9.

Weather
Subject/ Grade Level: Science/ Grade 4
Time: 1 Hour

Science NB Curriculum:
GCO: Students will be expected to:
204-3 state a prediction and a hypothesis based on an observed pattern of events
205-5 make observations and collect information relevant to a given question or problem
SCO: Students will be expected to:
301-6 demonstrate a variety of methods of weathering and erosion
301-5 describe the effects of wind, water, and ice on the landscape

NGSS Standards:
4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation.
Language Arts NB Curriculum:
GCO: Students will be expected to use a range of strategies to develop effective writing and
other ways of representing and to enhance their clarity, precision, and effectiveness.
SCOs: Students will be expected to
Develop a range of prewriting, drafting, revising, editing, proofreading, and presentation
strategies
Use technology with increasing proficiency in writing and other forms of representing
Lesson Objective: At the end of this lesson, students will be able to identify the different
effects that weathering and erosion have on landscapes and the environment. Students will also
be able to identify the difference between weathering and erosion.
Differentiation: This is a very fun and engaging activity that is student friendly and meets the
needs of all learners. The activities included will support visual, interpersonal, intrapersonal,
logical, and kinesthetic learners. The teacher and E.A. will be circulating the room to help
students who are struggling or need some extra help.

Materials/Resources/Technology:
Bill Nye Video on Erosion (https://www.youtube.com/watch?v=J-ULcVdeqgE)
Stations Handout (Appendix M)
Pencils and erasers
Sand
Spray bottle with water
Straws
Salt

 Ice
Technology Component:
Teacher will show a video on the Smartboard from Youtube to explain erosion.
ENGAGEMENT (10 minutes)
The teacher will show students a video on erosion and weathering:
Bill Nye the Science Guy- https://www.youtube.com/watch?v=J-ULcVdeqgE
The teacher will then ask students what they know about erosion and weathering.
The teacher will explain the stations to the students and put them into their pre-chosen groups
of 4-5 students.
EXPLORATION (45 minutes)
First Station (15 minutes):
At this station, students will be looking at the effects that water have on soil or sand- erosion.
Students will make predictions on what they think will happen when they pour the water on
the sand. Students will then follow the instructions on their handout and then complete the
written part of what happened and why they think it happened.
Second Station (15 minutes):
At this station, students will be looking at the effects that wind has on soil or sand. Students
will make predictions on what they think will happen after they blow air onto the sand.
Students will then follow the instructions on their handout and then complete the written part
of what happened and why they think it happened.
Third Station (15 minutes):
At this station, students will be looking at the effects that ice has on soil or sand- on
landscapes. Students will make predictions on what they think will happen after they pour salt
on top of the ice. Students will then follow the instructions on their handout and then complete
the written part of what happened and why they think it happened.
EXPLANATION (5 minutes)
The teacher will bring the students back together and the class with have a grand conversation
on what they saw and discovered at each of the activities. The teacher will ask students about
what they predicted and why they think certain things happened the way they did. The teacher
will then conclude the lesson in touching the main points that the students had discovered.
ELABORATION
The teacher will prepare an opportunity for students to further research erosion and weathering
for a future class.
EVALUATION
For this activity, there was one type of evaluation used:
The teacher would collect the worksheets to use as a type of formative assessment. This would

show the teacher whether each student understood the task as well as how they worked as a
group.

Lesson Evaluation and Revision:

How did the lesson work over all?
What things would we changes?
What things could we expand on?
What things do we need to make sure we keep?