Earth’s Changing Surface

Grade Level

5th Grade

Duration

30 minutes

Class Size

15 students

Standards Alignment

Aligned with Virginia Science Standards of Learning (SOL) for 5th Grade and Common Core State Standards (CCSS) connections for literacy integration.

Virginia Science SOL (2018)

5.6 Earth’s Surface: The student will explore and describe how Earth’s surface changes over time through erosion, deposition, weathering, and human activity.

Common Core State Standards (CCSS) Connections

CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Learning Objectives

By the end of this 30-minute lesson, students will be able to:

Describe the processes of erosion, weathering, and deposition and their effects on Earth’s surface.
Identify examples of natural and human activities that cause changes to the Earth’s surface.
Use evidence to explain how these processes impact landforms over time.
Participate in a hands-on collaborative experiment simulating erosion.

Materials Needed

Clear plastic containers (1 per group of 3 students)
Sand, soil, small rocks, and water
Spray bottles filled with water
Small plastic plants or sticks to simulate vegetation
Whiteboard and markers
Science journals or notebooks
Pencils
Timer

Lesson Procedure

1. Engage (5 minutes)

Begin with a thought-provoking question: “Have you ever noticed how riverbanks change shape or how mountains might look different after many years?”
Show two quick images: one of a mountain decades ago and one now, highlighting changes like erosion or vegetation loss.
Prompt a brief discussion: “What causes these changes?” Write student answers on the board.

2. Explore (10 minutes)

Hands-On Erosion Experiment

Divide students into 5 groups of 3.
Each group gets a plastic container filled with layers of sand, soil, and small rocks, arranged to simulate a mini-hillside.
Add plastic plants/sticks to some parts of the hill to show vegetation.
Use spray bottles to simulate rainfall and observe erosion effects as water runs down the slope.
Students note how water changes the landscape, where soil/rocks moved, and how vegetation seems to protect land from erosion.

3. Explain (7 minutes)

Gather students back for a group discussion.
Define key terms: erosion (movement of soil/rocks by wind or water), weathering (breaking down of rocks), deposition (dropping of material in a new place).
Link experiment observations to these terms and review how vegetation slows erosion.
Connect to real-world examples, such as riverbanks, beaches, and construction sites.
Reinforce human impact by discussing how activities like deforestation or building affect erosion processes.

4. Elaborate (5 minutes)

Mini Research and Writing Task

Each student quickly writes in their journal: “Explain how erosion happens and why plants might help stop it.”
Encourage use of key vocabulary and observation notes.
Optionally, share a few journal responses aloud to model clarity and use of science language.

5. Evaluate (3 minutes)

Exit Ticket: Each student answers verbally or in writing two rapid questions:
1. What is erosion?
2. Name one way humans can reduce erosion.

Differentiation Strategies

For students needing support: Provide sentence starters for journal writing (e.g., “Erosion is...”, “Plants help because...”).
For advanced students: Challenge them to think about how we might design a city to reduce erosion or protect natural landforms.

Assessment

Observation of group participation and collaboration during experiment.
Informal questioning during explanation and elaboration phases.
Review of journal writing for accurate use of vocabulary and concept understanding.
Exit ticket responses for quick formative assessment of concept retention.

Teacher Reflection

Did students make connections between the experiment and real-world examples?
Were key terms understood and accurately used?
How effective was the hands-on activity in promoting engagement and comprehension?
What adjustments might improve timing or deepen understanding for next time?

This lesson combines tactile learning with critical thinking and vocabulary development, driven by VA science SOLs and supported by CCSS ELA standards, designed to make the concept of Earth’s surface changes both tangible and memorable for 5th graders.

Teaching Instructions