Explore 1: Wave Cans
Target Concept
• Waves erode rocks and soil.
Targeted Standards
• SA-7
Addressed Standards
• SB-1
Assessment Task
Show that moving water erodes rock.
Vocabulary
erosion
weathering
Materials per Student
• Clean, empty pop can
• Dixie cup
• Water
• 10 small pebbles (small enough to fit through the can opening) of a soft
rock such as sandstone
• Paper plate
• Sandwich size baggy
• Rubber band
Preparation
1. Clean cans with soap and hot water.
2. Fill Dixie cups with water.
Procedure 1
1. Discuss how waves on a lake or in the ocean would wear away the rock on
the shore. If your students are older, distinguish between eroding and
weathering. (See teacher background). Brainstorm ideas. Discuss
examples in your area if that is relevant. You may talk about a beach, a cut
bank in the shore, or caves and jagged rock along the coast.
2. Explain that the students will be making wave machines with a pop can. In it
they will be adding pebbles and water. They will shake the can side to side
to create a “wave” type motion. After they are done they should see that
there is some sediment in the bottom of the can.
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3. Show the students how to prepare their wave machine. Pour the pebbles in
the can. Pour as much water into the can from the Dixie cup as you wish.
Some water must be left in the Dixie cup. Let the students guess what
would be a good amount. Place the baggy over the top of the can and
secure with the rubber band.
4. Next, demonstrate how to shake the can side to side.
5. Tell the students to shake their cans for 2 minutes.
6. When the shaking is done, pour the contents carefully onto the paper plate
and observe.
Generalize
Ask the following questions:
1. Does the water on the plate look as clear as the water in the Dixie cup?
Why or why not? (There should be sediment in the water making it look
cloudy or a bit dirty).
2. Did you expect the water to look different?
3. Did you get any bits of rock or pieces of sand on your plate? Where did it
come from?
4. How did bits of rock break off in the wave machine?
5. How do you think this weathering of rock by water in a can may be like or
unlike real waves in a lake or ocean
Assess
Use the generalize questions #1-5.
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Wave Cans Assessment Rubric
Science Content
•
In Progress
Towards the
Standard
Does not follow
directions when
making wave
can.
.
Communication of
Science Content
•
•
•
Meets the
Standard
•
•
Does not
communicate
how the wave
can worked to
weather the
pebbles.
Does not
describe why
there is sand,
silt, or bits of
rock in the can.
Does not
defend how a
wave can is or
is not similar to
the weathering
done by waves
on a lake or
ocean.
•
•
•
Follows
directions when
making wave
can.
Shows that the
wave can
weathered the
pebbles.
Communicates
how the wave
can worked to
weather the
pebbles.
Describes why
there is sand,
silt, or bits of
rock in the can.
Defends how a
wave can is and
is not similar to
the weathering
done by waves
on a lake or
ocean.
Exceeds the
Standard
In addition to Meets
the Standard:
• Develops a
unique way to
work his/her
wave can.
In addition to Meets
the Standard:
• Explains his/her
ideas
thoroughly and
creatively.
National Science Benchmark
Waves, wind, water, and ice shape and reshape the earth’s land surface by
eroding rock and soil in some areas and depositing them in other areas.
Change is something that happens to many things.
From Benchmarks for Literacy from the American Association for the Advancement of Science.
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