CONCEPT: Erosion by Water

Lesson Objectives:

By the end of this lesson, Sage should be able to:

• Define erosion by water.
• Distinguish between weathering and erosion.
• Identify landforms caused by water erosion.
• Describe erosional land features created by waves, longshore currents, rivers, floods, and glaciers.

Overarching Questions:

• How and why is Earth constantly changing?

Focus Questions:

• How do the properties and movements of water shape Earth’s surface and affect its systems?

Lesson Questions:

• What is the difference between weathering and erosion?
• What is erosion by water?
• How do human activities impact erosion by water?
• How does erosion caused by rivers differ from erosion caused by glaciers or erosion caused by floods?
• What are some landforms created by erosion by water?

Essential Standards

• 2.A – plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;
• 2.B – design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
• 2.C – collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
• 2.C – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
• 2.E – analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
• 3.7.8.C – model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
• 4.A – use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum; and
• 4.F – use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;
• 8.B – analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and
• 8.C – model the effects of human activity on groundwater and surface water in a watershed.

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