Erosion is a powerful force in nature. Water can carve out rock to create
canyons and valleys. Wind can pelt
rock to break pieces away and flatten out sand dunes. Erosion happens right in our backyard. To help my students internalize this
energy we created a scientific model.
A scientific model encourages students to create, manipulate, and test
their predictions (Kenyon, Schwarz, & Hug, 2008). In small groups, my students created sedimentary rocks and
applied wind and water erosion.
Through this experience, my students gained insight to what a rock would
look like after it was eroded. In
my reflection, I will identify successes and challenges of using a scientific
model. Also, I will share
improvements needed to repeat this inquiry activity.
To begin the lab, student
made a sedimentary rock. They put layers of gravel, sand, and soil in
an aluminum pan. They made their own choices about the order of layers. Then, we add a small amount of water to
cover the sediment, and put in a freezer over night. After they are hardened
(frozen), carefully remove from the pan. Students measured the rock and recorded
on their lab worksheet. Finally, they applied wind and water erosion for a
period of time. They made one final
measurement of their rock. They recorded their observations and answered
open-ended questions.
There were a few adjustments I would make for the next
time. I would give them a smaller
amount of water, since the rock was frozen. The water carried away a lot more sediment than I
predicted. If I gave them less
water, they could have a larger rock left to make a final measurement. Also, we used straws to create wind
erosion. A few students got
carried away with the use of the straw.
The next time I use this activity, I will put a bigger emphasis on the
appropriate use of straws.
My students had a
valuable experience during this structured inquiry lab. Students had a question
to explore and procedure to follow, and the teacher is facilitating the activity
(Banchi & Bell, 2008). They
made great connections to how rock and landforms change over time. Since the lab was hands-on, students
were engaged the entire time.
References
Banchi, H., & Bell, R. (2008). The many levels of
inquiry. Science and Children, 46(2),
26–29. Retrieved on July 8, 2012 from Education Research Complete Database (Accession
No. 34697743).
Kenyon, L., Schwarz, C., & Hug, B. (2008). The benefits
of scientific modeling. Science &
Children, 46(2), 40–44. Retrieved from Education Research Complete Database.
(Accession No. 34697747).
