Science · Grade 3

Active learning ideas

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.

• Ontario Curriculum Expectations
• 2-ESS2-1

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Provide students with two images: one showing a sand dune and another showing a rock with a visible crack. Ask them to write one sentence explaining how wind affects the sand dune and one sentence explaining how ice could affect the cracked rock.

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

Activity 02

• Mystery Object
• 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.

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.

What to look for

Present students with a Venn diagram template. Ask them to fill it in by comparing and contrasting the effects of wind erosion and frost wedging on rocks. Prompt them with questions like: 'What material is moved in wind erosion?' and 'What causes the rock to break in frost wedging?'

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 03

• Mystery Object
• 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.

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.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are a scientist studying a new planet. Based on what we've learned about Earth, what signs would you look for to know if wind or ice weathering is happening there?' Encourage students to use the key vocabulary.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 04

• Mystery Object
• 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.

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.

What to look for

Provide students with two images: one showing a sand dune and another showing a rock with a visible crack. Ask them to write one sentence explaining how wind affects the sand dune and one sentence explaining how ice could affect the cracked rock.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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.

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Methods used in this brief

• Stations Rotation
• Mystery Object