University of Houston

Basic Lesson Components

Grade Level: Third Grade

Time Estimate: 50 Minute Session

Science Teacher Background Knowledge:

All Soils initially come from rocks, called “Parent Material”. Weathering agents, such as
water, waves, wind, ice, temperature change, plants and animal activity, and chemical
processes, break the parent material into smaller pieces, and erosion carries the sediment to
new locations. Water seeps into the cracks in the rock and breaks them apart. Temperature
changes expand and crack the rock further. Acidic water seeps into rocks and breaks them
down even more. Below the surface growing plant roots can split rock, too. On the surface,
blowing wind and rushing water constantly weather and erode rock into smaller pieces.

Moving Water is a major cause of erosion and there is a lot of moving water on the earth. The
intense movement of water crashing on or against the earth causes pieces of the earth to break
into smaller pieces or to weather.

TEKS:
SCI.3.7A - Explore and record how soils are formed by weathering of rock and the
decomposition of plant and animal remains.
Content Objective:
The student will be able to understand that Earth consists of natural resources and its surface is
constantly changing.

ELPS:
ELPS C.2G: Understanding general meaning, main points, and details.
ELPS C.3E: Share in a cooperative group.
ELPS C.4F: Use visual and contextual supports to read the text.
ELPS C.5F: Write using a variety of sentence structures and words.

Language Objective(s):
ELPS C.2G: Understand the general meaning, main points, and important details of spoken
language ranging from situations in which topics, language, and contexts are familiar to
unfamiliar.
ELPS C.3E: Share information in cooperative learning interactions.
ELPS C.4F: 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.
ELPS C.5F: Write using a variety of grade-appropriate sentence lengths, patterns, and
connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as
more English is acquired.

Vocabulary Definition Cognate (T or F)

• Weathering • The breaking apart, wearing • (F) Meteorización

away, or dissolving of rock
by natural processes into
sediment.

• Erosion • The picking up and moving • (T) Erosión

of sediment to a new place by
ice, water, wind, or gravity.

Misconceptions

1. Rocks do not change.

2. Weathering and erosion are essentially the same things. The two words can be used
interchangeably.
3. Erosion happens quickly.
4. Erosion is always bad.
Materials/ Resources/ Technology

Materials:
• Whiteboard
• Expo markers
• Projector
• Speakers
• Computer
• PowerPoint
• A coffee can or a strong container for shaking (per group)
• Paper plate (per group)
• Double pan balance and gram stackers (per group)
• Hand lens (per group)
• Goggles (per student)
• Timer (the classroom clock) (per class)
• Teacher-created vocabulary anchor chart (per class)
• 2 types of rocks that break easily (limestone, sandstone, etc.)
• Pencils
• Crayons
• Finished Poster (without labels and 1 sentence)

Book(s):
• Fiction: The Magic School Bus Rides Again: Rock Man vs. Weatherman by Samantha
Brooke
• Non-Fiction: Weathering and Erosion: Wearing Down Rocks by Steven M. Hoffman

Technology:
• Computer
• Smart Board
• Projector

Safety

1. Listen carefully and follow teacher’s rules.

2. I will be respectful of my classmates’ personal space.
3. I will not push, shove, kick, punch, or touch any of my classmates’.
4. I will exhibit good carpet behavior.
5. I will use scissors for cutting paper.

5E Instructional Procedures

What Teacher Does What Students Do

Engage 1. The teacher will instruct the 1. The students will be in their
students to go to the carpet. individual desks, until instructed
2. The teacher will start the to move to the carpet.
lesson with “hocus pocus- 2. After instructed, students will
time to focus” move to the carpet. They will sit
3. The teacher will pour there quietly until the teacher
vinegar (acid) into a clear begins the lesson.
plastic cup. 3. The students will turn to one of
4. The teacher will allow the their neighbors and talk about
students a minute or two to what they believe is happening.
think-pair-share, “What do 4. The students must make
you think will happen if I observations of what happens to
place this piece of chalk the surfaces of the chalk (“rock”)
(“rock”) in this cup?” in each situation.
5. After a minute or two, the 5. The students will tell the teacher
teacher will bring the class what they have discussed with
back together for group their partner.
discussion and ask them to 6. Students responses may include
share what they've predictions on what they
discussed. observed while the chalk (“rock”)
6. The teacher will record a soaked in vinegar.
couple of their responses on 7. When asked, “What do you think
the board. weathering is?” Students will
7. The teacher will place one provide a clear, defined response.
piece of chalk (“rock”) into
the clear plastic cup of
vinegar (acid).
8. The teacher will have the
students observe for at least
one minute.
9. The teacher will allow the
students a minute or two to
think-pair-share, “What do
you think is happening?”
“What do you see?” “What
do you hear?”
10. After a minute or two, the
teacher will bring the class
back together for group
discussion and ask them to
share what they’ve
discussed.
11. The teacher will record a
few of their answers on the
board.
12. The teacher will then
 explain that today we will
be learning about
weathering.
13. The teacher will activate the
PowerPoint with the word
“Weathering” on it.
14. The teacher will ask, “Based
on what we’ve just observed
(to the chalk), what do you
think weathering is?”
15. After discussing what the
students think weathering,
the teacher will demonstrate
the definition on the
PowerPoint.
16. The teacher will explain,
“Weathering is the breaking
down of rocks and natural
resources on the surface of
the Earth into smaller
pieces.”

Explore 1. After the discussion, the 1. The students will go back to their
teacher will instruct the individual desks until instructed
students to go back to their to move around to get closer to
desks. their group members for the next
2. The teacher will tell the assignment.
students that they will be 2. The students will be sitting
working in groups of 3-4. quietly, listening to directions
3. The teacher will then and asking any questions that
explain that each group will they may have about what is
be working on an on “Soil expected of them.
Formation Science Lab”. 3. The student will raise their hand
4. The teacher will state the to ask questions.
objective as follows, “In this 4. Students should put on goggles.
activity, students will break 5. Students will label one rock “A”
down rocks in various ways and the other rock “B” with a
to understand how soil is permanent marker.
formed”. 6. Student will use a double pan
5. After the groups of 3-4have balance. Find the mass of each
been established, the teacher rock and record it.
will provide the materials 7. Placing both rocks A and B in the
per each group: two rocks, a container.
container for shaking, a 8. One member of the group will
plate, the balance, grams shake the container for two
stackers, hand lenses, and minutes.
goggles. 9. Remove the rocks (A and B).
6. The teacher will emphasize 10. Find the mass of the original
the use of googles at ALL rocks. (Do not include any pieces
times. that have been weathered off the
7. The teacher will tell the rocks.)
students they have 15 11. Repeat the process until all
minutes to finish this members of the group have had a
assignment with their group. turn shaking the rocks.
8. The teacher will play a 12. Make sure to record the mass
quick video that after each shake.
demonstrates the use of a 13. The teacher will model an
triple beam balance. example of how to record data on
9. The teacher will set the a line graph.
timer for 15 minutes. 14. Students will create a line graph
10. The teacher will instruct the using their data.
students to use their journals
to record their observations. ** Note to self: For this grade level use
11. The teacher will model and discuss the purpose of using a line
student expectation for the graph rather than a bar graph. Using a
lab action in addition to line graph is for occurrences that
instructing them what to do. happen over time.
12. Remind the students of
starting with, recording the 15. Pour contents of the container
mass of the original rocks; onto the plate. Remove large
Rock A and B. Continued pieces.
by, Mass 1 Min. After 16. Observe the contents with a hand
Shaking. lens.
13. With this repeated step, 17. Record observations in their
(Mass 1 Min. After Explore Student Journal.
Shaking), the student will 18. During the assignment, the
continue to record on students will be talking amongst
increments of 1 Min. until their group members about the
reaching, Mass 4 Min. After different features and weight of
Shaking for both Rock, A the soil and rocks.
and B. 19. Students will be using their
14. The teacher will tell the pencils to write their names and
class that each student will data they have collected during
have the opportunity to the lab.
shake the container.
15. The teacher will tell the
students that they have 10
minutes to finish this
assignment.
16. The teacher will set the
timer for 10 minutes.
17. The teacher will tell the
students if they finish early,
 they can read a book.

Explain 1. The teacher will have the 1. The students will go back to their
students go to the carpet. individual desks until instructed
2. Share answers to two to move around to get closer to
questions on the back of their group members for the next
their lab sheet. (“Which assignment.
rock do you think would 2. The students will be sitting
break down the fastest over quietly, listening to directions,
time?” and, “What outside and asking questions that they
factors could possibly may have about what is expected
influence the weathering of of them by raising their hand and
rocks?”) waiting to be called-on.
3. Talk about where you can 3. During the assignment, the
see this happen in the real students will talk amongst their
world. group members about where in
4. The teacher will explain that the world they can see
the students will be working weathering.
individually to create a 4. Students responses may include,
poster illustrating. “Where factors that influence weathering
in the world can you see are wind, rain, ice, too wet, too
weathering?” (Example: dry, too hot, too cold.
*Swiftly rapid moving water
breaks tiny pieces of rock
off.
*Ice wedging causes many
rocks to break.
*Plant roots can grow in the
cracks of the rock as the
roots get bigger, they can
break rocks apart into small
pieces.)
5. The teacher will explain that
their poster illustration
should show rocks before
and after “weathering.”
6. After sharing & discussion,
the teacher will instruct the
students to go back to their
individual desks.

** Note to self: When modeling

weathering in the classroom, be
sure to discuss the differences
 between the model and the actual
processes at work. Stress that while
students are able to see these
changes happen relatively quickly,
the real processes of weathering
and erosion take much longer.

Elaborate 1. The teacher will instruct that 1. The students will be listening to
the student may use crayons, directions quietly in their
markers, and a pencil to individual desks.
create the poster. 2. The students will be working
2. The teacher will instruct the quietly on their assignment until
students that the poster they are complete.
needs one picture of 3. The students will be raising their
weathering occurring, labels hand to ask any questions.
of what is happening, and 4. The students will be using
(1) sentence explaining their crayons, markers, and a pencil to
poster. create their poster.
3. The teacher will hand out 5. The students will create a picture
the printed instructions of weathering occurring, create
“Communicate Science: labels, and include (1) sentence
Create a Poster” and one explaining their poster.
white sheet of construction 6. If a student(s) does happen to
paper. finish early, he/she will read a
4. The teacher will tell the book.
students that they have 10
minutes to finish this
assignment.
5. The teacher will tell the
students that if they finish
early, they can draw more
details to their poster.
6. The teacher will ask
questions to check for
student understanding of
instructions.
7. The teacher will set the
timer for 10 minutes and
play instrumental music.

** Note to self: Weathering is the

process of breaking big rocks into
little ones. This process usually
happens near the surface of the
planet. Temperature also affects the
 land. The cool nights and hot days
always cause things to expand and
contract. That movement can cause
rocks to crack and break apart.
Roots and plants also push into the
rocks and break them apart. They
act like wedges and push the rocks
apart. Little animals also help by
burrowing and digging through the
ground. All of this helps the rock in
their weathering process.

Evaluate 1. Once the students are done 1. The students will be listening to
creating their posters, the directions quietly in their
teacher will have the individual desks.
students table share. 2. The students will take turns at
2. The teacher will remind the their table sharing and discussing
students to observe for, a their completed pictorials.
scientifically accurate 3. Once every student has had the
description of soil, accurate opportunity to share, the students
and realistic soil will make sure their names are on
composition, and creativity. their poster and turn-it into,
3. Once the students are done “their study pocket”.
sharing at their table, the
teacher will remind them to
put their name on their
poster and have them turn-it
into, “their study pocket”.

Plans for Differentiated Instruction/Accommodations

English Monitor understanding of spoken language during classroom instruction and

Language interactions and seek clarification as needed.
Learners

Sequential L1: Spanish

Bilingual C1/ Level of Proficiency: Understands most texts, speak fluently without
Students searching for expressions, and can describe in simple terms aspects of her
environment and matters related to her immediate needs and perform routine
(1 Student)
tasks requiring basic exchanges of information.
Challenges: Some confusion and misunderstanding when introducing implicit
vocabulary.
Gifted and For an advanced activity, the student is expected to solve, “Weathering
Talented Advanced Activity”. This activity extends the weathering theme.

1. Can a big boulder (rock) be a small rock? Please explain. Yes, rocks
generally don't GROW, instead, they become smaller over time due to
weathering.
2. What are 3 examples of (physical) weathering? Rapidly moving water can
lift, for short periods of time, rocks from the stream bottom. Ice wedging causes
many rocks to break. And, plant roots can grow in cracks.
3. How can weathering occur in a desert climate? Hot climate during the day
and cold climate during the night puts stress on rocks, causing the outer layers
of the rock to start peeling off in thin sheets.
4. Why is weathering important? Weathering helps shape Earth's surface.

Potential Challenges/Plan B

Technology In the matter that technology fails, the teacher will deliver the lesson via
Whiteboard (dry erase board).

Assessment

As an assessment, the student is expected to solve, “Weathering Assessment” via Worksheet.

1. Shaking a container filled with rocks represents? Weathering.

2. Which type of rock(s) do you think would break down the fastest over time? Answers will
vary however, students should conclude that the softer rocks, the faster they will weather.
3. What outside factors could possibly influence the weathering of rocks? Outside factors
that influence weathering are wind, rain, ice, too wet, too dry, too hot, too cold.