SUNSHINE STATE STANDARDS:
OBJECTIVE: What will your students will be able to do by the end of class?
SWBAT identify types and causes of weathering and differentiate between them.
ASSESSMENT: How will you know concretely that KEY POINTS. What three to five main ideas or
all of your students have mastered the objective? steps will you emphasize in your lesson?
Students will complete a lab activity and turn in a Chemical weathering changes one
lab report. substance into another
Mechanical weathering changes one
substance into small pieces of the same
Chemical and Mechanical weathering
can occur simultaneously
INVITATION: How will you focus, prepare and engage students for the lesson’s MATERIALS:
objective? What questions will students answer? What observations will be made?
Show class pictures of a mountain, rolling hills and a beach. Ask them to discuss the
similarities and differences between the pictures and the way they’re related. Assess
students’ prior knowledge of weathering and ask them to describe the process and
where they’ve seen evidence of it. For example, they may describe seeing a sidewalk
being broken by a tree root, or that sand is tiny pieces of rock.
EXPLORATION: How will students engage in open-ended exploration of real
phenomena, discussion about their discoveries, ideas, and questions that arise?
Hand out one piece of hard candy to each student. Assign half of the class to briefly
chew their candy before dissolving it in their mouths and the other half to NOT chew - One piece
their candy. When the students finish their candy they should raise their hand. of hard
Document the time taken to dissolve the candy completely and draw a frequency candy for
distribution of the time to dissolution based on the treatment assigned (chewed or not each
CONCEPT INTRODUCTION: How will you convey the knowledge and/or skills of
the lesson? What will your students do to process this information?
Discuss with the class how the activity demonstrated weathering
The chewed candies were mechanically weathered (increasing the surface area of the
candy) before the chemical weathering—saliva dissolving the candy. Increased
surface area speeds up weathering.
Make a concept map of the types of weathering and their causes (it’s in the chapter
summary at the end of the book). Describe the differences between the types and the
APPLICATION: In what ways will your different learners attempt the objective on
their own? How will students apply the new knowledge and skills to solving a
problem or meeting a challenge?
Explain to the students that they’re going to perform a weathering experiment and FOR EACH
give them this problem statement: GROUP
In which bottle is chemical weathering occurring? 2 soda bottles--one
Give each group two soda bottles full of clear liquid and clearly marked as either A or water AND one
B and a handful of limestone rocks. Instruct the students to separate the rocks into bottle contains
two groups and weigh each one separately and record the value. They will put one vinegar or lemon
group of rocks into the bottles and shake for ten minutes. At the end of ten minutes juice solution (low
they weigh the rocks again and determine which liquid contained a substance that pH)
would chemically weather the rocks in addition to the mechanical weathering caused
by their shaking. handful of
The rocks in bottle with water only should weigh more relative to t heir starting
weight than the rocks in the low pH bottles.
REFLECTION: How will you have students summarize what they’ve learned and how
they arrived at their current understanding? How will you reinforce the objective’s
importance and its link to past and future learning as well as new conceptual
After the exercise, guide students in a discussion of what they observed and what they
Students will write a lab report in standard format (Problem, Hypothesis,
Methods/data, and Conclusion) to summarize the outcome of their experiment and
describe how it relates to chemical and mechanical weathering.
EXTENSION: How will you incorporate ideas for further exploration?
Ask students to predict and discuss what types of weathering are prevalent in Miami compared to other parts of the
country. Show them pictures of rock formations and ask them to describe what agents of weathering have
contributed to that particular formation.
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your
classroom (ELL STRATEGIES/IEP IMPLEMENTATION)?
Use the buddy system. Have students draw pictures.