Science.1.10.B
The student is expected to
investigate and describe how water can move rock and soil particles from one place to another;
Knowledge and Skills Statement
Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes.
Demonstrated Proficiency
Provide students with a tray, rocks of various sizes, and soil. Have students put the tray at a slight slope and put the rocks and soil towards the top. Then have students pour water from the top through the rocks and soil and make observations.
Students should recognize that some rocks and components of soil move more or move faster than others. For example, students may describe seeing parts of their yards where water has pushed soil around during heaving rains.
As an extension, ask students to identify real world examples of water moving rocks and soil. Ask them how moving rocks or soil changed the landscape.
Supporting Information
Research
Cheek, Kim A. “Washed Away!” Science and Children 50, no. 8 (2013): 52–56. http://www.jstor.org/stable/43176420.
Summary: In this article, the author provides examples of instructional strategies that can be used to teach students that weather plays a significant role in changing the Earth's surface. Students can see examples of these changes every day. Because these changes often happen very slowly and on a large scale, models allow students to see how these changes take place. Students can start by recording examples of water changes on the earth in their everyday environment. Students can take pictures of these examples to illustrate them in their science journals. These examples can be used to generate questions that can be tested. As a class, students can use soil and water to model these processes and find answers to their questions. Students must understand that models have limitations and are different from the natural erosion process.
Research
Keeley, Page. “Formative Assessment Probes: Is It Erosion or Weathering?” Science and Children 53, no. 7 (2016): 24–26. http://www.jstor.org/stable/24721361.
Summary: Erosion can often be confused with weathering. This article explains misconceptions that many students have about erosion. Because erosion is a long-term process, it is difficult for students to observe. Teachers can use models to teach erosion and allow students to see the erosion process. Students can also observe before and after pictures of the erosion process and discuss what is happening in the pictures.