This lesson was created as a multimedia project for the Educational Technology Master's progam at Grand Canyon University. The requirement of the lesson was to create a storyboard developing a multimedia lesson, then use the storyboard to build the multimedia lesson.
In this lesson, which presents the Anderson V curriculum inquiry lesson, "Mountain Building" in multimedia form, is a culminating lesson that follows the STC Land and Water kit. Prior to this lesson, students have developed background on erosion and have used stream tables to simulate rain, stream and river erosion across a plain; how plantlife affects erosion; and how slope increases the effects of erosion. "Mountain Building" utilizes student prior knowledge from these lessons by having collaborative teams design and build a mountain from basic earth materials used in the prior lessons that will best withstand water erosion. The team must support the design with explanations before the investigation and must give knowledgeable critique to the results of each group's erosion investigation based on the prior lessons.
Learners This lesson was developed for fifth grade regular education learners in the subject of science. Language arts skills may be applied to the responses and explanations and critiques may be developed further, if desired, in the ELA realm.
Curriculum Standards TLWBAT: design and build a mountain that will best resist the effects of water erosion in order to answer the inquiry question " Does the way a mountain is built affect how slowly or rapidly water will erode the mountain? " After completion of the investigation, students will understand that the basic structure and materials of a mountain will affect the rate of water erosion.Established Goal(s): SCDE State Standards/Indicators: Content Sci 5-3.1 Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes and floods) affect Earth’s oceans and land in constructive and destructive ways. Inquiry Sci 5-1.2 Identify independent (manipulated), dependent (responding) and controlled variables in an investigation. 5-1.3 Conduct a controlled scientific investigation, manipulating one variable at a time. 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation through oral or written form. 5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models and drawings.
NETS for Students: 1- Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Students: a. apply existing knowledge to generate new ideas, products or processes.
Process Use Use the foil pan as the base in which your mountain will be built. The pan will also serve as a container to catch run-off and eroded materials. Use the styrofoam bowl as a base for your mountain. Build your mountain by using any or all of the provided materials.
Devise a plan that includes all members of your group. On your data sheet, write down why your group predicts your mountain will best withstand the water that will simulate running water erosion.As a team, create your mountain. Your teacher will be coming around to observe your teamwork and assembly and will ask questions about your plan and prediction. Once your team has completed your mountain, let your teacher know and step away from the table. When all groups have finished, we will observe the erosion simulation.
Watch as your teacher uses a rain bottle to simulate water erosion on each group's mountain. Record the results for each group on your data sheet. Upon return to the classroom, explain why you think each outcome occurred. Suggest improvements that could be made and tell why you think these improvements would help. Your data sheet and reflections will be placed in your science notebook.
Resources Teacher Read-Aloud: How Mountains Are Made by Kathryn Zoehfield
Anderson V Inquiry Lesson "How Mountains Are Made"
Video quiz for Erosion Part 1 (Teacher-made)
STC Land and Water kit materials: For each group-1 foil pan, 1 styrofoam bowl, 1 cup each water, potting soil, sand, clay, gravel
|Design||The team's design was carried out on the base. The team followed the investigation steps well.||The team's design mostly followed the steps but there was some variance. The mountain was built on the base with some in the pan.||The team 's design incorporated the base and the pan.||The team's design was built in the pan. The bowl was not used as a base.|
|Explanation of Plan||The student was able to explain the group's plan with much detail.||The student was able to explain the team's plan with moderate detail.||The student was able to explain the team's plan with little detail.||The student was unable to explain the team's plan.|
|Resists Erosion||The design withstood erosion well. The mountain eroded slowly. Much of the material remained on the base.||The design withstood erosion in the beginning. Erosion quickened once it began. A moderate amount of material was left on the base.||The mountain eroded fairly quickly but did leave some material on the base.||The entire mountain quickly eroded from the base.|
|Collaboration||The student was observed during the planning and constructing stages to be an active contributor with ideas and responsibility. The student positively shared in the activity.||The student was observed during the planning and construction stages to contribute when asked by team members. The student was positively involved in the activity.||The student was not observed as a contributor in one of the two stages but did not disrupt the flow of the investigation for his group.||The student did not contribute in either planning or construction. The student disrupted the flow of the investigation for his group.|
|Data Collection||The student took detailed notes of each group's design and the results of the erosion.||The student took notes of both the design and the results of each group 's model but with limited detail.||The student was missing notes in either design or results of each group's model.||The student did not collect sufficient data in design or results of the groups' models.|
This lesson provides a comprehensive review of both the erosion standards covered in the Landforms section of the Anderson V Oceans and Landforms unit and the indicated S C inquiry standards described. It provides a multi-media approach to viewing erosion through text, video and hands-on investigation, bringing background and media together with life experience.