SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Arnel Redoblado

806084240

Geoscience

Class Title

Lesson Title

Earth Science

Mechanical Weathering

STANDARDS AND LESSON OBJECTIVES

Next Generation Science Standards
HS-ESS2-5. Plan and conduct an investigation of the
properties of water and its effects on Earth materials and
surface processes. [Clarification Statement: Emphasis is
on mechanical and chemical investigations with water
and a variety of solid materials to provide the evidence
for connections between the hydrologic cycle and system
interactions commonly known as the rock cycle. Examples
of mechanical investigations include stream
transportation and deposition using a stream table,
erosion using variations in soil moisture content, or frost
wedging by the expansion of water as it freezes.
Examples of chemical investigations include chemical
weathering and recrystallization (by testing the solubility
of different materials) or melt generation (by examining
how water lowers the melting temperature of most
solids).]
Lesson Objective(s)

Students will plan and investigation the properties

of water and its effects on Earth materials through
measurement and reporting.

Unit Title
Shaping Earths
Surface

The focus of this

assessment is to see if
students are able to

Total Minutes
Five 55-Minute
Sessions

Mathematics
HSN.Q.A.3 Choose a level of accuracy appropriate to
limitations on measurement when reporting quantities.

Students will measure the rates of how different

material will weather at different rates.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Assessment
Purpose of this

Discussion
assessment is to
gauge their current

Pre-Lab
EL
understanding of
Organizer
weathering processes

Demonstration
and forces.

PM

th

ELA/Literacy
WHST.9-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of
the subject under investigation.

9 -12
th

Common Core State Standard Connections

Given a case study or scenario, students are to

make claims based on the evidence provided.
They will then cite information from the case
study or scenario to support their claim.

Focus of these
assessments are to
determine if students
are successfully
translating the
demonstrations into a
designed experiment
of their own.

Grade Levels

Evidence

Students will use a Pre-Lab Organizer to

investigate and argue the effects of mechanical
weathering.

Students will measure the weathering rates of

different rock types in similar mechanical
processes in data tables and graphs.

Students will argue a claim based on a case study

or scenario.
Feedback Strategy
Discussion and feedback
with the class is
immediate and can also
be written in students
Pre-Lab Organizer

Discussions
Pre-Lab
Organizer
Data Charts /
Graphs

Feedback consists of
immediately discussing
with groups or
individuals.

Mechanical
Weathering Case
Study

Both of these
assignments will need to
be returned to students

How Informs Teaching

This informs teaching by
determining if students
need additional time to
review important related
concepts such as the
rock cycle or water cycle.
This informs teaching by
letting the teacher know
if the students know how
to correctly design an
experiment. The teacher
can then provide
additional support in
areas like designing
graphs, charts, or
procedures.
This will inform the
teacher of individual
student understanding of

apply their knowledge

of mechanical
Assignment
weathering and

Exit-Slip
erosion to a real life
scenario.
FOCUS OF INSTRUCTION
Instructional Strategies
Pre-Lab Organizer
Experimentation
Case-Study
Demonstration
Videos
Discussions
Lesson Introduction/Anticipatory Set
Time
Teacher Does
2 Days
1. Beginning Class Routine:

The teacher will bring attention to the

agenda for the day.

The teacher will highlight the learning

objectives for the day.
The teacher will give the students a brief overview
of the lesson and explain what the students will be
learning for the next few days.

In this lesson, we will be identifying the

different ways that Earths surface is being
worn down by wind, water, and ice. These
three forces, over the course of time, are
responsible for breaking down huge
mountains and boulders into smaller and
smaller bits until they can be moved
somewhere else and deposited.
The teacher will distribute the Pre-Lab Organizer
at this time.
2. Engaging Prior Knowledge:
At this time, the teacher will engage students
prior knowledge and preconceptions with
mechanical weathering through a brief session of
questioning and discussion.

What are some ways that rocks are

physically broken down into smaller
pieces?

How does breaking these rocks relate to

either the rock cycle and water cycle?
The teacher will distribute the Pre-Lab Organizer
at this time.
3. Warm-Up:
Students will watch a video giving students a brief
overview of what to expect for the next few days of
the lesson. The video discusses both mechanical
and chemical weathering processes, but todays
lesson will focus on the mechanical weathering
aspect. The teacher will show the video and
afterwards have the students answer:

From the video, what are some of the

ways water shapes Earths landforms?
The teacher will remind students to keep their
minds open to research questions or details they
can include in the Pre-Lab Organizer in either
the Research Questions section and the What I
Learned section. The teacher will instruct the
students to share their answers with a neighbor.
Afterwards, the teacher will choose some students

at a later time. Feedback

can consist of a short
overview discussion or
written responses.

the lesson objectives .

Student Does
1. Beginning Class Routine:

The students begin class every day in the

morning ritual. They are to:

Write down the days agenda in their science

notebook.

Recite the learning objective for the day as a

class together

Record and respond to the Warm-Up activity

in their science notebook.
The students will receive a copy of the Pre-Lab
Organizer.
2. Engaging Prior Knowledge:
In order to engage students in prior knowledge, the
students will participate in a short discussion lead by
teacher questioning. It is in this part of the lesson,
the students should be responding to the What I
Know section of the Pre-Lab Organizer. The
students will share a few things they know with both
the teacher and the class.
3. Warm-Up:
The students will watch a short video overviewing
todays lesson in mechanical weathering. They are to
keep in mind the warm-question of the day, and
record a response in their science notebook.

From the video, what are some of the ways

water shapes Earths landforms?
After recording watching the video and recording
their answers, a few students will share their
responses with the class.
At this time, students will be thinking about research
questions or writing down vocabulary words they
might not be familiar with from the video.
4. Demonstrations: Various Forms Of
Mechanical Weathering.
During each demonstration, the students will be
regularly completing the Research Questions and
What I Learned sections of their Pre-Lab
Organizer and taking notes in their science
notebook.
Frost Wedging Demonstration:
Students will observe and predict what will happen
with the frost wedging demonstration. This
demonstration will take one day to complete as the
water in the balloon has to freeze over. The students
will discuss what they predict will happen and at
review what events occurred the next day.

to share their answers with the class.

Video: Weathering and Erosion: Crash Course Kids

#10.2
https://www.youtube.com/watch?v=R-Iak3Wvh9c

4. Demonstration: Various Forms Of

Mechanical Weathering
The teacher will demonstrate three forms of
mechanical weathering.
Frost Wedging Demonstration:
This demonstration will be completed over night.
However, the teacher will be able to perform the
demonstration and communicate the results the
next day. As the teacher performs the procedure,
the teacher will communicate what he or she is
doing out loud to the class.

In front of the class, the teacher will fill a

water balloon with water.

The balloon will then be placed in a milk

jug that has been cut in half and filled with
plaster of paris.

The teacher will place the half jug into a

freezer. (The plaster of paris should
fracture into pieces over night)
After completing the procedure for the first day,
the teacher will engage in questioning with the
students.

What do you think will happen?

What forces do you think are behind this

form of mechanical weathering?

Where do you think this type of mechanical

weathering is most likely to occur?
Abrasion Demonstration:
In this demonstration, the teacher will perform the
demonstration along with the students. The
teacher will lead the demonstration and the
students will follow along.

First, the teacher is to distribute a one

small, transparent container and 3-4 sugar
cubes to each table group or groups of 4.

The teacher will then place the sugar

cubes into the small container.
The teacher will explain that we are to shake the
container shortly, but before we do we will engage
in questioning and discussion.

What do the sugar cubes look like

presently? How are the edges? Are they
straight? Jagged? Etc.

What do you predict will happen to the

sugar cubes, after we shake the container?
The teacher and students will give the container a
few shakes. After the students have followed along
in the demonstration, the teacher will engage
students in another round of questioning and
discussion.

What can we observe of the sugar cubes

now regarding its shape and size?

What else have you observed?

Did you shake the container softly or

aggressively?

What force is behind this kind of

weathering?

What might be another way to abrade rock

Students will be recording their observations

in their science notebook and sharing them
with the teacher and class.
Students will be responding to the Research
Questions and What I Learned sections of
the Pre-Lab Organizer.

Abrasion Demonstration:
The abrasion demonstration has students in groups
perform the demonstration along with the teacher.
The students will follow the teachers instruction for
the demonstration and participate in a discussion
about what happened to the sugar cubes.

Students will be recording their observations

in their science notebook and sharing them
with the teacher and class.

Students will be responding to the Research

Questions and What I Learned sections of
the Pre-Lab Organizer.
Aeolian Demonstration:
The Aeolian demonstration has the students observe
the teacher as the bits of broken sugar cubes are
blown away by an electric fan. This is representative
of the mechanical weathering effects of wind on rock
and its transportation.

Students will be recording their observations

in their science notebook and sharing them
with the teacher and class.

Students will be responding to the Research

Questions and What I Learned sections of
the Pre-Lab Organizer.
5. Online Interactive Exercise:
The students will complete an online interactive
exercise that can be found at:
Weathering and Climate
https://ees.as.uky.edu/sites/default/files/elearning/mo
dule07swf.swf
They will work in pairs to dissect the interactive
exercise with a guided-note worksheet. The guidednote worksheet focuses primarily on vocabulary,
defining processes, different forms of mechanical
weathering, and drawing connections between the
rock cycle and water cycle.
The purpose of the online interactive exercise is to
review concepts that have already been covered in
class: the rock cycle and the water cycle. This lesson
focuses on where the two intertwine.
By the end of this lesson introduction, students are
to have at least three research questions in their
Pre-Lab Organizer and a least one matching
Hypothesis in preparation for the Mechanical
Erosion Lab.

beside sediments?
Aeolian Demonstration:
The teacher alone will demonstrate this form of
mechanical weathering. With the very same sugarcube container used in the previous
demonstration, the teacher will empty out its
contents onto a plate. The teacher will then place
the plate next to a wind blowing fan. The teacher
will then engage students in a round of
questioning and discussion about the wind
blown particles.

What can you observe happening between

the smaller particles of sugar and the wind
from the fan?

What forces seem to be at work?

Where do you think this form of

mechanical weathering is likely to occur?

How does it compare to the other forms of

mechanical weathering?
5. Online Interactive Exercise: Weathering
& Climate Overview
The teacher will assign students in pairs to
complete an online interactive exercise along with
a guided-notes worksheet that will review a few
more forms of physical weathering and their
relation to both the rock and water cycle. The
online interactive is helpful in that it provides full
animations of how each mechanical weathering
process works. The point of this online interactive
exercise is to have students review some of the
related vocabulary and processes.
Some Vocabulary includes:

Weathering

Mechanical Weathering

Frost Wedging

Exfoliation

Thermal Expansion and Contraction

Abrasion

Crystal Growth
Processes Includes:

Weather & Climate

Rock Cycle

Water Cycle
Lesson Body
Time
Teacher Does
2 Days
6. Mechanical Erosion Investigative Lab:
During the mechanical erosion lab, the teacher will
provide the materials needed to reproduce the
kinds of weathering processes that occur in nature.

During this lab activity, the teacher will put

students into heterogeneous groups of four, by
performance level, where they will work together
to collaborate on a single research question.

Student Does
6. Mechanical Erosion Investigative Lab:
Students are to design and perform experiments that
center around mechanical erosion. With their
knowledge from the previous days lesson and
demonstrations, the students are to recreate an
experiment on the different rock types available to
them. Materials that can be supplied to the students
consist of:

Various sedimentary, metamorphic, and

igneous rocks.

Small containers (for replicating

abrasion/shaking)

Ice cubes.

Scales to measure mass.

Rulers.

Stop-watches.

The teacher will then provide assistance in

In groups of four, they are to decide on one research

For example, if students research questions center

around rates of abrasion on sedimentary rock, the
teacher will provide the materials similar to that of
the sugar cube demonstration. The demonstrations
for frost-wedging and Aeolian processes also mirror
the same procedure.

designing procedures, recording data, and drawing

graphs.
View this video for reference:
Geology Kitchen #6 - Weathering
https://www.youtube.com/watch?v=guYOWnoaG7c
Lesson Closure
Time
Teacher Does
1 Day
The lesson closure will focus on student application
of knowledge gained from the anticipatory set and
the lesson body. The closure will highlight a
scenario or case study in which students are to
apply what they learned to a real life situation
affecting Southern California residents today.
7. Video & Discussion:
The teacher will show this video of Pacifica Coastal
Erosion Caught on Drone Footage. The video itself
has no commentary or instruction. It simply just
shows coastal erosion happening at the base of
group of apartment complexes.
After showing the video, the teacher is to engage
the students in a short discussion tying their
knowledge of mechanical erosion and applying it
to a real life example. Some questions worth
asking or discussing include:

What do you observe in this video?

Do you see anything wrong with the

placement of the apartments?

What do you notice about the strength of

the waves below?

What erosional forces are at work in this

video?
The teacher will use this opportunity to help guide
student thinking towards applying what they know
to the up coming case study assignment.
8. Case Study Assignment:
The teacher will distribute to each student a
Mechanical Weathering Case Study Packet and
briefly go over the contents of the packet.
The Mechanical Weathering Case Study is a
scenario that similarly represents the drone video
depicted earlier.
The teacher will ask the students to refer to their
Pre-Lab Organizer or science notes as a reference
for the material covered. Additionally, the teacher
is to remind students to highlight, underline, or
circle any words or phrases they may find as key
points of interest.
9. Video & Discussion:
The teacher will show second video to the class.
This video depicts the same cliff-face and has a
news reporter describe the scene and what the
residents and city officials are advised to do.
Cliffside Homes Near Collapse in California Due To
El Nino Erosion NBC Nightly News
https://www.youtube.com/watch?v=t80GUlJDW_o
Eroding Cliffs Threaten Residences Along California
Coastline ABC News

question and design a procedure to test their

hypotheses. Although the students are working
together on the lab, they may choose to have their
own hypothesis, as they will be submitting a short
report of their data, graphs, and conclusions.
Student Does
7. Video & Discussion:
Students will watch a video of Pacifica Coastal
Erosion Caught On Drone Footage. After viewing the
video, students will have a class discussion with the
class to start today. The students are to share their
observations, connect any ideas with the previous
days, and draw make claims and predictions from
their observations.
8. Case Study Assignment:
Students will apply their knowledge of mechanical
weathering and erosion to a scenario that reflects
the video depicted. They will work in pairs or table
groups to collaborate on the assignment. The
students are able to reference any of the notes they
took on previous days and any other worksheets
such as the Pre-Lab Organizer. They are also free
make notes on the case study itself and make
annotations.
9. Video & Discussion:
The students will view a second video showing the
very same cliff and apartment complex from the first
video. This second video, is portrayed from the point
of view from news reporters who have interviewed
city officials as well as residents.
After, viewing the video the students will participate
in a discussion.
10. Exit-Slip/Quickwrite:
Leading from the video and discussion into a
quickwrite, students are to write a short one
paragraph summary of any of the questions
discussed in the previous discussion.

https://www.youtube.com/watch?v=v-Jt_WJZzYA
The teacher will then have an open discussion with
the students about the video. Some questions
worth asking are:

In the before and after comparison photos

of the same apartment complex, at what
rate does it seem to be eroding at?

The residents of the apartment complex

are very much in danger. Why do you think
they are reluctant to leave?

If placed in a similar situation, how would

you react?
10. Exit-Slip/Quickwrite:
As the last part of the lesson, the teacher will
assign a quick write that reflects on the previous
video and discussion. The teacher will prompt a
summarizing question that was brought up earlier
in the discussion.
Instructional Materials, Equipment, and Multimedia
Internet Access
Computer
Projector
Youtube
Lab Materials:

Containers (small Tupperware)

Various sedimentary, metamorphic, or igneous rocks

Ice

Water

Scales to measure mass.

Freezer

Plaster of paris

Milk Jugs

Beakers

Thermometers

Sugar Cubes

Fan
Co-Teaching Strategies
One Teach, One Assist
50/50 Teaching
DIFFERENTIATION
English Learners
Striving Readers
Students with Special
Needs
Case Study
Demonstration
Discussion:
Annotating the case study
The demonstrations act as
An opportunity to verbally
will give learners an
a way to provide visual
address preconceptions and
opportunity to identify the
examples of content or
prior knowledge.
key words and ideas found
ideas. Additionally, some of
in the case study.
the demonstrations are to
Demonstration
be manipulated by the
The demonstrations act as
Collaborative Work
students to allow for
a way to provide visual
By working in groups,
kinesthetic learners.
examples of content or
English Leaners are able to
ideas. Additionally, some of
both listen and talk to their
the demonstrations are to
peers of different language
Online Interactives
be manipulated by the
levels in order to
The online interactives can
students to allow for
collaborate.
be viewed multiple times.
kinesthetic learners.
There is no time limit for
Discussion:
the pages or the
Video & Online
An opportunity to verbally
animations and they can
Interactives
address preconceptions
choose to repeat them if
The video and a follow up
and prior knowledge.
they wish.
discussion allows English
Learners a visual
Demonstration
representation of many of
The demonstrations act as
the vocabulary words such

Advanced Students
Lab Activity:
Advanced students are free
to go beyond the
expectations for the lab
assignment. While they are
expected to in
heterogeneous groups of
their peers, advanced
students can choose to
pursue their own set of
hypothesis, claims, and
conclusions.
Collaborative Work
For advanced students,
grouping is made to be
heterogeneous so that if
they do finish early they
can provide support to the
other members.

a way to provide visual

examples of content or
ideas. Additionally, some of
the demonstrations are to
be manipulated by the
students to allow for
kinesthetic learners.

as physical weathering and

its many different forms.
Collaborative Work
By working in groups,
students with special needs
are able to both listen and
talk to their peers of
different language
proficiency levels in order
to collaborate.

Video & Online

Interactives
The video and a follow up
discussion allows English
Learners a visual
representation of many of
the vocabulary words such
as physical weathering and
its many different forms.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The anticipatory set for this lesson begins with activities and assessments meant to inform the teacher of students
preconceptions and prior knowledge of weathering and erosion. Since this lesson is heavily centered around
weathering and erosion, the first day focuses on reviewing many of the concepts that overlap between the rock and
water cycles. Additionally, the anticipatory set is gives students a number of demonstrations to understand different
kinds of mechanical weathering processes. With the support of the demonstrations, online interactive exercise, and
discussions, students are being prepared so that in the body of the lesson they are familiar with the vocabulary and
have preformed preliminary testing prior to the actual lab activity. During this time of the lesson, students are to be
completing the What I Know, Research Questions, and Hypothesis sections of the Pre-Lab Organizer so that by
the time they are put into groups to design an experiment they can
The body of the lesson is the mechanical erosion lab. In this part of the lesson, students are to design and conduct
experiments regarding the rates of which different rock types may erode. The anticipatory set of the lesson had the
students demonstrate various forms of mechanical weathering that the students will not use to simulate what occurs in
nature. The teacher will supply the students with the lab equipment listed as well as the rock types they choose to
weather. The students will then collect data and present their findings in a report along with the information from the
Pre-Lab Organizer.
The lesson closure has the students apply their knowledge from both the anticipatory set and the lesson body to a
realistic scenario that is currently happening in coastal California. The lesson closure includes two short videos. The
first video depicts a cliff face being undercut by wave action with apartment buildings located at the edge. This first
video is just a pan around of the situation and does not disclose any information aside from what is visible by camera.
The students are then to work in pairs to complete a Mechanical Weathering Case Study Assignment. The scenario of
the assignment mirrors that of the video and students are to make claims and predictions based on the evidence they
draw from the report and the video. The second video following the completion of the Mechanical Weathering Case
Study Assignment portrays the same footage under the description of news reporters. The news reporters provide
follow-up details that should include interviews from residents as well as city officials. The interviews should confirm
the students claims and predictions. The final piece of the lesson closure is an open-ended question to be turned in as
an exit-slip.