Lesson Plan
Earth Science
Science Select
Daily Lessons Plans for 5th Grade and
Intermediate Science Teachers
EARTH SCIENCE MODULE A
EARTH AND ITS RESOURCES
Day Three
I. Objectives
1. TLW use a model to investigate the effects of erosion and deposition caused by water in a stream.
2. TLW collect evidence and draw conclusions about how the processes of weathering, erosion and
deposition change the shape of the earth over time.
3. TLW recognize patterns that result in predictable changes to the earth’s surface.
II. TEKS – 5.1; 5.2; 5.3A, C; 5.4A; 5.5; 5.11A,B; 5.12A TAKS - Objs. – 1, 4
4.6 A; 4.11 A, B; 3.6B
III. Materials – pictures of changes that have been caused by flowing streams (i.e., river deltas, canyons,
etc.) cooperative group lab set-ups with a stream table, 2 lengths of plastic tubing, funnel, sand, a one-
liter container, a large container to catch water, 3 identical wooden blocks, and water; lab sheets
IV. Procedures
1. Prior to the day of the lab, prepare the stream tables for the groups.
a) Fill one end of the stream table with fine sand and shake it gently until sand covers about the top 2/3.
b) Attach tubing to the holes in the stream table.
c) Put other materials into lab boxes
Teacher note: If your lab does not have stream tables, you can make some by using long plastic
storage boxes. Drill a hole in the bottom of one end to insert the plastic tubing for drainage. It is
helpful if you find a cork to fit the hole so the box will hold water during later experiments. If
necessary, this experiment can be done without drilling the hole for drainage; water can be siphoned or
scooped out.
2. Begin the lesson by showing pictures of earth changes caused by water in a flowing stream.
3. Ask students to hypothesize what caused these changes to occur and ask for evidence to support their
answer. Teacher note: Guide students to recognize that these changes can be observed as patterns in
nature. This evidence should include real world examples such as the forming of the Grand Canyon or the
erosion along the upper Mississippi River and the formation of a large delta at its mouth.
4. Distribute lab boxes to cooperative groups.
5. Instruct students to complete the investigation following procedures on the lab sheet.
6. Remind students that the sand and water will be reused in later experiments. If not, the water can be
recycled for use on plants and the sand deposited on the ground outside.
7. At the completion of the lab, discuss observations and conclusions with cooperative groups.
Teacher note: Some guiding questions might include:
a) What effect did the flowing water have on the sand? (The sand absorbed water; water
moved some sand; some sand was deposited at the bottom of the stream table and in the
drainage container.)
b) Was it the same for each trial? Did elevation make a difference? If so, how? (The higher the
elevation, the faster the water flowed. More sand was eroded and deposited elsewhere.)
c) Did the speed of the water affect how it went through the meanders in the pathway? If so,
how? (As the water increased in speed, it was more likely to flow straight downhill rather than
follow the meandering path. Gravity was an affecting factor in this process).
d) Are you able to see where the deposition is occurring? What evidence do you have to support
your answer? (Sand was carried away from the channel and deposited at the bottom of the
stream and in the drainage water container. A connection can be made to the forming of a
delta.)
e) What patterns do you see that would allow you to predict changes that might occur along the
path of a river over a period of time? (Sand from the top part of the channel was eroded and
moved to the lower end of the channel where it was deposited. The faster the water moved, the
more sand that was eroded and deposited to form a delta.)
8. Have cooperative groups recycle used water on plants or filter for use by other classes. Spread sand in the
stream table so it will dry and can be used again. Teacher note: Do not disassemble the stream tables since
they will be used again in the next day’s lesson.
V. Evaluation
1. Teacher observation
2. Student work
Copyright Daniels & Hopper 2003
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Student Lab Sheet
NAME ___________________________________ DATE _______________________
STREAM ACTION
Problems:
1. How does flowing water affect sand and soil in its path?
2. How does elevation affect this process?
3. What observable patterns can be identified to predict changes caused by a flowing river over a period
of time?
Hypothesis:
1.
2.
3.
Materials: stream table, 2 lengths of plastic tubing, funnel, sand, a one-liter containers, a large container to
catch water, 3 identical wooden blocks, and water
Procedures:
1. Place one of the wooden blocks under the end of the stream table that has sand.
2. Gently smooth the sand in the upper 2/3 of the stream table.
3. Use your finger to create a meandering channel down the stream table for your riverbed.
4. Put the funnel into the end of the plastic tubing at the top of the stream table.
5. Carefully observe as water that is poured into the funnel trickles down the length of the river channel
into the drainage tube. Discuss and record your observations below. (Use your science vocabulary in
your observations.)
6. Add another wooden block to increase the elevation of the stream table and refill one-liter
container with water.
7. Repeat procedure 5.
8. Add the third block, refill water container and repeat procedure 5 one more time.
9. Discuss observations with the group members and complete conclusions.
Observations:
1.
2.
3.
Conclusions: (Answers to the problem questions)
1.
2.
3.
Copyright Daniels & Hopper 2003