About this resource
This lesson addresses the natural phenomena known as Earth or weather events. Earth or weather events are volcanic eruptions, earthquakes, weather events including hurricanes and tornadoes, wind and rain related erosion, glacier melt, and drought. This lesson focuses on inviting students to research ecosystems, create an ecosystem model, make claims based on evidence used from observations, and design solutions to problems created from Earth or weather events specifically as it relates to flooding. Students will be presented with pictures of landforms before and after an earth or weather event has caused major flooding. Then, the students will construct an ecosystem model. After the model is complete, the students will simulate the Earth or weather event that accompanied the picture and resulted in flooding. They will make observations about how the Earth or weather event affected the ecosystem and design solutions to the problems that were caused from flooding.
Curriculum & Standards
Related General Curriculum / Common Core Area
Science
Related Curriculum / Common Core Standard
Next Generation Science Standards
5-ESS3-1- Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
Science and Engineering Practices– Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Inquiry Standards
The main AASL Standards for the 21st Century Learner that connect to the above Next Generation Science Standards and that also foster inquiry and creative thinking are the following:
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
What students will do
- Use inquiry to hypothesize the affect of Earth events on landforms.
- Point to evidence to support hypothesis of Earth event on landforms.
- Construct explanations and design solutions to landforms that have been affected by Earth or weather events.
Resources Needed
- Pictures of landforms before and after they have been affected by an Earth or weather event. (Earth or weather events include volcanic eruptions, earthquakes, weather events including hurricanes and tornadoes, wind and rain related erosion, glacier melt, and drought.)
- White board, markers, masking tape
- Organic and inorganic materials for ecosystem models (to be decided by the teacher)
- Computer, projector
Supplemental Resources
Books
- Print & ebooks on topic of "Landforms & Natural Disasters" from Follett Destiny Catalog.
- See http://tinyurl.com/LMSLandformsBooks
Websites
- Online resources on topic of "Landforms & Natural Disasters" from Follett Destiny Catalog.
- See http://tinyurl.com/LMSLandformsWeb
Michigan eLibrary Databases (MeL)
- Britannica Middle School
- eBook K-8 Collection(EBSCOhost)
- Infotrac Student Edition(Gale Cenage)
Lesson sequence & procedures
Hook
10 Minutes:To grab the students' attention, the teacher uses a projector to show pictures of landforms throughout the world. The students discuss the ecosystems' organic and inorganic materials that interdepend on each other to keep it balanced. Then, the teacher shows pictures of those same landscapes after the Earth or weather events have occurred. Although the earth and weather events will be different, the landforms will have somehow resulted in flooding. The teacher and students discuss how the ecosystem is out of balance and identify how the organic and inorganic materials are affected. The teacher asks the students to think about what Earth or weather event has occurred. The students share their responses.
Direct Instruction & Guided Practice
15 Minutes: (Direct Instruction) The teacher asks the class what they noticed about all of the landforms after the earth or weather event had occurred. After the class arrives at recognizing that all of the areas were flooded, the teacher asks and allows the students to share what Earth or weather event they think had occurred. The teacher shares the Earth or weather event that occurred. The students will learn that although the area flooded, the Earth or weather event wasn't ALWAYS a direct result of precipitation.
After the students learn that flooding is a result of many different factors, the teacher introduces that the students will be creating an ecosystem model, then simulating the Earth or weather event that caused the flooding. The students will research the ecosystem to identify significant organic and inorganic materials native to the area. Then, the students will create a model. After the model is completed, the students will simulate the Earth or weather event that caused the flooding.
The problem: An Earth or weather event has caused flooding to an ecosystem.
The solution: What needs to change to protect the ecosystem from flooding after an Earth or weather event?
30 Minutes:(Guided Instruction) Using technology, students will split into groups and research their assigned ecosystem's organic and inorganic materials. Then, the students will generate a list of materials that they will need to make a model of their ecosystem. The teacher will provide materials for the students to create the ecosystem model.
Once the students have created the model, they will simulate the Earth or weather event. As the Earth or weather event happens, the students will observe how the ecosystem model reacts. If the resources are available, the students will also videotape the Earth or weather event as it happens. The video will allow the students to watch the effects of the Earth or weather event multiple times. Then, the students will problem-solve how to protect the ecosystem from flooding as a result from an Earth or weather event.
Independent Practice:
30 Minutes:The students will work together to find a solution to the following question: What needs to change to protect the ecosystem from flooding after an Earth or weather event?
They will use the following guiding questions to generate solutions to the problem.
- What happened when the earth or weather event began?
- Where did the water come from?
- Why was the water unable to leave the ecosystem?
- What changes should be made to solve the problem of flooding?
The students will prepare a PowerPoint presentation or similar interface to share their solution to the problem with the class.
Closing/Reflection
5 Minutes: Following the presentations the class will discuss the following final thoughts:
- Earth and weather events cause damage to both organic and inorganic materials within an ecosystem.
- Finding solutions to problems in the environment enables the ecosystem's balance to be restored.
How learning is assessed
Students will be observed and assessed on the level of their engagement in discussions, activities, and presentation.