Wear on Earth
View Sequence overviewStudents will:
- model and observe wind erosion on exposed soil.
- consider how different wind speeds impact erosion.
- identify how soil particles move as a result of wind.
Students will represent their understanding as they:
- draw annotated diagrams showing the movement of soil at different wind speeds.
- explain how they think dust storms occur.
In this lesson, assessment is formative.
Feedback might focus on:
- students’ observations about wind erosion. Have they made careful observations of each particle type in their soil sample, and represented this with appropriate diagrams and or/photographs?
- students’ explanations of how a dust storm might occur. Have they identified the types of particles that are transported in a dust storm and how far away they might be deposited? Have they used accurate scientific terminology?
Whole class
Class science journal (digital or hard-copy)
Optional video: What's the difference between weathering and erosion (1:26)
Video: Wind erosion (3:03)
Video: Behind The News segment ‘Dust Storm’ (3:50)
Each group
A small sample of ‘soil’, made of food stuffs of varying sizes and weights, for example: flour, salt or sugar (fine and/or coarse), lentils, rice grains, breadcrumbs.
Note: In this activity students blow on piles of soil. Food is used to simulate the different components of soil to avoid the potential hazards caused by students inadvertently inhaling soil during the investigation.
A paper plate or other flat surface
Optional: A device for taking photos and/or recording video
Each student
Individual science journal (digital or hard-copy)
Lesson
Re-orient
Revise what students have learned about weathering and erosion. Focus on any discussions students may offer about sediment being moved from one place to another (transportation) by glaciers, water, wind and gravity.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkHow does wind move soil?
Revise the difference between weathering and erosion.
Optional: Show the video What’s the difference between weathering and erosion (1:26) to view examples in situ and prompt discussion.
- How are weathering and erosion different?
- Weathering changes the rock, erosion transports pieces to another place.
- What are some ways rocks can be weathered and how do they occur?
- Students might describe the scraping and tumbling of mechanical weathering, freeze-thaw weathering, or chemical weathering.
Pose the question: How easily does wind move soil?
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkModelling wind erosion
Students simulate the effects of wind on exposed soil using a model.
Before the investigation
Discuss what students know about wind and its different ‘strengths’ or speeds.
- What is wind?
- Can wind have different levels of ‘strength’?
- What words could you use to describe different levels of wind?
- Some response students might offer include: light/gentle/moderate/fresh/strong breezes, gusts, gale-force winds, storm, hurricane or southerly buster (a specific wind event that occurs in New South Wales and Victoria) etc.
- Do you think a light wind could move soil? Why/why not?
- Do you think a strong wind could move soil? Why/why not?
Discuss what students know about soil and its composition. Examine each of the components of the ‘soil’ sample that teams will be testing and discuss what it might represent in a sample of real soil.
Note: Students should have learned about soils, rocks and minerals in Year 3. This may have included learning about the features of soil, different soil types—sand, silt and clay— and their components.
Undertaking the investigation
Explain/model the investigation—teams will pour their ‘soil’ onto a plate or other flat surface, piling up the soil at one side of the surface, and blow on it with three different ‘strengths’ to represent how bare soil might move in a light wind, a medium wind, and a strong wind.
Discuss how they could make the test fair by, for example, ensuring that the same person simulates the wind each time, and bringing the soil back into a pile before the next test.
As a class design a table that students can use to record their observations.
One example could be:
Describe and draw the soil particles in your sample. Are they big, small, heavy, light? | Observe and describe, using words and drawing, how the soil moves in a light wind. Which particles moved? How far did they travel? How spread out were they? | Observe and describe, using words and drawing, how the soil moves in a medium wind. Which particles moved? How far did they travel? How spread out were they? | Observe and describe, using words and drawing, how the soil moves in a strong wind. Which particles moved? How far did they travel? How spread out were they? |
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Allow teams time to carry out their investigation and record their observations using the table.
Optional: Teams take photos and videos during their investigation.
Wind erosion
How does the wind cause erosion?
Wind erosion occurs when soil is detached from the Earth’s surface, transported by wind and then deposited in another location. It occurs when the force of the wind overcomes the adhesion of the soil particles.
Factors that influence wind erosion include:
- wind speed and duration.
- soil properties and particle size.
- vegetation cover.
- land management practices.
Wind erosion is a natural process, but can be affected by human activities which remove ground cover and expose more soil, such as farming, grazing animals, or construction.
Wind erosion can lead to loss of topsoil, resulting in reduced growing capacity, reduced water penetration of the soil, increased water run-off and drought vulnerability, dust storms, and desertification.
How far the soil moves depends on the wind speed, the properties of the soil and its moisture level. Light winds tend to move only fine/light soil particles, whilst heavier winds can move larger particles. Soil that is wet is more difficult to move, because its adherence is increased and it is heavier.
The wind moves soil in three different way.
- Surface creep: Heavier particles roll or slide along the surface, pushed by the force of the wind. As they move they dislodge other soil particles. These larger particles tend to only move a few metres.
- Saltation: Mid-sized particles, light enough to be lifted off the ground but too heavy to be suspended, bounce along the surface. As they bounce they abrade the surface further, and break into smaller particles themselves. These smaller particles might then be small enough to become suspended.
- Suspension: Tiny particles, usually less than 0.1mm in diameter, are lifted off the ground and suspended in the air. They include very fine particles of sand, clay and organic matter. The larger of these particles (between 0.05-0.1mm) are usually deposited within a few kilometres of the erosion site. Particles around 0.01mm may be carried and deposited hundreds of kilometers away, and particles smaller than this can be carried thousands of kilometers from the original erosion site!
Wind erosion occurs when soil is detached from the Earth’s surface, transported by wind and then deposited in another location. It occurs when the force of the wind overcomes the adhesion of the soil particles.
Factors that influence wind erosion include:
- wind speed and duration.
- soil properties and particle size.
- vegetation cover.
- land management practices.
Wind erosion is a natural process, but can be affected by human activities which remove ground cover and expose more soil, such as farming, grazing animals, or construction.
Wind erosion can lead to loss of topsoil, resulting in reduced growing capacity, reduced water penetration of the soil, increased water run-off and drought vulnerability, dust storms, and desertification.
How far the soil moves depends on the wind speed, the properties of the soil and its moisture level. Light winds tend to move only fine/light soil particles, whilst heavier winds can move larger particles. Soil that is wet is more difficult to move, because its adherence is increased and it is heavier.
The wind moves soil in three different way.
- Surface creep: Heavier particles roll or slide along the surface, pushed by the force of the wind. As they move they dislodge other soil particles. These larger particles tend to only move a few metres.
- Saltation: Mid-sized particles, light enough to be lifted off the ground but too heavy to be suspended, bounce along the surface. As they bounce they abrade the surface further, and break into smaller particles themselves. These smaller particles might then be small enough to become suspended.
- Suspension: Tiny particles, usually less than 0.1mm in diameter, are lifted off the ground and suspended in the air. They include very fine particles of sand, clay and organic matter. The larger of these particles (between 0.05-0.1mm) are usually deposited within a few kilometres of the erosion site. Particles around 0.01mm may be carried and deposited hundreds of kilometers away, and particles smaller than this can be carried thousands of kilometers from the original erosion site!
Wind
What is wind and how is its strength measured?
Wind is the movement of air over the surface of the Earth. Winds are driven by the heat from the Sun, which warms the air and causes it to rise. Where warm air rises, cool air flows in to take its place. This motion is felt on the Earth’s surface as wind. Wind is described in terms of its strength or speed and the compass direction from which it is blowing. Wind speed can be expressed in kilometres per hour, metres per second, knots, or as a force on the Beaufort wind force scale.
When weather forecasters describe the wind they usually include information about both its strength and direction. For example, a fresh south-westerly wind is a wind blowing from the south-west at an average speed of 30–39 kilometres per hour (the speed of a ‘fresh breeze’ on the Beaufort scale). The term ‘gusty’ is often used in weather reports to describe winds that have sudden increases above the average speed for short periods of time. Knowledge of wind strength is useful for recreational activities like sailing, the safety of people working in high places or at sea, and for forecasting the movement of pollution and smoke from bushfires to populated areas.
The Beaufort scale was developed by Naval officer Sir Francis Beaufort in 1806. Wind is classified into categories based on its speed, from calm (no wind) to hurricane force (wind speed over 118 kilometres per hour). Wind speed always increases with height above the ground, so wind speeds in the Beaufort scale are measured at a height of 10 metres above open, flat ground.
Wind is the movement of air over the surface of the Earth. Winds are driven by the heat from the Sun, which warms the air and causes it to rise. Where warm air rises, cool air flows in to take its place. This motion is felt on the Earth’s surface as wind. Wind is described in terms of its strength or speed and the compass direction from which it is blowing. Wind speed can be expressed in kilometres per hour, metres per second, knots, or as a force on the Beaufort wind force scale.
When weather forecasters describe the wind they usually include information about both its strength and direction. For example, a fresh south-westerly wind is a wind blowing from the south-west at an average speed of 30–39 kilometres per hour (the speed of a ‘fresh breeze’ on the Beaufort scale). The term ‘gusty’ is often used in weather reports to describe winds that have sudden increases above the average speed for short periods of time. Knowledge of wind strength is useful for recreational activities like sailing, the safety of people working in high places or at sea, and for forecasting the movement of pollution and smoke from bushfires to populated areas.
The Beaufort scale was developed by Naval officer Sir Francis Beaufort in 1806. Wind is classified into categories based on its speed, from calm (no wind) to hurricane force (wind speed over 118 kilometres per hour). Wind speed always increases with height above the ground, so wind speeds in the Beaufort scale are measured at a height of 10 metres above open, flat ground.
Features and properties of soils
What is in soil?
Soil is the loose material that covers most of the Earth’s land surface.
The small particles are either sand, silt, or clay. The amount of sand, silt, or clay in a soil gives the soil its texture and determines how much air and water the soil can hold.
- Sand particles are relatively large, so sandy soil holds a lot of air and drains water freely. Sand makes the soil feel gritty.
- Silt particles are smaller than sand, so soil high in silt holds a moderate amount of water and air.
- Clay particles are the smallest, so clay-based soils hold a lot of water and little air. This can make it difficult for the roots of plants to take in oxygen. Clay makes the soil feel silky to the touch.
Loam is a combination of sand, silt, and clay and is the ideal soil for growing plants.
Humus (a Latin word meaning earth or ground) is the decomposed plant and animal matter in soil. It is important because it provides nutrients, contributes to water and air retention, and provides food and habitat for the microorganisms that live in the soil. Humus is stable, meaning it can't be decomposed any further. Organic matter that is still being broken down, or decomposing, is called compost.
Soil composition is different in different places. These differences can be seen in a very small distance, such as from one side of a garden or farm to the other, as well as from country to country. The differences depend on the type of rocky material and plant matter from which the soil was made and the kinds of organisms that live in, around, and on the soil.
Dirt is typically only made up of sand, clay or silt particles, but may also contain rocks. It is devoid of humus and compost, and because of this lacks the nutrients required for plant and animal life.
Soil is the loose material that covers most of the Earth’s land surface.
The small particles are either sand, silt, or clay. The amount of sand, silt, or clay in a soil gives the soil its texture and determines how much air and water the soil can hold.
- Sand particles are relatively large, so sandy soil holds a lot of air and drains water freely. Sand makes the soil feel gritty.
- Silt particles are smaller than sand, so soil high in silt holds a moderate amount of water and air.
- Clay particles are the smallest, so clay-based soils hold a lot of water and little air. This can make it difficult for the roots of plants to take in oxygen. Clay makes the soil feel silky to the touch.
Loam is a combination of sand, silt, and clay and is the ideal soil for growing plants.
Humus (a Latin word meaning earth or ground) is the decomposed plant and animal matter in soil. It is important because it provides nutrients, contributes to water and air retention, and provides food and habitat for the microorganisms that live in the soil. Humus is stable, meaning it can't be decomposed any further. Organic matter that is still being broken down, or decomposing, is called compost.
Soil composition is different in different places. These differences can be seen in a very small distance, such as from one side of a garden or farm to the other, as well as from country to country. The differences depend on the type of rocky material and plant matter from which the soil was made and the kinds of organisms that live in, around, and on the soil.
Dirt is typically only made up of sand, clay or silt particles, but may also contain rocks. It is devoid of humus and compost, and because of this lacks the nutrients required for plant and animal life.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkHow did the wind move the soil?
In this Integrate step, guide students to link their experiences in the investigation to the processes of erosion caused by wind in real-life.
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Students share their observations from the investigation. They consider similarities and differences between groups and why these may have occurred. They also consider the fairness and accuracy of the investigation and how this could be improved.
- Which particles did the light wind move? How far did they move? How spread out were they?
- What about the medium and strong winds?
- What words would you use to describe how the particles moved?
- Students should be given the opportunity to generate terms themselves before prompting.
- Prompts might include terms like floating, sliding, rolling, bouncing etc.
- What does this tell you about wind erosion?
- How far do you think a strong wind might be able to spread light, fine particles of soil? Why do you think that?
- What do you think would happen if the soil was wet? Do you think the results would be the same? Why do you think that?
- What measures do you think might help stop or control wind erosion?
Introduce and discuss the terms ‘transportation’, the movement of weathered material away from its source location, and ‘deposition’, the laying down of this material in a new location.
Introduce the terms ‘surface creep’, ‘saltation’, and ‘suspension’ as different ways that the wind transports and deposits weathered material. Explain that students will watch some animations to support them to define these terms for themselves.
Watch the Wind erosion video without sound, from 1:40 until 2:40. Pause the video at appropriate times, taking note of the size of the soil particles and how they are moving as each term appears on screen.
Compose student-led definitions of the terms surface creep, saltation, and suspension, using the movement terms students offer and including reference to particle size.
Finally, rewatch the Behind the News segment ‘Dust Storm' (3:50) first viewed in Lesson 1. In their science journal, students use words and diagrams to explain how they think a dust storm may occur, the type of soil particles they transport, and how far the particles are transported before being deposited in another location.
Reflect on the lesson
You might:
- add new words and images to the word wall or glossary.
- add to the W and H sections of the TWLH chart.
- consider the positive and negative impacts of wind erosion on humans, animals and the environment.