LabLearner—The Science of Learning
LabLearner—The Science of Learning

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Weathering and Erosion

Investigation 2 – PreLab

 

 

 

 

 

 

 

Back to Investigation 2

ZERO-IN

Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that weathering and erosion are the two main ways that Earth’s rocky surface is molded and changed. Together they create and reveal marvels of nature from boulders crashing down mountainsides to sandstone arches in the desert to jagged cliffs along the shore. 

BRANCH OUT

Remind students that geoscientists investigate the composition, structure, or history of the Earth’s crust through the collection, examination, measurement, or classification of soils, minerals, rocks, or fossil remains. They also advise construction firms or governments agencies on dam or road construction, foundation design, land use, or resource management.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Questions:

  • What occurs when erosion takes place? When erosion takes place, soil is moved from one location to another.
  • What factors increase or decrease erosion? Soil from a steep slope will be eroded more than the soil from a less steep slope. Obstacles such as rocks and vegetation will decrease the erosion of soil from the slope.

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

 

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concept as a class:

  • Erosion occurs when rock and soil are moved from one place to another.
  • Erosion can occur quickly or over millions of years.
  • Wind and moving water contribute to erosion

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

 

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

  • physical weathering
  • chemical weathering
  • rocks
  • minerals

Note: Definitions to these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

 

SET FOR SUCCESS

    • Explain to students that they will model erosion of soil by water flow.
    • Explain to students that erosion occurs when soil material is moved from one location to another by water or wind.
    • Water and wind both are capable of exerting a force on soil material and cause it to move.
    • Soil material consists of rock, gravel, sand and organic components.
    • The rock, gravel and sand are the products of both physical and chemical weathering.
    • Assess students’ prior knowledge and their understanding of the Background by asking them to recall the answers to following questions. Students will formulate answers to these questions after they have completed the Investigation.
      • What is erosion?
      • What causes erosion?
      • Erosion affects what types of land forms?
    • Direct students to complete the Recall section in their SDRs.
    • Explain to students that the Investigation consists of four Trials. The Trials investigate how different factors affect how much erosion occurs.
    • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
    • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

    Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

    Note: Homework is posted below the video. 

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.