UTE Instructional Cycle 3

Hypothesis Alycia Jacob C. Marissa Matt Khari Leah Lauren Jacob O. Sarah L. Skylar Alex Sarah K. Aaron Patrick Kelly Zeinab Jessica Tyler Isaac Naomi Chloe Justin water water water water water water water both both water water vinegar water both vinegar water water vinegar vinegar both water water differences related to weathering? no no yes no no no no no yes no no yes no no yes no no yes yes no no yes Comments was unsure why vinegar had more affect on the chalk mentioned the difference between water and vinegar but failed to mention weathering water could not break down chalk as fast as vinegar could wrote there is a difference between water and vinegar but failed to mention weathering the vinegar sucked up color from the chalk faster than the water did wrote there is a difference between water and vinegar but failed to mention weathering mentioned the difference between water and vinegar but failed to mention weathering the vinegar sucked up color from the chalk faster than the water did the vinegar did more weathering than the water did was unsure why vinegar had more affect on the chalk wrote there is a difference between water and vinegar but failed to mention weathering the vinegar did more weathering than the water did was unsure why vinegar had more affect on the chalk the vinegar sucked up color from the chalk faster than the water did the vinegar was more powerful and broke apart the chalk more mentioned the difference between water and vinegar but failed to mention weathering mentioned the difference between water and vinegar but failed to mention weathering the vinegar did more weathering than the water did the vinegar was more powerful and broke apart the chalk more was unsure why vinegar had more affect on the chalk the vinegar sucked up color from the chalk faster than the water did the vinegar was more powerful and broke apart the chalk more

Only 32% of students related the differences they saw in the investigation to weathering. This small percentage shows me that students are confused about the concept of weathering. Although we did not discuss the results of the experiment as a whole class, I discussed the findings with each group. One of the reasons students may have had such are hard time understanding the results they saw is because most students had a hypothesis that stated water would do more weathering. With this incoming understanding, they may not have believed the results because they were so subtle. They still believed water was more responsible for breaking apart the chalk. In the next lesson, it will be important to discuss the results students saw and how they relate with what we studied about weathering. Although I planned for this to be the last lesson before the endof-the-unit assessment, I believe we need to spend one more day thinking about weathering and how it impacts the earth. Also, we need to pay attention to how weathering differs from erosion. In addition to discussing the results from the investigation, we will also do a Venn diagram that compares and contrasts weathering and erosion. This will help students understand the differences between these two outside forces that change the surface of the earth.