Understanding Erosion

Overview

This 70-minute lesson will introduce 5th-grade students to the concept of erosion, focusing specifically on its definition, causes, and impacts, with an engaging case study on erosion in Nunavut’s Avatimik region. Students will explore erosion through scientific observation, cultural understanding, and practical application, in alignment with the Ontario Curriculum for Grade 5 Science.

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Curriculum Expectations

Strand: Understanding Earth and Space Systems — Conservation of Energy and Resources (Overall Expectation: 2.0)
Specific Expectations:

• 2.1 investigate natural processes, including erosion and weathering, that shape the Earth’s surface
• 2.2 describe the ways people in Ontario and Indigenous communities use natural resources responsibly
• 2.3 relate their investigations of soil erosion to larger environmental and cultural contexts

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Learning Goals and "I Can" Statements

• I can define erosion and explain what causes it.
• I can describe how erosion affects landscapes, especially in the Nunavut territory.
• I can explain how the Avatimik region is an example of erosion in action and how Indigenous knowledge helps us understand it.
• I can apply scientific and cultural perspectives to understand environmental changes.

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Success Criteria

• Clearly define erosion using scientific language.
• Identify at least three causes of erosion.
• Explain how erosion is impacting the Avatimik region in Nunavut.
• Make connections between Indigenous knowledge and scientific observations of erosion.
• Participate actively in discussions and activities.

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Materials Needed

• Whiteboard and markers
• Projector or large screen to display images/videos
• Photos and maps of Nunavut’s Avatimik region illustrating erosion
• Erosion simulation trays (small boxes with soil, sand, water, rocks)
• Worksheets with "I Can" statements and reflection prompts
• Art supplies for drawing erosion and its effects
• Printed Elders’ quotes or short readings on land stewardship from Nunavut

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Lesson Breakdown

1. Introduction: What is Erosion? (15 minutes)

Activity:

• Begin with a class brainstorm: Ask “What do you think erosion means?” List ideas on the whiteboard.
• Introduce a clear, age-appropriate definition: “Erosion is the process by which soil, rocks, and other surface materials are worn away and moved to another place by wind, water, ice, or gravity.”
• Show images/video clips of erosion processes and effects, including those in Nunavut’s Arctic environment (e.g., coastal erosion, thawing permafrost).
• Link to Ontario Curriculum: By meeting 2.1 expectations on investigating natural processes, including erosion.

Success Criteria: Students contribute ideas and can restate the definition of erosion in their own words.

I Can Statement: I can describe what erosion means and name ways it happens.

Differentiation:

• Visual learners benefit from images/videos.
• English Language Learners (ELLs): Provide vocabulary cards with key terms and definitions.
• Students needing support: Use a simplified definition and pairing for peer discussion.

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2. Case Study: Erosion in Nunavut and Avatimik (20 minutes)

Activity:

• Share brief background on Nunavut’s geography: cold climate, permafrost, and unique landscapes. Highlight Avatimik as an area affected by erosion along coastlines.
• Introduce excerpts from Indigenous knowledge and Elders’ perspectives on land stewardship and observing changes in the land (read aloud or audio clip).
• Discuss how erosion affects local flora, fauna, and community living in Avatimik.
• Facilitate a think-pair-share: How might erosion in Avatimik be similar/different from erosion in Ontario?
• Curriculum Link: Addresses 2.2 and 2.3 by relating Indigenous knowledge to environmental phenomena and responsible resource use.

Success Criteria:

• Students identify at least two ways erosion impacts Nunavut’s land and people.
• Students explain one way Indigenous knowledge helps understand or manage erosion.

I Can Statement: I can explain how erosion is happening in Nunavut and why Indigenous knowledge is important to understanding it.

Differentiation:

• Higher-level learners: Encourage independent research or extended reflection on cultural context.
• Students requiring support: Use sentence starters; pair with peers for discussion.

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3. Hands-On Activity: Simulating Erosion (20 minutes)

Activity:

• In small groups, students explore erosion by experimenting with trays filled with soil and sand. Students simulate erosion using water flow or wind movement to observe soil displacement.
• Groups document their observations: What materials moved? How quickly? Under what conditions?
• Connect the experiment back to real-life erosion, including the Avatimik environment.

Success Criteria:

• Students accurately describe what happened in their simulations.
• Students connect the experiment to the real-world erosion impact discussed earlier.

I Can Statement: I can demonstrate how erosion moves soil and explain what affects it.

Differentiation:

• Allow varied roles in groups (one observes, one records, one explains).
• Provide graphic organisers for documenting observations.
• Offer additional support and guided questions for students who struggle with scientific concepts.

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4. Reflection and Art Connection (15 minutes)

Activity:

• Students create a two-part drawing: one side showing a landscape before erosion, the other side showing the same landscape after erosion affecting it.
• Encourage them to include elements from Avatimik’s environment and Indigenous cultural symbols they learned about.
• Share their artwork in small groups and explain their ideas and what they learned about erosion and its effects.

Success Criteria:

• Student drawings clearly show changes due to erosion.
• Students use scientific and cultural understanding in their explanation.

I Can Statement: I can show and explain how erosion changes a landscape and why that matters.

Differentiation:

• Provide templates or examples for students needing support.
• Encourage more detailed or extended explanation for advanced learners.

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Assessment and Evaluation

• Formative: Teacher observations during discussion, participation in simulation and group work, accuracy in worksheet responses.
• Summative: Completed worksheet with definitions, causes, and connections to Nunavut; quality and explanation of the final art piece.
• Use a simple rubric to evaluate understanding of erosion, linking scientific and cultural knowledge, and ability to communicate this clearly.

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Extension Ideas (Optional)

• Invite a guest speaker (e.g., Indigenous community member or environmental scientist from Nunavut) to share experiences of erosion.
• Set up a tech station for students to explore interactive erosion maps or virtual tours of Nunavut’s landscape.

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Teacher Reflection Notes

• Observe which students relate most strongly to cultural knowledge and hands-on learning.
• Note level of engagement with scientific processes versus cultural context and adjust balance for future lessons.
• Collect student feedback on which activities helped them best understand erosion.

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By integrating scientific inquiry with Indigenous knowledge and real environment examples like Avatimik, this lesson aligns with Ontario’s curriculum goals of fostering environmental awareness, scientific understanding, and respect for Indigenous perspectives in young learners.