Kate Brightwell

http://www.nextgenscience.org/msess2-earth-systems
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have
changed Earth's surface at varying time and spatial scales.
ESS2.C: The Roles of Water in Earth's Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation,
condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

The complex patterns of the changes and the movement of water in the atmosphere,
determined by winds, landforms, and ocean temperatures and currents, are major determinants of local
weather patterns. (MS-ESS2-5)

Global movements of water and its changes in form are propelled by sunlight and gravity. (MSESS2-4)

Variations in density due to variations in temperature and salinity drive a global pattern of
interconnected ocean currents. (MS-ESS2-6)

Waters movementsboth on the land and undergroundcause weathering and erosion, which
change the lands surface features and create underground formations. (MS-ESS2-2)

Logic Flow- Land changes over time.

- Water can change the land.
- This can happen fast or slow
Water affects land above and underground.
-Therefore, water movements both on land and underground cause weathering and erosion,
which change the lands surface and features and create underground formations.

Formative Assessment (to be completed on 11/6):

two pictures- explain why landforms are the way they are

Lesson Plan (for 11/13/15 1:24-2:05pm):

Objective: Students will explain how water affects landforms through weathering and erosion.
Materials:
Sand
Tupperware containers
Water
Ice
Cups
Funnel
Small rocks (?)
Procedure:

Look at mountain with water picture

Why does the landform in this picture look the way it does?
What are the natural elements in this picture?
How do those elements interact together to form
the landform we see in the picture?

Transition to experiment. How can we test to see if your ideas are correct?
(guide as necessary)

 what experiment looks like: sand formation, water, wave maker,

showing how water affects landforms over time (long period of time)
Predict what will happen. Do experiment. What happened?
Relate what happened to other water forms (rivers). How can we show how
rivers affect landforms? Design experiment (build new landform, create river with
funnel, test).
Predict what will happen. Do experiment. What happened?
I brought ice, what do you think that represents? (lead them to glaciers). How
can we test how glaciers affect landforms? (put ice on sand mountain).
Predict what will happen. Do experiment. What happened?
Exit Slip Now, after all the experiments weve done today, why do you think the
land in this picture looks this way?

Lesson Plan (for 11/20/15 1:24-2:05):

Objective: Students will explain how water affects landforms underground.

Waters movementsboth on the land and undergroundcause weathering and erosion, which
change the lands surface features and create underground formations. (MS-ESS2-2)

Procedure:
Review last weeks lesson-- talk about what we did, what did we learn? Review what erosion
means
What happens when that water moves?--Noticed in experiment that water pulled sand. Where
does the sand go?
How might water affect land underground?
Show them picture of stalactites and stalagmites. How are these (stalactites) formed?
(to get them to say icicles)- What do stalactites look like? Where do we usually see them?
How do dirty icicles relate to stalactites?

Discuss.
Lets think about icicles How do they form? How are icicles and stalactites similar?
Talk about how water carries materials in it (relate to erosion).
If water goes away, what is left?

Relate back to stalactites.

Talk about stalagmites. How do you think those are formed?
(stalactites drip, build up stalagmites).
Reading/video if time to enforce learning.
http://www.kidsdiscover.com/quick-reads/how-stalactites-andstalagmites-form/

Video: https://www.youtube.com/watch?v=2BJB4o33PuM
If Extra Time after lesson can have students draw a picture of a scientist as a formative
assessment for next lesson.