Explain Phase:
During the explain phase, students will discuss their findings with their small groups and through whole group discussion. As a class, they work together to identify how each type of erosion and weathering impacts its surroundings. During the explain phase, the teacher provides the academic language they have been defining throughout their exploration. The main goal is to allow students to provide their own understanding before teachers give the textbook answer. For this lesson, I will use a video about weathering and erosion to help explain the basics of weathering and erosion in a format that students will come near remembering.
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What is your evidence?
- What factors may influence the outcome of the activities?
- Are there any other experiments or factors you want to test?
- Where can these forms of erosion and weathering be found in society?
Expand Phase During the expand phase, students take their understanding of the concept and apply it to different situations. This is the phase in which students are given the opportunity to apply the academic language to their reasoning. In this case, students take the information they found to be true during the explore phase and observe where these types of erosion and weathering are found in their everyday life. The teachers role in this activity is to determine if the students have gained conceptual understanding or if they are relying on procedural understanding. Teachers will use their drawings and explanations of the erosion process to formally assess their understanding of erosion and weathering. The teachers once again will observe and question the students thinking. The students’ role in this phase is to apply what they have previously learned to new situations. Students must use their observational skills in order to find things in their surroundings where erosion or weathering has taken place. Students questioning will be as follows:
- Could there be more than one type of erosion or weathering occurring on the same object?
- What characteristics are unique to the different types of erosion or weathering?
- Can the
Weathering is the when rocks break down physically or chemically into smaller particles called sediments. Physical weathering is the breakdown of rocks and minerals without changing the chemical composition. Examples of physical weathering include frost wedging, biological activity/root weathering, mining/burrowing, exfoliation, and abrasion. Chemical weathering is the breakdown of rocks into smaller pieces by changing the chemical composition of the sediments. Examples of chemical weathering include oxidation, hydration, carbonic acid reacting with calcite to form caves, and biosphere (plant acids). Erosion is taking the material that has been weathered and is ready to be moved or eroded, and transports those loose sediments or rocks that
Erosion is a process where natural forces like water, wind, ice, and gravity wear away rocks and soil. Erosion occurs at the Earth’s surface, and has no effect on the Earth’s mantle and core. Water erosion is the removal of soil particles by heavy rainfall or running water. “While the causes of erosion by water are generally natural, water erosion is usually caused by rainfall and runoff on a slope” (GEI Works Erosion Pollution). “The process of water erosion usually occurs on stream and river banks, sea shores and seaside cliffs” (Reference.com).
At Nudgee Beach, erosion was found to have occurred on the edges of the mangrove forest and along the mudflat shorelines. Erosion is typically influenced by natural factors and occurs when pieces of weathered rock or soil are moved – typically by wind and water – from one place to another. Shorelines with lots of sediment and sand are more inclined to be effected by erosional progression. Erosion may also be provoked and accelerated by human interference. For example, if the decision to clear trees and plants from an area is made, erosion is likely to occur as the root systems of plants work to hold the soil in place. If these root systems are removed and erosion does occur, environmental conditions – such as; landslides and flooding – are more likely to take place. Erosion may also cause other plants to tip over, have their underground roots exposed and damaged and contribute to the pollution of local waters; as a result of mud and soil runoff [26]. Erosion at Nudgee Beach was likely to have been influenced by natural factors; however, the development and extension of the Kedron Brook golfing course may contribute to the acceleration of erosional processes and further damage the mangrove
The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own
science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?
Weather is the state of the atmosphere at a given time and place, with respect to variables such as temperature, moisture, wind velocity, and barometric pressure. Weather can be classified as day to day temperature and precipitation activity, where climiate is average atmospheric conditions over longer periods of time. Weather occurs from temperature and moisture differences between one place and another. These differences can occur due to the sun angle at any particular spot. The strong temperature contrast between polar and tropical air gives rise to the jet stream. Weather systems in the mid-latitudes, such as "extratropical cyclones", are caused by instabilities of the jet stream flow. Because the Earth's axis is tilted
Zangori and Forbes (2014) conducted a study “to (a) examine third-grade students’ formulation of explanations about seed structure and function within the context of a commercially published science unit and (b) examine their teachers’ ideas about and instructional practices to support students’ formulation of scientific explanations” (p. 614). For their study, they addressed two research questions that were: (1) How do third-grade students formulate written scientific explanations about seed structure and function? and (2) In what ways and why do third-grade teachers provide instructional support for students’ formulation of scientific explanations about seed structure and function? The researchers examined both teachers and students in three third-grade classrooms during a unit on plant growth and development. They used qualitative and quantitative methods in order to analyze students’ written work and video-recorded observations of teachers to see if they supported their students while they formulated scientific explanations.
Students will be able to describe how matter changed and explain why it changed. (Evaluation: Students were required to form a hypothesis of what would happen when a given liquid were to stay outside all day long in the winter cold and state what happened to the molecules to change the liquid into a solid. Based on what you know, how would you explain why the liquid changed into a solid?)
Regolith comes from the underlying rock whethers in its place. Transported develops on sediment that has been transported regolith develops on sediment.
* Students have been studying the water cycle as a part of a unit about the Earth’s water. These following activities are for independent practices for students to show their understanding of the water cycle. These activities are to be used after instruction has been taught and is used for independent practice.
For Quarter 1 of the stem project, we learned about erosion and how the planet is affected by it. Some of the things that I learned about erosion is that During this Project, was weathering and how it affects erosion. Weathering is defined as a chemical or physical change in a rock or mineral. I also learned that Some of the things that affect weathering are from animals, rain and temperature changes. I was assigned to find pictures that represent erosion. These pictures of Erosion had to be shaped in the form of a triangle. I got to chose my own pictures and put a triangle within it. The main purpose for this project was to learn about Triangles. I learned how to find the sides of a right triangle using SOH CAH TOA. I also got to evaluate
It is also intended that the science lesson take place in the evening on a weekday at Sarah’s residence as she is used to having classes at home, and Adele is also used to the environment. A separate room free from distractions and equipped with a white board, internet and computer access is available for the purpose.
Three to five-year olds have been exploring water all their lives, whether in the bath, as a sink, in the rain, or on a beach. Ideally they have had regular opportunities to explore at the water table area in the classroom too. The open exploration of water builds on children’s prior experiences by giving them plenty of time to explore water with materials selected to highlight water’s movement and its ability to take the shape of its container. In addition, open exploration introduces children to science talks with the whole class, which continue throughout open and focused explorations. Science talks give children opportunities to reflect on their observations, experiences, questions and theories, and they create a group sense
This assignment is a case study of a child’s engagement, inquiry skills and understanding of physical or chemical understandings. There are two parts to the assignment that build to the final case study report. Part A is to design a science inquiry activity suitable for engaging a child at junior primary with physical or chemical science understandings that uses materials like water, sand, ball or tubes. At the next, it is needed to figure out how the planned inquiry activity links to the Australian Curriculum and the early Years Learning Framework. This report also needs to explain and justify the learning theory that underpins the activity and the proposed teaching and learning approach. At the last
• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-PS1-3)