Earth and Space Systems:
Landforms, Bodies of Water, Erosion,
Flooding and Prevention
Washington University in St. Louis
Institute for School Partnership
unit 10
Wind and
Water Change
the Earth
MySci Project-Based Curriculum
Unit Structure
Unit 10
Wind and Water Change the Earth
Visit the Unit 10 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-10/
DESIGN CHALLENGE:
What can we do to protect houses from flooding?
section
section
section
1
2
3
What can we find on the
Earth’s surface?
How can Earth’s surface change?
What happens when people
live near water?
lesson
lesson
lesson
1
4
6
What can we learn from a globe?
What is soil, and how is soil changed
by wind and water?
What can we do to protect houses
from flooding?
lesson
lesson
2
5
What are the kinds of water on
Earth?
What is the difference between fast
and slow changes on Earth?
lesson
3
What are the kinds of landforms on
Earth?
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
2
Unit 10 Teacher Preparation List
Lesson
Inside MySci kit, you’ll find:
Items you must supply:
Extra prep time needed:
Lesson 1
1 inflatable globe
One hand pump for inflation
Earth, by Seymour Simon
Science notebooks
Chart Paper
Review MySci Safety Guidelines
Copy and administer preassessment
Examples for Teachers (Appendix i)
Copies of Water On Earth
(Appendix ii)
Copies of Cut & Paste Water Cycle
(Appendix iii)
Lesson 2
5 inflatable globes
Comparing Bodies of Water, by
Rebecca Rissman
Globe from Lesson 1
Science notebooks & internet access
Chart Paper
Lesson 3
3 lb flour bag
3 cartons salt
30 paper plates
1 large Ziplock bag
Looking at Landforms, by Ellen K.
Mitten
Earth, by Seymour Simon (From
Lesson 1)
Globes from Lesson 1 and 2
Science notebooks & internet access
Chart Paper
OPTIONAL: paint and paintbrushes
Lesson 4
Dirt, by Natalie Rosinky
30 dessert plates
15 hand lenses
Station 1:
6 bags sandstone/sand paper
Station 2:
6 bags chalk rock
Station 3:
6 bags of 1 Tum
1 dropper
Vinegar
Petri dish
Station 4:
4 kinds of soil in bags
Science notebooks & internet access
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Copies of Landforms (Appendix
iv), Answer Key (Appendix v)
Salt Dough Recipe for teacher use
(Appendix vi)
Copies of Landform Model
(Appendix vii)
3
Unit 10 Teacher Preparation List (continued)
Lesson
Inside MySci kit, you’ll find:
Items you must supply:
Extra prep time needed:
Lesson 5
Station 1
1 small bag of beach sand
6 hand lenses
6 small paper plates
1 pack of black construction paper
1 pack toothpicks
Station 2
4 sedimentators
Station 3
2 rolling pins
6 bags of peppercorns
Station 4
1 stream table
(2) 1 gallon bags of sand
20 centimeter interlocking cubes
for houses/hotels
2 Wood blocks
6 water absorbent pads
Station 5
6 copies of The Sun, The Wind, and
The Rain, by Lisa Westberg Peters
Science notebooks & internet access
Chart Paper
Water
Computer or tablet with internet access for
Station 3.
Copies of Station Activity Sheets
(Appendix vii - xi)
Lesson 6
FLOOD, by Alvaro F. Villa
Science notebooks & internet access
Chart Paper
Copies of Activity Sheets
(Appendix xii - xv)
Copy and administer postassessment
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
4
section
1
What can we find on
the Earth’s surface?
Lesson 1: What can we learn from a globe?
LEARNING TARGET
Describe Earth’s surface using a globe.
SUMMARY
The students explore the idea that the earth is covered by land and water
through examining a topographical globe.
ENGAGE
Ask the class: Where do we live? Read Earth up to the page with the sun
(there are no page numbers in this book) or choose a video segment from
below to watch that will provide an overall view of Earth for the students,
but one that focuses on what Earth looks like from above and how Earth is
mainly covered with water. The iPad app “Earthviewer” is also a good choice.
Rotating Earth (NASA)
Apollo Earthrise
http://www.youtube.com/watch?v=laiVuCmEjlg
MYSCI MATERIALS:
1 inflatable globe
One hand pump for inflation
Earth, Seymour Simon
TEACHER PROVIDES:
Science notebooks
Chart paper
Internet access
Examples for Teachers (Appendix i)
Copies of Water On Earth (Appendix ii)
Copies of Cut & Paste Water Cycle
(Appendix iii)
http://www.youtube.com/watch?v=iTNTfSxP0HQ
(1968 and present day) http://www.youtube.
com/watch?v=TmaOcPYCGMA
Earthrise/Earthset over Moon
— pick a segment that shows water/land http://
www.youtube.com/watch?v=vZ50yRcvqjs
Earth from Space Shuttle
EXPLORE
Ask the class: What is the surface of Earth like?
Have the children form a large circle. Ask them if they can tell you what
Earth’s surface is made of after reading and/or viewing Earth from the previous activity. Listen for answers such as land, water, oceans, soil, mountains,
etc. Ask them what color they think would be used to represent water and
land. (Hopefully they respond with blue, brown/green.) Point out the poles
to the students. Explain to them that the poles should be all white, but the
company that made the globes put blue on the ends where it should be white.
What do they think the white represents? Ask them if they think it is for ice
and snow. Ask them what to do about ice/solid water. Guide them to think
of ice as solid water. For this activity, we want to separate out ice from liquid
water on Earth so students begin to understand that both forms exist on
Earth’s surface.
Tell them that today we’re going to try to understand what makes up Earth’s
surface. Show them the inflatable globe and explain that they are going to
play a game called “Under my Thumb.” Ask them to hold up their right
thumb.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Teaching Tip:
This icon highlights an opportunity
to check for understanding through a
formal or informal assessment.

Teaching Tip:
Consider using these iPad Apps:
Earth Viewer: allows one to zoom in, rotate,
and observe Earth during different geologic
eras and periods. Layers allows one to use
grids and cities (suggested) as well as
impact events, biological events, and geological events.
Earth 101 for iPad
Teaching Tip:
If necessary, hand out stickers for kids to put
on their right thumbnail.
5
Lesson 1 continued: What can we learn from a globe?
Explain that each time they catch the ball they are to tell the class what’s
under their right thumb — liquid water, solid water, or land.
Tell the students you’re going to keep track with a graph (example in Appendix i).
Toss the inflatable globe to one student and ask what’s under their thumb.
The student responds with either water (liquid), water (solid/ice), or land.
Mark the first response; be sure everyone understands what they are to do
and begin.
Toss the globe around the circle. Each time a child catches the globe, have
him look under his right thumb. Ask: Is there water, land, or ice beneath your
thumb? Keep track with the graph so that students begin to see a pattern. The
point is to see that the earth is made of mostly water.
EXPLAIN
Hand out copies of Appendix ii, and guide students to complete the Explain
portion.
ELABORATE
Ask the class: Ask the class: Where does the water come from?
Show Water Cycle Video https://www.youtube.com/watch?v=YswL4dIDQuk.
After showing the video, ask the students to draw a simple water cycle in
their science notebook. (See Appendix iii for a cut and paste activity with
directions).
EVALUATE
 Ask students to complete the Evaluate section of Appendix ii.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
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Lesson 2: What are the kinds of water on Earth?
LEARNING TARGET
Identify and describe bodies of water on Earth.
SUMMARY
The students will create a list of different bodies of water on Earth by examining globes and maps. The students will also consider characteristics of the
different bodies of water.
ENGAGE
Ask students: What bodies of water do we find on Earth? Students should
brainstorm the bodies of water and begin a list that you will use the rest of
the lesson.
MYSCI MATERIALS:
5 inflatable globes
Comparing Bodies of Water, by Rebecca
Rissman
Globe from Lesson 1
TEACHER PROVIDES:
Internet access
Science notebooks
Chart paper
EXPLORE
Put students into 6 groups and give each group a globe to locate types of
water and add more to their original list. Examples should include rivers,
lakes, oceans, seas, gulfs, etc.
Read “Comparing Bodies of Water” and discuss as a class. Do we need to
add any words to our list?
EXPLAIN
Show students the following video: https://www.youtube.com/watch?v=dheVrV7Czq4. Ask the class to write a few sentences to summarize the video,
and continue to add words to the list created earlier.
ELABORATE
Ask students: We have created a list of many different bodies of water. What
are some characteristics of these bodies of water on Earth? As a starting point,
consider that they are all liquid. Other characteristics should include fresh or
salty, drinkable or not, fast or slow, warm or cold, big or small.
EVALUATE
What is the largest body that you can think of? Where is it and what is it

called? What is the smallest body of water that you can think of?
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
7
Lesson 3: What are the kinds of landforms on Earth?
LEARNING TARGET
Compare landforms on Earth using a map as a model.
SUMMARY
Students learn about different landforms that make up Earth’s surface. They
also make salt dough models of Earth’s surface.
ENGAGE
Refer back to the graph from the previous lesson and already read pages from
Earth. Ask students to remember what they learned about Earth from the
previous lesson. Tell students: We’ve looked at the water on the Earth, now
lets look at the other part; land. What did you notice about the other part?
(Some were green, some were yellow, squiggly lines).
EXPLORE
Tell the class: We are going to take a closer look at the land. Each group will
get a globe; very carefully look at it all over. What patterns do you see? What
do you notice? Explore the globes again, this time paying attention only to
the yellow/green regions.
Perhaps students can play a version of “I spy with my little eye . . .” (a yellow
area with little dots on it, a green area with a blue line in it, etc.) Write these
patterns, noticings on the board or on a piece of chart paper. Instruct the
students to handle the globes carefully. They are not beach balls!
EXPLAIN
Ask the class: What might the yellow and green part represent? What might
the squiggly lines mean? How do you know that? List the symbols used on a
piece of chart paper or on the board, or in the class notebook.
Ask the class: What names do you know for landforms? (Mountains, valleys,
plains, canyons, plateau). Write these on the chart paper or board.
Hand out copies of Landforms (Appendix iv). Say: Let’s talk about the
landforms you mentioned: Mountains, valleys, plains, canyons, plateau. Let’s
look at some images of each of these and see how they are the same and how they are
different (find images at http://pics4learning.com/?view=sub&cat=Geography or
http://www.geomorph.org/gal/mslattery/world.html). To help us keep track of our ideas,
we’re going to make a chart.

Read Looking at Landforms. Ask students to use the information in this book
to fill out the chart in Appendix iv (Answer Key is provided in Appendix v).
MYSCI MATERIALS:
3 lb flour bag
3 cartons salt
30 paper plates
1 large Ziplock bag
Looking at Landforms (Little World
Geography), by Ellen K. Mitten
Earth, by Seymour Simon (From Lesson 1)
Globes (From Lessons 1 and 2)
TEACHER PROVIDES (OPTIONAL):
Science notebooks
Internet access
Chart Paper
Copies of Landforms (Appendix iv), Answer
Key (Appendix v)
Salt Dough Recipe for teacher use (Appendix vi)
Copies of Landform Model (Appendix vii)
Green, blue, brown, yellow and white
acrylic paint, paintbrushes (OPTIONAL)
iPad Apps:
Landforms — app for identifying types of
landforms based on characteristics. You
could adapt the table you build to reflect this
app. (Recommended)
easyLearn Earth Science — a general Earth
Science app that applies to Earth’s surface
as well as interior. Useful for elementary
through middle school.
GeographyLandforms — an encyclopedia of
landforms and geography.
American Terrain Jigsaw app — easy
landforms and rivers for the US only.
Teaching Tip:
This lesson takes at least 2 days, in order
for the salt dough to dry and the students to
paint their maps.
ELABORATE
Hand out copies of Appendix vii. Ask the class: How can we make a model
of landforms? How could we get a better understanding of these kinds of
landforms? Is there something we could look at or make that would help us
understand the characteristics of a plateau, for example? Elicit student answers. Guide them to thinking about making a model. Ask the class: What if
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
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Lesson 3 continued: What are the kinds of landforms on Earth?
I were to give you some dough? How could we make a map using salt dough?
1. Give students a paper plate and ask them to sketch their map and
where they are going to put their 4 landforms.
2. Ask them to show you their sketch and then give them a piece of
dough to build the 3d model.
3. Sketch the 3D landform model in your science notebook and label
each landform.
Allow time for students to share their maps with each other. As you circulate,
you should hear them talk about the four landforms they are using — using
proper names and checking to see that they understand the characteristics of
these landforms. If you have a document camera, place drawings under the
camera and ask students to explain their map/model.
Allow time for the students to experiment with the dough and to make their
map. Write their names on their plates. The next day they can paint their
maps and take pictures of them with digital cameras. These pictures can be
printed out and attached to the notebook or displayed in the classroom in
some way.
EVALUATE
1. Ask students to compare their notebook drawing with the final model.
 Ask: In what ways do the models tell us a better story about landforms?
(can touch, can feel differences that you can’t on the drawing. Sense of scale,
height differences, etc.)
2. Say: Compare your landform with another student. What landforms did they
use compared with yours?
3. Tell students to write two new things they learned about Earth during this
lesson in their notebooks.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
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section
2
How can Earth’s surface
change?
Lesson 4: What is soil, and how is soil changed by wind and water?
LEARNING TARGET
Identify components of soil and describe how soils differ.
MYSCI MATERIALS:
Dirt, by Natalie Rosinky
Describe ways that humans use soil and rocks.
15 hand lenses
SUMMARY
Students will name materials found in soil, and describe physical properties
of soil by exploring different soils with a hand magnifying lens. Students will
think about ways that humans use soil, and how soil can change because of
things like erosion.
Station 1:
6 bags sandstone and sand paper
ENGAGE
Ask students: What is soil? How is soil made? Have students write their ideas
in their science notebooks.
EXPLORE
Put students into groups, making sure that each group has some hand lenses.
Students should create a Station chart and record their observations of
each activity (words and drawings) in their science notebooks. Students will
investigate how soil is formed using these materials:
Station 1- Wind erosion (Like wind blowing rocks over other rocks):
Students should use the sandpaper to rub the sandstone and observe
what happens.
Station 2- Physical Changes: Students should break and crush the chalk.
Station 3- Chemical changes: Students add Tums tablets to vinegar to
simulate acidic rain dissolving minerals.
30 dessert plates
Station 2:
6 bags chalk rock
Station 3:
6 bags of 1 Tum tablet, 1 dropper, 1 bottle
vinegar, petri dish
Station 4:
4 kinds of soil in bags
TEACHER PROVIDES (OPTIONAL):
Science notebooks
Internet access
Teaching Tip:
This lesson will take more than one day.
Teaching Tip:
You may choose to have all groups doing
the same activity at the same time OR have
groups rotate through the four stations over
several days.
Station 4- Viewing Soil: Students get small samples of soil and use
hand lenses to look for signs of animals or plant parts in the soil.
EXPLAIN
Ask students: Using the station investigation, do you have any new ideas about
how soil is made? Show students the following video on soil creation: https://
www.youtube.com/watch?v=zbkwnRoaiMo. Focus on the physical, chemical, and
biological changes that create soil.
Read Dirt, and ask students to summarize where soil comes from and the
parts of soil based on the text.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
10
Lesson 4 continued: What is soil, and how is soil changed by wind and water?
ELABORATE
Ask students, “Why are soil and rocks important for humans?” Ask students
to brainstorm a list of reasons in their science notebooks. Take students on
a tour around your school building. Ask students to think about ways that
soil and rocks are being used. Examples include growing plants in soil, brick,
limestone, concrete, and asphalt.
EVALUATE
Tell students to answer the following questions in their science
notebooks: “What is soil made of, and how is it made?” and “How are
soil and rocks important to humans?”

Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
11
Lesson 5: What is the difference between fast and slow changes on Earth?
LEARNING TARGETS
Compare fast and slow changes on Earth caused by water.
SUMMARY
Students will observe what happens when water and land interact. They will
conclude that these changes can be fast or slow.
ENGAGE
Ask the class: How does water affect land? Have the students draw a picture in
their notebooks of an example how water affects land. You can have students
generate ideas beforehand if you’d like, but instruct them that they are to
think of only one example they know about of how water affected land and
draw it.
Have students share their drawings in a gallery walk. Hang pictures around
the room and have pairs of students visit each one in an orderly fashion. At
each picture, have students discuss the type of interaction they see (waves on
a beach, rivers in plains, waterfalls in rocks) and how they think the water will
affect that land (wears beaches away, floods over the land, wears rock away).
Bring students back to a large group and ask them to share a few of their
observations.
EXPLORE
Tell students that they are going to explore a few interactions between water
and land. Working in groups, they will rotate through 5 stations and answer
the questions and prompts on Station Activity Sheets (Appendix viii - xi). At
each station, they will manipulate something, make observations and answer
a question. Observations and answers to the questions will be recorded.
These stations can be set up for use during science class or as centers in the
everyday classroom. If you choose to use the center approach, be sure that
students understand exactly what they are to do at each station and how to
behave appropriately at each station.
Station 1: Beach Sand
MYSCI MATERIALS:
Station 1
1 small bag of beach sand
6 hand lenses
6 small paper plates
1 pack of black construction paper
1 pk. toothpicks
Station 2
4 sedimentators
Station 3
2 rolling pins
6 bags of peppercorns
Station 4
1 stream table
(2) 1 gallon bags of sand
20 centimeter interlocking cubes for
houses/hotels
2 wood blocks (2x4x6)
6 water absorbent pads
Station 5
6 copies of The Sun, The Wind, and The Rain
by Lisa Westberg Peters
TEACHER PROVIDES:
Water
Chart paper
Science notebooks
Copies of Station Activity Sheets (Appendix
viii - xi)
Computer or tablet with internet access for
Station 3.
Internet access
RECOMMENDED MATERIALS:
Extreme Oceans, by Seymour Simon (Kindle
only)
Question: Where does beach sand come from?
Students should carefully examine the sand using the hand lenses and
discuss where they think the sand came from. They should record their
ideas on the handouts.
Station 2: Modeling differences between fast and slow rivers
with sedimentators.
Question: How does a fast river affect land compared to a slow river?
Explain to students that these tubes of water and land represent rivers.
Ask students to be able to answer the question at the station by shaking
the rivers at different speeds, then making observations about the way
the river affects the land. Have students shake the fast river horizontally
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
12
Lesson 5 continued: What is the difference between fast and slow changes on Earth?
hard for a count of 5. Set the river down horizontally. Have the students
shake the river horizontally gently for a count of 5. Set the river down
horizontally. You will want to model how to set the tube down. Draw and
write observations on the handouts.
Station 3: Modeling how Earth is crushed by ice
Question: How do glaciers affect land?
Have Exit Glacier Time Lapse available on a laptop or iPad: http://www.
youtube.com/watch?v=1ai9Q27J2vc&list=WLw8hprzSplbemqzzWkWVMpvff8aPxNTfr
Explain that this is a movie taken over the course of 3 months that
has been sped up to show how glaciers move. Tell students to watch the
time lapse above and think about what they notice about how the glacier
moves and behaves, and what is happening to the land around the glacier.
What did students observe about glaciers? (Move forward, they have
cracks, the seem to change shape, etc.) What is happening at the
bottom of the glacier? (Ice is moving over land, rocks are being crushed/
broken, etc.)
Explain to students that they are going to investigate what happens at
the bottom of the glacier — where the glacier comes in contact with
land. The rolling pin represents a glacier and that the peppercorns
represent rocks and land. They want to be able to answer the question
after rolling the pin over the peppercorns in the tray. Explain that they
will want to press down as hard as they can. You will want to model
this for them. They should not hit the peppercorns, only roll over
them — pretend they are the glacier from the video. Have students
write and draw observations on the handouts.
Station 4: Waves and land
Question: How do waves affect the land? Put the sand in the tray at one
end or in one corner.
Explain to students that they will make waves in a pan to see how waves
affect land. The pan has sand in it and little Legos or Monopoly houses
are at the station so students can build a beach community. To make
waves, students will gently move a block of wood up and down in the
water and observer the effects of waves on the beach. Do this 20 times.
They will “rebuild” the beach. Then they will repeat the wave action
(for 20 times) but harder this time and observe the effects of these waves.
Be sure students draw their observations on the handouts.
Station 5: Making the reading connection
Question: How do the scenes in the book give you insights about erosion?
Teaching Tip:
Be sure to place water absorbent pads under
the pans — kids will be kids!
Read The Sun, the Wind, and the Rain. Ask students to think about the
processes they observed at each station, and think about how the Earth
changes over time. Ask students to identify how water in the story is
changing the land and whether this change is fast or slow. Have them
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
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Lesson 5 continued: What is the difference between fast and slow changes on Earth?
keep track of this on the handout, including the page number from the
book.
Ask the class: What similarities between the book and the stations did they
see or hear in this story? What do they now think about how Earth changes?
Ask the students to describe what they saw. Share a few observations
about each station.
EXPLAIN
Ask the class: How does erosion work over time? Tell students they are going
to watch a few video clips about the Grand Canyon. Ask how many students
have ever been to the canyon or heard about the canyon. What have they
heard? What do they remember from their trip? While they watch the clips,
they should think about how the Colorado River affected the land around
the canyon.
Watch Watch Grand Canyon video from 8:13 to 12:36 http://www.youtube.
com/watch?v=CRydiCjMEjE
ELABORATE
Tell the students: Lets go back to our 3D models. Did anyone draw a river going
through their landforms? How might water affect the landform you made? Draw
a picture in your science notebook what might happen if it rained everyday on
your landform.
EVALUATE
Ask students to look back at their drawing they made at the beginning
 of the lesson. Ask: What did you think at the beginning of the lesson about
the way water and land interacted? (Many might say they thought water had to
be fast or hard to have an effect on land, or that changes always happened
quickly)
Ask: What do you think now? (Look for responses that tell you students
understand that changes from water and ice can be fast or slow, and can be
big changes or slow changes.) Have students complete “I used to think . . . but
now I know . . .” in their notebooks.
Ask students: How can you distinguish between a fast or slow change? Can you
give examples of each?
Teaching Tip:
An example of what a student might write
that would show understanding would be:
I used to think that flooding was the only
way water changed land. Now I know that
wind and glaciers can also change land. I also
know that land can change over a long period
of time, like the Grand Canyon.
Some sample answers to the last evaluate
question could be:
Beach Sand: Slow
Glaciers: Slow
Rivers: Could be Fast or Slow
Waves: Slow (to create sand) or Fast (if it’s a
tsunami)
Erosion: Could be Fast or Slow
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
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section
3
What happens when people
live near water?
Lesson 6: What can we do to protect houses from flooding?
LEARNING TARGET
Identify causes and problems associated with flooding and river erosion.
Describe and model a solution to a flooding problem.
MYSCI MATERIALS:
FLOOD, by Alvaro F. Villa
TEACHER PROVIDES (OPTIONAL):
SUMMARY
Students view a video of a river erosion model. They then brainstorm and
draw solutions to the problem posed by the video. They might also build a
3-D model to better show their solution. A gallery walk allows students to
view and comment on other solutions.
Internet access
ENGAGE
Use the book FLOOD to elicit student ideas about the consequences of living
near rivers. Ideas should include damage to buildings, the change in the river
from slow and peaceful to fast and violent. Other ideas will include what
happens to families and society. Allow students to share any experiences they
have had with floods. End with the idea that sometimes we can repair the
damage done by floods and figure out how to reduce the damage next time.
Salt dough for 3-D models
Science notebooks
Chart paper
Activity Sheets, map of model town, map
of model — river only — with writing frame
(Appendix xii - xv)
EXPLORE
Explain to students that they are going to watch one or two videos about
floods and are going to be asked to try to solve a problem about the flood.
They are going to use maps and drawings to tell about the flood.
Hand out copies of Appendix xii. View the video River Erosion Model http://
www.youtube.com/watch?v=Vy7nQdYx1qk&list=WLw8hprzSplbemqzzWkWVMpvff8aPxNTfr
Provide a map of the model town with buildings. At 0:07, stop the video and
have students compare the map they have with the model so they are oriented
to the map. Point out the shape and direction of the river; point out clusters of
buildings.
Now play the video and ask students to circle areas on the map where buildings were damaged. Tell students to do as much as they can — don’t worry
if they miss a section. At the end, share maps from students and talk about
observations they made: floating buildings, tipped over buildings, etc.
Now ask the question posed at the end of the video: Where would you build your
house? Listen to answers. Ask where the greatest damage occurred (at the bend
of the river). Why do you suppose that is? (the direction of the river points toward
the outer bend of the river — greatest speed of water, most force, etc. is there)
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
15
Lesson 6 continued: What can we do to protect houses from flooding?
Optional Activity: Compare the relatively calm river in the model with a
real river in flood — Big Thompson Canyon Flood http://www.youtube.com/
watch?v=tWGK4CiWxeM&list=WLw8hprzSplbemqzzWkWVMpvff8aPxNTfr
Show only a couple appropriate sections (i.e., 4:43-5:43/ 5:53-6:30) Ask
them to compare this river in flood with the model’s river.
EXPLAIN
Hand out copies of Appendix xiii and xiv.
Ask students to now draw a solution to the town’s problem and label the
solution. You may choose to do one solution together. Ask: Who has an idea of
how we can prevent river erosion? Choose one answer (example: plant trees along the
riverbank) and draw this on YOUR map and label it.
Ask students where they think they the buildings will be safest. Draw a few
buildings where they suggest. Now ask students to explain why this solution
would work (trees have roots that keep the soil in place) and record their answer
on the handouts.
Provide time for students to do a gallery walk of their ideas. Have pairs of students view the maps and let them discuss what they are seeing and reading. Do
at least 5 maps.
ELABORATE
Extend student learning to a real situation — the 1993 flood of the Missouri
River — especially near the Rombach Pumpkin Farm. Read this article from
the Chesterfield Patch about the Rombach’s. Ask the class: What did the
family remember about the flood? How did they recover? What connections can
students make to the book they read at the beginning of the lesson?
http://chesterfield.patch.com/groups/around-town/p/flood-of-1993-community-love-and-sheer-force-of-will-help-restore-farm_0acd4019
Examine a Google Map of the pumpkin farm. https://maps.google.com/
maps?oe=utf-8&client=firefox&ie=UTF-8&q=Rombachs+Farm&fb=1&gl=us&hq=Rombach+Pumpkin+Farm&cid=0,0,1132071225207848014
3&ei=pXl2UtPbNOTWyQGltoG4CA&ved=0CHwQ_BIwCQ
Zoom out on the Google Map until you can see the Missouri River and the
tributary. Ask the students why they think the farm flooded? What had to
have happened?
EVALUATE
 Handout copies of Appendix xv. Discuss what students have written.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
16
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the
NGSS Codes
NGSS PERFORMANCE EXPECTATIONS
NGSS codes begin with the grade
level, then the “Disciplinary
Core Idea code”, then a standard
number. The Disciplinary Core
Ideas are:
2-ESS1-1
K-2-ETS1-1
Use information from several sources to
provide evidence that Earth events can occur
quickly or slowly.
Ask questions, make observations, and
gather information about a situation
people want to change to define a simple
problem that can be solved through the
development of a new or improved object
or tool.
2-ESS2-1
Compare multiple solutions designed to slow
or prevent wind or water from changing the
shape of the land.
Physical Sciences
2-ESS2-2
PS1: Matter and its interactions
Develop a model to represent the shapes and
kinds of land and bodies of water in an area.
PS2: Motion and stability: Forces
and interactions
2-ESS2-3
Obtain information to identify where water is
found on Earth and that it can be solid or liquid.
Analyze data from tests of two objects
designed to solve the same problem to
compare the strengths and weaknesses of
how each performs.
Content
Life Sciences
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve
a given problem.
K-2-ETS1-3
PS3: Energy
PS4: Waves and their applications
in technologies for information
transfer
K-2-ETS1-2
LS1: From molecules to organisms:
Structures and processes
LS2: Ecosystems: Interactions,
energy, and dynamics
LS3: Heredity: Inheritance and
variation of traits
LS4: Biological evolution: Unity and
diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and
Applications of Science
ETS1: Engineering design
ETS2: Links among engineering,
technology, science, and society
For more information, visit http://www.
nextgenscience.org/next-generation-sciencestandards
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
17
NGSS (continued)
Concepts
SCIENCE AND ENGINEERING PRACTICES
Asking Questions and Defining Problems
• Ask questions based on observations to find more information about the
natural and/or designed world(s).
• Ask and/or identify questions that can be answered by an investigation.
• Define a simple problem that can be solved through the development of a
new or improved object or tool.
Constructing Explanations and Designing Solutions
• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
• Use tools and/or materials to design and/or build a device that solves a
specific problem or a solution to a specific problem.
• Generate and/or compare multiple solutions to a problem.
Developing and Using Models
• Distinguish between a model and the actual object, process, and/or events
the model represents.
• Compare models to identify common features and differences.
• Develop and/or use a model to represent amounts, relationships, relative
scales (bigger, smaller), and/or patterns in the natural and designed
world(s).
• Develop a simple model based on evidence to represent a proposed object
or tool.
Obtaining, Evaluating and Communication Information
• Read grade-appropriate texts and/or use media to obtain scientific and/or
technical information to determine patterns in and/or evidence about the
natural and designed world(s).
• Describe how specific images (e.g., a diagram showing how a machine
works) support a scientific or engineering idea.
• Obtain information using various texts, text features (e.g., headings, tables
of contents, glossaries, electronic menus, icons), and other media that will
be useful in answering a scientific question and/or supporting a scientific
claim.
• Communicate information or design ideas and/or solutions with others in
oral and/or written forms using models, drawings, writing, or numbers that
provide detail about scientific ideas, practices, and/or design ideas.
Analyzing and Interpreting Data
• Record information (observations, thoughts, and ideas).
• Use and share pictures, drawings, and/or writings of observations.
• Use observations (firsthand or from media) to describe patterns and/
or relationships in the natural and designed world(s) in order to answer
scientific questions and solve problems.
• Compare predictions (based on prior experiences) to what occurred (observable events).
• Analyze data from tests of an object or tool to determine if it works as
intended.
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
ESS3.A: Natural Resources
Living things need water, air, and resources from the land, and they live in places that have the
things they need. Humans use natural resources for everything they do. (K-ESS3-1)
Patterns
• Patterns in the natural and human designed world
can be observed, used to describe phenomena,
and used as evidence.
Earth’s Systems: Processes that Shape the Earth
ESS1.C: The History of Planet Earth
Some events happen very quickly; others occur very slowly, over a time period much longer than
one can observe. (2-ESS1-1)
Concepts
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of the land. (2-ESS2-1)
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Maps show where things are located. One can map the shapes and kinds of land and water in any
area. (2-ESS2-2)
ESS2.C: The Roles of Water in Earth’s Surface Processes
Water is found in the ocean, rivers, lakes, and ponds.
Water exists as solid ice and in liquid form. (2-ESS2-3)
ETS1.C: Optimizing the Design Solution
Because there is always more than one possible solution to a problem, it is useful to compare and
test designs. (secondary to 2-ESS2-1)
ESS3.B: Natural Hazards
A variety of natural hazards result from natural processes.
Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1)
(Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
Earth’s Systems: Processes that Shape the Earth
ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice,
wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and
move them around. (4-ESS2-1)
Cause and Effect: Mechanism and Prediction
• Events have causes that generate observable
patterns.
• Simple tests can be designed to gather evidence to
support or refute student ideas about causes.
Scale, Proportion, and Quantity
• Relative scales allow objects and events to be
compared and described (e.g., bigger and smaller;
hotter and colder; faster and slower).
• Standard units are used to measure length.
Systems and System Models
• Objects and organisms can be described in terms
of their parts.
• Systems in the natural and designed world have
parts that work together.
Energy and Matter: Flows, Cycles, and Conservation
• Objects may break into smaller pieces, be put
together into larger pieces, or change shapes.
Stability and Change
• Some things stay the same while other things
change.
• Things may change slowly or rapidly.
ESS2.C: The Roles of Water in Earth’s Surface Processes
Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground;
only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
18
MISSOURI GLE STANDARDS
Key to Understanding the
GLE Codes
GLE Standards
GLE codes are a mixture of numbers
and letters, in this order: Strand, Big
Idea, Concept, Grade Level and GLE
Code.
The most important is the strand. The
strands are:
1. ME: Properties and Principles of
Matter and Energy
3. LO: Characteristics and Interactions
of Living Organisms
4. EC: Changes in Ecosystems and
Interactions of Organisms with their
Environments
5. ES: Processes and Interactions of
the Earth’s Systems (Geosphere,
Atmosphere and Hydroshpere)
6. UN: Composition and Structure of
the Universe and the Motion of the
Objects Within It
Concepts
2. FM: Properties and Principles of
Force and Motion
Second Grade
ES 1 A 2 a
Observe and describe the physical properties
(e.g., odor, color, appearance, relative grain
size, texture, absorption of water) and different
components (i.e., sand, clay, humus) of soils
ES 2 A 2 a
Observe and identify examples of slow changes
in the Earth’s surface and surface materials
(e.g., rock, soil layers) due to processes such as
decay (rotting), freezing, thawing, breaking, or
wearing away by running water or wind
ES 3 A 2 a
Observe and describe ways humans use Earth’s
materials (e.g., soil, rocks) in a daily life
IN 1 A 2 a
Pose questions about objects, materials, organisms and events in the environment
IN 1 B 2 a
Make qualitative observations using the five
senses
IN 1 B 2 b
Make observations using simple tools and
equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
IN 1 C 2 a
Use observations as support for reasonable
explanations
IN 1 C 2 b
Use observations to describe relationships and
patterns and to make predictions to be tested
IN 1 C 2 c
Compare explanations with prior knowledge
IN 1 D 2 a
Communicate simple procedures and results
of investigations and explanations through:
oral presentations, drawings and maps, data
tables, graphs (bar, pictograph), writings
ST 1 B 2 a
Describe how tools have helped scientists
make better observations, measurements, or
equipment for investigations (e.g., magnifiers,
balances, stethoscopes, thermometers)
ST 3 A 2 a
Identify a question that was asked, or could be
asked, or a problem that needed to be solved
when given a brief scenario (fiction or nonfiction of individuals solving everyday problems
or learning through discovery)
ST 3 A 2 b
Work with a group to solve a problem, giving
due credit to the ideas and contributions of
each group member
7. IN: Scientific Inquiry
8. ST: Impact of Science, Technology
and Human Activity
For more information, visit http://dese.
mo.gov/college-career-readiness/curriculum/
science
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
19
MySci Instructional Unit Development Team
INSTITUTE FOR SCHOOL PARTNERSHIP
LEAD CURRICULUM TEAM
Skyler Wiseman, K-5 Curriculum and Instructional
Specialist, Team Leader
Kimberly Weaver, Engineering Educator
Gennafer Barajas, Communications Coordinator
Victoria May, Executive Director of Institute for
School Partnership, Assistant Dean of Arts and
Sciences
Chris Cella, ISP Resource Center Fleet and
Warehouse Coordinator
James Peltz, Warehouse Assistant
Paul Markovitz, PhD, Science Educator
Keith May, Operations and Materials Manager
Diane Pilla, ISP Resource Center Project Coordinator
Rachel Ruggirello, Curriculum and Assessment
Specialist
Jeanne Norris, Teacher in Residence
Jack Weigers, PhD, Science Educator
EXTERNAL EVALUATOR
Katherine Beyer, PhD
COPY EDITOR
Robert Montgomery
LAYOUT DESIGN
Amy Auman
WUSTL CONSULTANTS
Rich Huerermann, PhD, Administrative Officer,
Department of Earth and Planetary Sciences
Harold Levin, PhD, Professor Emeritus,
Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTS
Charlie McIntosh, Engineering
Carol Ross-Baumann, Earth Sciences
MISSOURI BOTANICAL GARDENS
CONSULTANTS
Bob Coulter, Director, Litzsinger Road Ecology
Center
Jennifer Hartley, Senior Supervisor of Pre K-8
School Programs
Sheila Voss, Vice President of Education
Teacher Authors, Field Testers and Contributors
BLESSED TERESA OF CALCUTTA
Kate Kopke
Sue Ritcher
CHESTERFIELD MONTESSORI
Ama Martinez
COLUMBIA PUBLIC SCHOOLS
Michael Cranford
Ben Fortel
Tracy Hager
Megan Kinkade
Anne Kome
Heather Lewis
Jessica Miller
Elizabeth O’Day
Mike Szyalowski
Jen Szyalowski
Matt Wightman
Rebecca Zubrick
FORSYTH SCHOOL
Gary Schimmelfenig
THE COLLEGE SCHOOL
Uchenna Ogu
FERGUSON & FLORISSANT
Justin Brotherton
Eric Hadley
Christine Ries
Tonja Robinson
Laura Caldwell
Karen Doering
Emily Dolphus
Shaylne Harris
Amelia Hicks
Cathy Holway
FORSYTH
Gary Schimmelfenig
HAZELWOOD
Kelli Becker
Sara Berghoff
Rita Bohlen
David Busch
Bill Caldwell
Georgene Collier
Arianna Cooper
Jennifer Forbes
Susan Gentry
Toni Grimes
Debra Haalboom
Stephanie Heckstetter
Lesli Henderson
Christina Hughes
Stephanie Knight
Scott Kratzer
Stephanie Latson
Jane McPartland
Lisa McPherson
Darice Murray
Dawn Proubst
Lisa Schuster
Twyla Veasley
Sonya Volk
Carol Welch
Cherronda Williams
Justin Woodruff
MIRIAM
Angie Lavin
Jenny Wand
Joe Zapf
NORMANDY
Olga Hunt
Dawn Lanning
J. Carrie Launius
NORTH COUNTY CHRISTIAN
Julie Radin
PATTONVILLE
Kristin Gosa
Jill Kruse
Leslie Jones
Renate Kirksey
Chris Cheatham
Katie Lambdin
Chris Curtis
Kim Dannegger
Vicki Martin
Amanda Denson
Andrea King
Chris Curtis
Allison O’Very
Kaytlin Kirchner
Matt Parker
Chip (Paul) Ianiri
Jackie Ramey
Sarah Funderburk
Stephanie McCreary
Melissa Yount-Ott
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Julia Graham
RITENOUR
Meggan McIlvaine
Meghan McNulty
Kristy Santinanavat
Melanie Turnage
Stephanie Valli
RIVERVIEW GARDENS
JoAnn Klees
SAINT LOUIS PUBLIC SCHOOLS
Debra Granger
Nina Harris
Charlotte Smith
SOULARD SCHOOL
Courtney Keefe
ST CHARLES CITY SCHOOLS
Kevin Stross
VALLEY PARK
Trish Alexander
Courtney Amen
Stacy Carmen
Stacy Castro
Lotashia Ellis
Amanda Grittini
Aubrea Grunstead
Julie Kulik
Kayla LaBeaume
Jane Marchi
Laura MCoy
Mary Patton
Amy Robinson
Carol Wolf
UNIVERSITY CITY
Lillian Blackshear
Gayle Campbell
Nikki Davenport
Kate Fairchild
Elizabeth Gardner
Anna Hoegemann
Aileen Jones
Daphne Owana
Tori Palmer
Monique Patterson
Precious Poole
Debbie Rosso
Vickie Stevens
20
Examples for Teachers
Section 1, Lesson 1
1. Graph set-up for “Explore” with example results. This is just a sample so you can see how to set up your graph.
Your graph will have more numbers on the y-axis to account for the type of surface with the greatest number of
responses (water.) Do this graph in a large format that can be left hanging in the classroom for later use.
Number of Responses
The Amount of Different
Types of Surfaces on Earth
Water
Land
Ice
Type of Surface
2. Chart Template: This is a sample chart. You may adjust the chart to account for the characteristics your students
come up with. Again, choose a large format that you can leave hanging in the classroom, or do this in a Word
document that you can fill out as students respond, then print a chart for each student to glue into their notebook.
NAME OF WATER
SIZE (BIG/SMALL,
IN-BETWEEN)
SOLID OR LIQUID?
SPEED (FAST,
SLOW, VARIES)
DRINKABLE?
Ocean
Lake
Pond
River
Stream
Glacier
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix i
Water On Earth
Section 1, Lesson 1
Name:
Date:
We played a game with a globe. We had to say what type of surface was under our right thumb when we caught the
globe. We made a graph that showed the different types of surfaces on Earth and how much of the Earth is covered by
these surfaces.
EXPLAIN
What our graph told us:
Earth is made mainly of
. I know this because
Sometimes the water is
like it is
and sometimes it is
The rest of the Earth is
like it is
.
,
.
.
EVALUATE
1. Here is one thing I learned about the different bodies of water:
2. Where does the water come from? Write a sentence to show where you think water on Earth comes from.
3. What are 2 things you learned about Earth today?
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix ii
Cut and Paste Water Cycle
Section 1, Lesson 1
Cut and paste the forms below the picture to create a picture of the simple water cycle.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix iii
Landforms
Section 1, Lesson 3
Name:
Date:
Scientific Question: How can we compare different kinds of Earth’s surface?
Mapmakers use symbols for certain landforms. Here are symbols we know:
We looked at pictures of different landforms we knew and made a table to see how they are similar and different:
(Fill it out pre-made chart as a class using a document camera or projection on an interactive whiteboard.)
LANDFORM
HIGH/LOW
SIZE: BIG,
SMALL,
IN-BETWEEN
SHAPE
OTHER
NEW QUESTIONS
Mountains
Valleys
Canyons
Plains
Rivers
Lakes
Plateaus
Oceans
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix iv
Answer Key (not to be copied)
Section 1, Lesson 3
Possible answers for table
LANDFORM
HIGH/LOW
SIZE: BIG,
SMALL,
IN-BETWEEN
Mountains
High
Valleys
SHAPE
OTHER
NEW QUESTIONS
Big
Volcanoes are
a special type
of mountain
Do all mountains
have steep sides?
Low
Big/
In-between
Many have
rivers in them
Canyons
Low
Big
Many have
rivers in them
Plains
Low
Big
Rivers
Low
All sizes
Some are wide,
some narrow
Lakes
Low
All sizes
Can see across
some lakes
Plateaus
High
Big
All flat on top
Oceans
Low
Big
Flat
Different
shapes
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Are canyons types of
valleys?
Have big
waves, can’t
see across
them
Appendix v
Salt Dough Recipe
Section 1, Lesson 3
PROCEDURE
This recipe makes enough for 1 student. Multiply by the number of students
in your class to get the amount of each ingredient you will need.
INGREDIENTS:
1/2 cup salt (10 c)
1 cup flour (20 c)
1/2 cup water (10 c)
The 5 lb bag and 4 cartons of salt provided in the MySci kit will probably
yield enough dough for a classroom of 24. The amounts in parentheses show
what is needed using the materials provided by MySci. Be sure to measure
out both the flour and salt — do NOT rely on a ratio of one bag of flour to
4 cartons of salt. You will need 10 cups of water. Because of the large amount
of ingredients, you may wish to mix 2 or three smaller batches.
1. Mix the salt and four together with a fork or whisk.
2. Add the water and stir with a fork or spoon until all dry ingredients are
incorporated.
3. Knead the dough a few times (you can do this in the bowl) until it is
smooth and elastic.
4. Store the dough in a well-sealed container or gallon plastic bag.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix vi
Landform Model
Section 1, Lesson 3
Name:
Date:
How can we make a model of landforms? We will use salt dough. We will make a model that shows 4
different landforms.
Draw a picture of your model. Label the names of the landforms you will make:
(Use digital cameras to take pictures of the models. Print the pictures and attach them to the notebook.)
1. How does your model compare with your drawing?
2. Write two things you learned about the Earth from this lesson:
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix vii
Station Activity Sheets
Section 2, Lesson 5
Name:
Date:
Station 1: Beach sand
Question: Where does the sand come from that I saw under the magnifying glass?
Station 2: How rivers affect land
Question: How does a fast river affect land compared to a slow river?
We shook two tubes of water and land for a count of 5 to show how fast rivers affect land and how slow rivers affect
land. Here is what we saw:
FAST
SLOW
In our models we saw that when we shook the tube faster, the land
.
When we shook the tube slower, the land
.
This means that fast rivers
while slow rivers
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
.
Appendix viii
Station Activity Sheets
Section 2, Lesson 5
Name:
Date:
Station 3: How glaciers affect land
Question: How do glaciers affect rocks and land?
Here is what I observed about glaciers from the video:
Here is what I think is happening at the bottom of the glacier:
We used a rolling pin and peppercorns to find out what happens at the bottom of a glacier. The rolling pin represented
a glacier, and some peppercorns in a tray represented rocks and land underneath the glacier. We rolled the rolling pin
over the peppercorns. Here is what we observed:
PEPPERCORNS BEFORE THE ROLLING PIN
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
PEPPERCORNS AFTER THE ROLLING PIN
Appendix ix
Station Activity Sheets
Section 2, Lesson 5
Name:
Date:
Station 4: Waves and Land
Question: How do waves affect the land?
We built a beach community in a pan. The pan had some water in it. We made waves in the water by gently moving a
block of wood up and down 20 times. Here is what we observed:
BEFORE WE MADE GENTLE WAVES
AFTER WE MADE GENTLE WAVES
Then we built a beach community in a pan. The pan had some water in it. We made waves in the water by strongly
moving a block of wood up and down 20 times. Here is what we observed:
BEFORE WE MADE STRONG WAVES
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
AFTER WE MADE STRONG WAVES
Appendix x
Station Activity Sheets
Section 2, Lesson 5
Name:
PAGE NUMBER
Date:
HOW WATER IS CHANGING LAND
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
CHANGE IS FAST OR SLOW?
Appendix xi
River Erosion Map
Section 3, Lesson 6
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix xii
River Erosion Map
Section 3, Lesson 6
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix xiii
River Erosion Solutions
Section 3, Lesson 6
Name:
Date:
1. My solution to river erosion is to:
2. This will work because I’ve learned that:
3. In addition, buildings should be placed
from the river because
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix xiv
What I’ve Learned About River Erosion
Section 3, Lesson 6
Name:
Date:
This lesson on river erosion taught me two things:
1.
2.
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix xv
Vocabulary Words
All Sections and Lessons
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come
across the concept. MySci students work collaboratively and interact with others about science content also increasing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to use
scientific vocabulary and should not be taught in isolation.
water
soil
land
decay
landform
model
ice
sedimentator
glacier
flood
erosion
ocean
lake
river
stream
mountain
valley
plateau
plain
canyon
Unit 10 (version 1.21.16) | Wind and Water Change the Earth
Washington University in St. Louis Institute for School Partnership
Appendix xvi