Wind and Ice Weathering

Active learning works well for wind and ice weathering because students need to see, touch, and measure the slow but powerful effects of these forces. Hands-on stations and experiments let learners connect abstract processes like frost wedging to visible changes in materials, making gradual weathering feel concrete and real.

• Grade 3
• Science
• 4 activities
• 30 min–45 min

Learning Objectives

1. Analyze how wind abrasion shapes rock formations, citing specific examples like sandblasted rocks.
2. Explain the process of frost wedging, detailing how water expansion breaks rocks apart.
3. Compare and contrast the erosional effects of wind and water on landforms.
4. Identify landforms created or modified by wind and ice weathering in Canadian contexts.

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Weathering Stations

Prepare three stations: wind abrasion (fan blowing sand over clay rocks), frost wedging (clay cracks filled with water then frozen), and water erosion comparison (gentle stream over soil). Groups rotate every 10 minutes, sketch before-and-after changes, and note differences. Conclude with whole-class share-out.

Prepare & details

Analyze how wind can reshape sand dunes and rock formations.

Facilitation Tip: During the Weathering Stations, set a timer for each station so students move deliberately and observe carefully, noting changes in materials before and after each rotation.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Case Study Analysis

⏱ 30 min·Pairs

Frost Wedging Experiment

Students form clay into rocks with intentional cracks, add water drops, and place in freezer overnight. Next day, measure crack widening and discuss expansion force. Pairs predict outcomes before repeating with varying water amounts.

Prepare & details

Explain the process of 'frost wedging' and its impact on rocks.

Facilitation Tip: For the Frost Wedging Experiment, remind students to record measurements in millimeters to track expansion over time, as small increases build to visible cracks.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 35 min·Small Groups

Wind Dune Modeling

In trays, students pile sand into dunes, use straws to blow air and erode shapes. Observe particle movement and deposition, then build stable dunes by adding barriers. Record sketches and measurements of changes.

Prepare & details

Compare the effects of wind erosion to those of water erosion.

Facilitation Tip: When modeling Wind Dune, have students test different fan speeds and particle sizes, encouraging them to predict which combinations will shape dunes fastest.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 40 min·Whole Class

Erosion Comparison Chart

Whole class brainstorms effects of wind, ice, and water on sample rocks. Groups test mini-models, fill shared chart with evidence like photos or measurements, and present one key difference.

Prepare & details

Analyze how wind can reshape sand dunes and rock formations.

Facilitation Tip: In the Erosion Comparison Chart, provide colored pencils so students can visually code differences between wind and ice effects for easier comparison.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Teaching This Topic

Experienced teachers approach this topic by emphasizing repeated observations over days, not single dramatic events. Use timers and measurement tools to make invisible processes visible, and avoid rushing through activities before students notice gradual changes. Research shows that students grasp slow processes better when they revisit observations over multiple sessions.

What to Expect

Successful learning looks like students accurately describing how wind carries particles to wear down rocks and how ice expands to split them. They should use key vocabulary such as abrasion, frost wedging, and erosion to explain their observations and compare weathering processes in different models.

Watch Out for These Misconceptions

Common Misconception

During the Weathering Stations activity, watch for students who believe wind only moves loose sand and not hard rocks.

What to Teach Instead

Use a soft stone like chalk or pumice at the wind station and a fan to simulate slow abrasion. Have students measure the stone’s weight before and after several minutes of exposure to show measurable wear, demonstrating that wind-carried particles do grind rock surfaces.

Common Misconception

During the Frost Wedging Experiment, watch for students who think ice makes rocks slippery and break them.

What to Teach Instead

Fill clay molds with water and freeze them overnight, then let students observe the cracks formed by expansion. Measure the cracks with rulers to quantify the force of freezing water, redirecting the idea of slipperiness to mechanical pressure.

Common Misconception

During the Wind Dune Modeling activity, watch for students who believe weathering only happens during violent storms.

What to Teach Instead

Show students how gentle, consistent winds from a fan can shape sand over several minutes. Have them record the dune’s shape every minute to highlight that small, steady forces create visible changes over time.

Assessment Ideas

Exit Ticket

After the Weathering Stations and Frost Wedging Experiment, provide students with two images: one showing a sand dune and another showing a rock with a crack. Ask them to write one sentence explaining how wind affected the dune and one sentence explaining how ice could have affected the cracked rock, using key vocabulary from the activities.

Quick Check

During the Erosion Comparison Chart activity, present students with a Venn diagram template to fill in by comparing wind erosion and frost wedging. Prompt them with questions like, 'What material is moved in wind erosion?' and 'What causes the rock to break in frost wedging?' to guide their responses.

Discussion Prompt

After the Wind Dune Modeling activity, facilitate a class discussion using the prompt: 'Imagine you are a scientist studying a new planet. Based on what we learned about Earth, what signs would you look for to know if wind or ice weathering is happening there?' Encourage students to use key vocabulary and refer to the models they created.

Extensions & Scaffolding

• Challenge: Ask students to design a miniature landscape using clay and sand, then predict how wind or frost wedging would alter it over a week. Have them test their predictions with fans and ice cubes.
• Scaffolding: Provide sentence starters on cards, such as 'Wind carries sand that ______ the rock, making it ______.' or 'Ice in cracks pushes ______, causing the rock to ______.'
• Deeper exploration: Invite students to research and create a short presentation on how weathering shapes a famous Canadian landform, like the Athabasca Sand Dunes or the Badlands of Alberta.

Key Vocabulary

Weathering	The process that breaks down rocks and minerals into smaller pieces, or changes them chemically.
Erosion	The process by which weathered rock and soil are moved from one place to another, often by wind, water, or ice.
Abrasion	The grinding and wearing away of rock surfaces by particles carried by wind, water, or ice.
Frost Wedging	A type of mechanical weathering where water seeps into rock cracks, freezes, expands, and widens the cracks, eventually breaking the rock.