Day 2
Objectives
- Students will define weathering.
- Students will differentiate between chemical and physical weathering.
- Students will list products of weathering.
- Students will differentiate between chemical and physical weathering.
- Students will list products of weathering.
Materials
- Power Point
- Physical Weathering: small pieces of sedimentary rock, such as limestone or sandstone, paper, plastic jar with lid, such as a mayonnaise jar, 1 large coffee filter, water
- Physical Weathering: small pieces of sedimentary rock, such as limestone or sandstone, paper, plastic jar with lid, such as a mayonnaise jar, 1 large coffee filter, water
Events of Instrutions
- Test prior knowledge and review key terms from previous session. (5 min)
- Have students make predictions about what happened with the Plaster and Ice Experiment in notebook. Then share results and discuss. Explain that this was an example of Physical Weathering. (10 min)
- Physical Weathering Station- Have materials and instructions set up into stations. Split students up into groups of about four. Conduct the Physical Weathering Experiment. Students will record conclusions in notebook. (15-20 min)
- Expand on differences in physical and chemical weathering (types, products, differences) through power point. Have students expand on notes from previous session. (5-10 min)
- Have students make predictions about what happened with the Plaster and Ice Experiment in notebook. Then share results and discuss. Explain that this was an example of Physical Weathering. (10 min)
- Physical Weathering Station- Have materials and instructions set up into stations. Split students up into groups of about four. Conduct the Physical Weathering Experiment. Students will record conclusions in notebook. (15-20 min)
- Expand on differences in physical and chemical weathering (types, products, differences) through power point. Have students expand on notes from previous session. (5-10 min)
Ideas for Differentiation
- Provide handouts for notes for students that may need them.
- Split students based on academic level and adjust instructions and level of exploration based on student need.
- Allow students to draw or write hypothesis and conclusions.
- Split students based on academic level and adjust instructions and level of exploration based on student need.
- Allow students to draw or write hypothesis and conclusions.
Assessment
- Response in notebook pages.
- Engagement in class discussion.
- Engagement in class discussion.
Notebook Pages
- Page 3- Hypothesis for Plaster and Ice Experiment/Conclusions for Physical Weathering Experiment