest
Set up a Plickers account
Photocopy and send home the Family Letter
Collect Weathering and Erosion Lab Materials

Prior to the Create Phase

This phase requires the most preparation. Hopefully students will provide
some of the materials from the letter home, making the process a little
easier.
1. Purchase or build a sand/water table (see the example of the table I
built in Appendix )
2. Collect Materials for the EDP challenge
a. Sand
b. Soil
c. Milk cartons
d. Watering can
e. Popsicle sticks/toothpicks
f. Rocks
g. Grass seed
3. Photocopy the EDP Challenge Packet
Prior to the Share Phase
This is the culminating phase and does not require as much preparation.
Students will present their thinking in this phase.
1. Photocopy the Erosion Writing prompt

Explore: Processes that Shape our

Earth
Lesson Summary
In the explore phase, students will explore earths processes of
weathering, erosion, and deposition. Students will partake in hands-on
activities to gain a deeper understanding of such processes. They will also
discover how these processes affect the Earth in different ways by
researching national parks in the United States that display wondrous
examples of erosion.

Objective/Goals

Students will understand the effects of weathering, erosion and

deposition.

Students will conduct research using classroom technology to gain a

better understanding of the effects of erosion.
Students will use scientific knowledge to evaluate why and how erosion
occurs.

Handouts and Materials

WED Notebook presentation (See Appendix A)

Smartboard
Chart paper for KWL chart
Markers
Interactive Science Notebooks
Construction Paper
Glue Sticks
WED Foldable (See Image 1)
Scissors-one per student
WED Anchor Chart (See Image 2)
Plickers Erosion questions (See Image 3)
Family Letter (See Appendix B)
Weathering and Erosion Lab (See Appendix C)
Weathering and Erosion Lab Materials (listed on lab sheet)
Soil Erosion Experiment (See Appendix D)
Soil Erosion Experiment Materials (listed on lab sheet)
Erosion in National Parks Webquest (See Appendix E)
Symbaloo Sites (See Image 4)

Activity Steps
Day 1: What are Weathering, Erosion and Deposition?
Time Frame: About 1 Hour (May be broken into two days)
1. Engage the students by showing them images of landforms in the
United States that have undergone erosion. This can be done using
images from the WED Notebook presentation. Explain that all
landforms experience weathering and erosion, but that these are
extreme cases that took millions of years to form.
2. Next, fill in the Know and Want to Learn sections of the KWL chart
on chart paper. Keep the chart visible throughout the unit. It is

3.

4.

5.

6.

7.

important to fill in the Learned section as the students begin

grasping the material.
Use the WED Notebook presentation to explain the difference between
weathering, erosion, and deposition. Be sure to explain that these
processes happen almost simultaneously.
Encourage the students to think of examples of weathering, erosion
and deposition that they have seen. Ask prompting questions such as;
does this happen in our backyards? or have you seen examples of
erosion in our school yard?
Have students return to their seats to create their WED Foldable. Give
each student a piece of construction paper. Use the instructions below
to create the foldable:
a. Fold the paper in half the long way (hot dog style)
b. Fold the paper into three sections
c. With scissors, cut the two creased lines, creating three flaps
d. On the front flaps, students should write Weathering,
Erosion, and Deposition
e. On the inside of the flap, students should write the definition of
each term.
f. In the last section, students should draw a picture of each
process.
While students are creating their foldable, display the WED Anchor
chart. This will help the students find the correct definitions for their
foldable.
At the end of class, handout the Letter to Parents. Read the letter with
the class and ask them to write down bring in science materials in
their assignment notebooks.

*If time persists, take the students outside to look for examples of
weathering or erosion on the school grounds. If there is not enough time, this
could be a homework assignment. Students should record observations in
their Science Notebook.
*Another fun activity is to play the WED Chant. The students can learn this
song or make up their own!
https://www.youtube.com/watch/?v=jFU6jh3R1vg
Days 2 and 3: Weathering and Erosion Labs
Time Frame: 2 class periods 50-60 minutes each
1. Engage the students by providing them with five multiple-choice
questions on Plickers. Each student should already have an

2.
3.
4.
5.

6.
7.

identification card. This can be used as a formative assessment to see

what information the students understood from yesterday.
a. An explanation of how to set up and use Plickers can be found in
the Teaching Resources section of the unit. It is very important to
set this up ahead of time.
Explain to the students that we will be completing experiments over
the next two days that explore physical and chemical weathering.
The first day should include the Weathering Stations
The second day should include the Erosion Stations
Review science safety rules with the class. These should be in place
from the beginning of the year, but a few important things to mention
are:
a. Wear gloves and safety goggles
b. Use the materials for their intended purpose
c. Cooperate with your group members
d. Focus on the task and listen for instructions
Hand out the Physical and Chemical Weathering Lab sheets and
materials.
Follow the procedure on the lab sheets provided in Appendix B.

Day 4: Soil Erosion Activity

Time Frame: 35-45 minutes
1. Complete the Soil Erosion Experiment (Appendix C) with the class. It
would be helpful to prepare the plastic bottles the day before.
2. Discuss with the students why certain materials are being placed in
each bottle.
3. Follow the procedure on the Soil Erosion Experiment sheet.
4. Before pouring water into the containers, have the students return to
their seats. In their science notebooks, have the students make
predictions about each bottle.
a. Which bottle will hold in the most soil? Why?
5. Next, have the students share their predictions with the class.
6. Gather the students and pour the water into each container. Students
will observe the water that left each bottle.
7. In their notebooks, students should answer the following questions.
a. What happened to the water collected in the cups?
b. Why do you think one cup has more soil than the other two?
Explain your thinking using the word erosion.

Day 5: Erosion in National Parks

Time Frame: 45-50 minutes
1. Put the students into groups of two or three. Tell them that they will
each be researching a national park in the United States. Explain that
many of our national parks exhibit the effects of weathering, erosion,
and deposition. Their job is to find examples of erosion in their
assigned park and to find information about how the landforms eroded
(physical, chemical, etc.).
2. Give each group of students an iPad (or computer) and each student
the Evidence of Erosion Webquest.
3. Remind students that the iPads should only be used for their intended
purpose. They may access any of the sites provided on the
bookmarking site symbalooedu.
a. Teachers may set up bookmarked sites before class. My link is:
http://edu.symbaloo.com/home/mix/13ePLRH4UV

Explore Phase Assessments

Plickers Questions
Physical and Chemical Weathering Lab Sheets
Notebook Observations
Evidence of Erosion Webquest

Create: Processes that Shape

our Earth

Lesson Summary
In the create phase, students will use the engineering design process
to design and build a structure that endures the least amount of impact from
weathering and erosion. Students will use their knowledge of earths
processes to design a house and its landscape. Students will assess their
design and redesign when necessary.

Objective/Goal

Students will understand use the Engineering Design Process.

Students will use their knowledge, creativity, and problem solving skills
to solve a problem.
Students will learn from failure.

Handouts and Materials

Losing Ground: An Engineering Design Challenge (Appendix F)

Sand/water table (Image 5)
EDP Challenge Materials
o Rocks, sand, soil, small plants, grass seeds, milk cartons,
popsicle sticks, toothpicks, rubber bands, etc.
Watering Can
Large Empty Bin (for water)

Activity Steps
Day 6: Introducing the Challenge
Time Frame: 1 Hour
1. Engage students by explaining to them that we will be beginning a new
engineering design challenge.
2. Present the students with the problem:
You and your family just purchased land along a beautiful river to
build a brand new house. Use your knowledge of weathering,
erosion, and deposition to help your family plan and build your
new home.
3. Assign the students a partner or place students into groups of three.

4. Handout the Losing Ground: An Engineering Design Challenge packet

and review the Engineering Design Process with your students. Ask
prompting questions such as why do engineers use the EDP? and
Why is it important to plan your design before building?
*This challenge is intended for students who are familiar with the
Engineering Design Process and have completed other lessons
involving the EDP.
5. Explain to the students that they will be using a milk carton for their
homes. They should plan the structure of their house as well as
landscape around the house.
6. Next, show the students the stream table. Explain that the sand and
soil along the sides of the table represents the land that they
purchased.
7. Show the students what the river will look like by pouring water down
the middle of the table. A watering can is a useful tool for this task.
Encourage the students to observe the movement of the sand and soil
as it flows with the stream.
8. Ask questions such as; what can you add to your house to make it
stable? and what should the landscape of your house look like? and
What impact could weathering, erosion, and deposition have on the
location of your house?
9. Once students understand their task, they should work on the Ask
and Imagine phases on their handout. (see handout for procedure)
10.
Next, students should check in with the teacher. Together,
discuss which plan they would like to choose.
11.
Now the students can begin the Plan phase. If students are
having trouble, provide a list of materials that they can use.
a. These could include anything at home or in the classroom
(toothpicks, popsicle sticks, rubber bands, rocks, mulch, pebbles,
small plants, etc.)
12.
Homework assignment-bring in any other material you would like
to build your house/landscape

Days 7-8: Creating the Product

Time Frame: 1 Hour
1. Explain to the students that today is the day that they are going to
build their homes.

2. Tell them that once engineers complete their designs, contractors use
their diagrams to construct them.
3. Once students have sketched their design, they may use the materials
to create their home and its landscape. Remind students that once
engineers plan a specific design, the contractors must build it
according to the plan.
4. Students should build their houses at their seat. Once they have
finished, they may be assigned or purchase a plot of land. Depending
on class size, not all groups will fit at the table at once. With a large
class, some students should design their landscape first.
5. Once the houses are on their land plot, they should be tested. Pour the
water into the closed end of the erosion table. The table should be
slightly slanted so that the water flows more freely. To prevent a mess,
place a large plastic container at the opposite end to collect the water
and soil.
6. Encourage students to make observations. what is happening to the
water? Does the water change the soil/sand? Did your house stay
in place?

Challenges and Accommodations:

This design project can be performed in many different ways. To

challenge students, give each group a budget. Each material that they
use can be assigned a certain price. This will encourage students to
conserve resources and only use materials that they really need.
To help struggling students, discuss which materials will help keep the
land in place. Give students ideas or materials to use to build their
design.

Create Phase Assessment

Losing Ground: An Engineering Design Challenge

Share: Processes that Shape our

Earth
Lesson Summary
In the share phase, students will show what they have learned about
weathering, erosion, and deposition. Students will evaluate and present the
successes and failures that they experienced while building their homes.
Students will also share their knowledge in a writing assignment.

Objectives/Goals

Students will reflect on their project.

Students will improve their public speaking skills.
Students will explain erosion both orally and verbally.

Handouts and Materials

Erosion Writing prompt

Glue Sticks
Interactive Science Notebooks

Activity Steps
Day One (About an hour-depending on number of students)
1. Remind the students that today is the day that they will be sharing
their final project. Allow the students time to set up their house and
landscape and to practice what they will say during their presentation.
2. Allow each group of students about 3 minutes to share their projects.
a. What materials did they use?
b. What worked well?
c. What could be improved?

d. What improvements did you make during the redesign phase?

3. Once all of the students have presented, tell the students that they will
be using their knowledge of erosion to complete a writing assignment.
4. Hand out the Erosion Writing Prompt and remind students to glue the
prompt into their interactive science notebooks.
a. There are three different options to choose from. Choose one for
the whole class or allow the students to choose which option
they like best.
5. Read over the directions and review the Focus Correction Areas.

Share Phase Assessment

Losing Ground: An Engineering Design Challenge

Design Presentation
Erosion Writing Response