Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
| Name |
Description |
| Eroding the Future - Lesson 3 | Using knowledge from the previous lessons, students will write a letter to a state senator or representative explaining the process of coastal erosion, the impacts of coastal erosion on the citizens of the State of Florida and requesting their support for a recommendation of how to address the problems created by coastal erosion.
This is lesson 3 of 3 in a mini-unit integrating civics and science. |
| Eroding the Future - Lesson 2 | In this lesson, students will evaluate the direct and indirect impacts of erosion on citizens. Additionally, they will describe how citizens can help solve community problems and identify their state elected officials.
This is lesson 2 of 3 in a mini-unit integrating civics and science. |
| Eroding the Future - Lesson 1 | In this lesson, students will complete an inquiry activity on erosion in order to be able to describe the process of erosion and differentiate it from weathering. Through the inquiry activity, students will recognize how models can be used to demonstrate processes and test solutions. Additionally, students will evaluate how citizens can work with their state government to solve the problems created by erosion, as a public issue.
This is lesson 1 of 3 in a mini-unit integrating civics and science. |
| Preventing Soil Erosion Lesson | Students will investigate the factors that contribute to soil erosion. Students will then design and model a berm that will resist soil erosion. |
| Rocks | Students will use their knowledge of minerals and the rock cycle to analyze the rocks on three available sites for a new skate park. After analyzing each rock site, they will write a one page recommendation that will explain the classification of the rock and why it is the best for option for building. In addition, they will create a product plan that contains information on the rocks, their history and their uses. Student groups will present to fellow group members then each student will evaluate the products. |
| Dune or Doom: The Effects of Wind Erosion on Sand Dunes | In this lesson, students will address the following real-world problem of sand dune erosion while integrating Engineering Design concepts:
Florida’s coastline has been ravaged by winds from hurricanes, resulting in damage to sand dunes and oceanfront properties. Your mission is to design the most effective barrier that would limit the amount of sand displaced from our tall sand dunes and prevent further damage to oceanfront buildings. Your designs can help us save the sand dunes before they are blown away! |
| Building up Beaches | In this STEM build, students will use problem solving skills and teamwork to model an effective way of slowing down beach erosion caused by the ocean. Students also will practice sharing their results through PowerPoint presentations. |
| Washed Away | In this Engineering Design Challenge lesson, students will create a model beach and use different materials to find a solution to slow down the erosion process. |
| Design a Dune | In this Model-Eliciting Activity, students work in teams to rank and determine which vegetation is best for a coastal dune restoration project.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Weathering and Erosion Video Project | Using a digital video recorder, 6th grade students will create an informational video that teaches 4th grade (or 5th as an assessment review) students about weathering and erosion using images from around the school and local areas. This will most likely be a long-term project, depending on how many digital video recorders and computers are available. |
| Shady Day MEA | This Model Eliciting Activity (MEA) is written at a 5th grade level. The Shady Day MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best beach umbrella for certain situations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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| Save Our Sand--An Engineer/Design Challenge | This Engineering Design Challenge is intended to help students apply the concepts of weathering and erosion as they build devices to stop beach erosion. It is not intended as an initial introduction to this benchmark. |
