Weathering and Erosion

Ontario Curriculum Expectations

Overall Expectation:
Earth and Space Systems: Daily and Seasonal Changes (Grade 5 Science, 1.3)

• Assess the impact of weathering, erosion, and deposition on the environment, including specific reference to the Nunavut territory.

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Learning Goals

• Understand the processes of weathering and erosion and how they impact the environment.
• Investigate specific examples of weathering and erosion in Nunavut’s landscape.
• Explain the effects these processes have on ecosystems and human activity in the North.

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Success Criteria

I can:

• Describe how weathering and erosion change the landforms in Nunavut.
• Identify examples of physical and chemical weathering.
• Explain one way erosion affects plants, animals, or people in Nunavut.
• Use observations and research to support my explanations.

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Materials Needed

• Map of Nunavut showing terrain features
• Photos or videos illustrating weathering and erosion in the Arctic (e.g., thawing permafrost, coastal erosion)
• Small trays, sand, water, small rocks (for erosion experiment)
• Chart paper and markers
• Student notebooks or science journals
• Projector or interactive whiteboard

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Lesson Breakdown (40 minutes)

1. Engagement & Introduction (7 minutes)

• Start with an intriguing question: "What happens to rocks and soil when the wind blows hard or when snow melts in Nunavut?"
• Show photos/videos of Nunavut’s unique landscapes and highlight visible weathering and erosion effects (e.g., cliffs crumbling, thawing soil).
• Use a map to briefly show Nunavut’s location and how harsh weather might contribute to these processes.
• I can state what weathering and erosion are and know they happen in Nunavut.

2. Mini-Lecture & Discussion (8 minutes)

• Define weathering (physical and chemical) and erosion in kid-friendly terms aligned with Grade 5 expectations.
  • Example: Physical weathering – freezing and thawing in permafrost breaking rocks.
  • Chemical weathering – chemical reaction with water weakening rocks.
  • Erosion – movement of soil or rock by wind, water, or ice.
• Discuss why Nunavut’s environment is sensitive to these processes (permafrost, Arctic winds, melting ice).
• Encourage student questions, link to their prior knowledge of seasons and landscapes.
• Success checkpoint: Students can explain weathering and erosion in their own words.

3. Hands-on Activity: Simulating Erosion (15 minutes)

• Divide students into 4 groups of 5.
• Each group gets a tray filled with sand and small rocks to represent terrain.
• Groups simulate erosion by pouring water to mimic melting snow or rainfall. Some groups can use small fans to blow wind across the surface.
• Observe and record areas where soil is “eroded” or moved.
• Guiding questions: What happens to the sand and rocks? How does moving water or wind change the landscape?
• Discuss real-life connections to Nunavut’s environment: melting permafrost pools, coastal erosion by waves and wind, impact on habitats.
• I can show how erosion moves soil and shapes land using a hands-on experiment.

4. Group Sharing and Reflection (7 minutes)

• Each group shares findings and connects the experiment to Nunavut examples.
• Teachers can chart key points on board (effects on land, plants/animals, human activities).
• Facilitate discussion on possible consequences, such as damage to Inuit communities or wildlife habitats.
• Success criteria: I can explain the effects of weathering and erosion on Nunavut’s environment.

5. Consolidation & Exit Ticket (3 minutes)

• Students respond in their science journals:
  • Describe one example of weathering or erosion in Nunavut.
  • Explain why it is important to understand these processes.
• Collect exit tickets for quick formative assessment.

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Differentiation Strategies

• For diverse learners:
  • Provide sentence starters or graphic organizers for writing reflections.
  • Use visuals and videos to reinforce vocabulary and concepts.
  • Use peer support and mixed-ability grouping during hands-on activities.
• For advanced learners:
  • Challenge students to research an Inuit community affected by erosion and propose solutions.
  • Extend by identifying human activities that either slow down or worsen erosion in the North.

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Assessment for Learning

• Observation notes during group discussions and hands-on activity.
• Exit tickets provide written evidence of understanding.
• Science journal reflections assess ability to connect content to real-world environments.

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Teacher Reflection Notes

• Consider timing adjustments depending on student engagement with hands-on experiment.
• Prepare additional visuals or artefacts related to Nunavut (e.g., Inuit traditional knowledge about land changes).
• Use student questions to plan follow-up lessons on environmental stewardship or climate change impact in Arctic regions.

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This lesson supports the Ontario Science Curriculum for Grade 5 Earth and Space Systems, emphasizing scientific investigation, real-world application, and engaging students with Northern environments. The use of interactive experiments and region-specific content enhances relevance and student interest.