We can model and explain how water changes Earth’s surface over time to form a canyon.
How might a canyon change over thousands of years if a river’s flow becomes slower or faster over time?
A canyon might change over time by…
By studying this visual, students might:
- The river is flowing through rock in all three pictures.
- The land gets deeper and narrower over time.
- The river carries sediments as it moves.
- The middle image shows eroded sediments at the bottom.
- The final image shows a deep canyon with steep sides.
- How long does it take for a canyon to form?
- What causes erosion to happen faster or slower?
- How does weathering help break down the rock first?
- What happens to the sediments after they are carried away?
- Can wind or ice also help form a canyon?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
How does a canyon form?
A canyon forms by…
How is a canyon related to erosion?
A canyon is related to erosion because…
How might a canyon change over thousands of years if a river’s flow becomes slower or faster over time?
A canyon might change over time by…
Example Student Responses to the Observational Question
A canyon forms by a river cutting into the rock.
A canyon forms by water causing weathering and erosion, which break down rock and carry away sediments over a long period of time.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose for reading is to understand how weathering and erosion change Earth’s surface to form a canyon over time.
- How weathering changes rock
- How erosion moves sediments
- How small changes over time lead to a canyon
How do weathering and erosion work together to form a canyon over time?
Weathering and erosion work together to form a canyon by…
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.