Lesson Title: Dont Blow Me Away

Grade Level: 3rd Quarter: 2nd

Standards:
Science
S3E1 Students will investigate the physical attributes of rocks and soils.
d. Determine how water and wind can change rocks and soil over time using observation and research.
Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.

Lesson Essential Question: Vocabulary:

How can I determine how wind can change Rocks

rocks and soil over time? Soil
How can I measure the amount of erosion Weathering
of soil over time? Erosion

Lesson Materials: Lesson Assessment:

Student journal
Rectangular pie pan Student Journal
Sand Teacher Observations
Stop watch
Popsicle sticks
Tape
Straws
Rocks
Pipe cleaners
Fan or hair dryer
Students may request other materials to use

STEM Challenge Overview:

Create a barrier to prevent wind erosion.

Teacher Background:

Students just learned how to compare the similarities and differences of soils such as clay, loam and sand. They used
observations to determine the texture, particle size, and color of the soils. Through research and observation they
should be able to determine how water and wind can change rocks and soil over time. One way farmers prevent wind
erosion is by building windbreaks. A windbreak is a barrier that stops the wind from blowing away topsoil. To make a
windbreak, farmers plant rows of trees or put up screens around their crops.
To read more: http://www.ehow.com/info_8467119_wind-erosion-kids.html#ixzz2XNzFJZvw

INSTRUCTION
1. Ask/Engage (day 1)

Show the short video that gives a great explanation on how erosion shapes the world around us: http://wn.com/wind_erosion
Have the class discuss how they think farmers would prevent erosion on their farms; crop rotation, wind breaks, plant crops
perpendicular to wind.

Introduce the challenge to the class and have students complete the ask/engage part of their student journal.

Challenge :
You have been called upon by farmers in South Georgia to help prevent wind erosion on peanut farms. Your job is to construct a
free standing structure that is no taller than 6 inches and as wide as your pan. Height measurements of the sand will be taken before
and after to compare the amount of erosion. The wind will blow for 10 seconds and your data will be recorded.

2. Imagine/Brainstorm (day2)
Introduce the criteria/constraints to the students.

Criteria:
Structure is no taller than 6 inches
Structure is as wide as your pan
Height measurements are recorded before and after the wind blows

Constraints:
Use the materials provided
Complete the challenge within the time allotted

Have students individually think of a solution to the problem and draw and label their design.

3. Plan/Design (day 3)
Each student will present their ideas to their team.
Teams will collaborate and decide on a final design plan.
Students draw and label their final design plan and make a list of needed supplies.
Build their design according to their plan.

4. Create / Test (day 3 continued- day 4)

Student teams build their design according to their design plan.

5. Evaluate/Improve and repeat Steps 1-5 (day 5)

Students evaluate their design for success.
Did it meet the established criteria?
Did their final design match their planned design?
How would students improve their design?
 Name__________________

Dont Blow Me Away STEM Challenge

3rd Grade

Challenge:

You have been called upon by farmers in South Georgia to help prevent wind
erosion on their peanut farms. Your job is to construct a free standing
structure that is no taller than 6 inches and as wide as your pan. Height
measurements of the sand will be taken before and after to compare the
amount of erosion. The wind will blow for 10 seconds and your data will be
recorded.

Criteria:
Structure is no taller than 6 inches
Structure is as wide as your pan
Height measurements are recorded before and after the wind blows

Constraints:
Use the materials provided
Complete the challenge in the time allotted

Materials: Various materials will be provided by your teacher.

1. ASK / ENGAGE: What is the problem you are being asked to solve?

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2. IMAGINE/BRAINSTORM: What are some possible solutions to the problem that you are trying to solve? After you brainstorm,
draw and label your ideas below.
Idea #1 Idea #2

3. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design plan. Draw your teams design
below and make a list of the materials that you will need to complete your design.
 Team Design Plan Materials List

4. CREATE/TEST: Use your Final Design Plan to create and build your solution. Test your design. Did it work? Why or Why not?
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5. EVAULATE/IMPROVE: How well did your design work? Did your solution solve the problem within the given constraints?
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How can you improve your design? How can you make it better? Draw and label your improved design below.
Improved Design Plan