Activity 01
Simulation Game: Wind Erosion in a Box
Pairs fill a shoebox lid with dry sand mixed with small pebbles. Using a straw, they blow gently across the surface at the same angle for 30 seconds and sketch where material moved. They test blowing harder and from a different angle and compare results. Groups discuss what natural feature the pebbles left behind, called desert pavement, might look like at full scale.
Compare the effects of wind erosion and water erosion on landforms.
Facilitation TipDuring Wind Erosion in a Box, circulate and ask students to predict where erosion will be strongest based on fan speed and sediment size before turning on the fan.
What to look forProvide students with pictures of different landforms (e.g., sand dunes, U-shaped valleys, sculpted rocks). Ask them to label each picture with the primary agent of erosion (wind or ice) and write one sentence explaining their choice.
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Activity 02
Inquiry Circle: Glacier in a Cup
Small groups freeze a cup of water with sand and small pebbles embedded in it overnight. They drag the ice block slowly across damp sand, then examine the tracks left behind. Students compare the shape of the glacier track to the water erosion channel from a previous investigation and identify at least one visible difference in the marks each agent leaves.
Analyze how glaciers can carve out valleys and transport sediment.
What to look forOn an index card, have students draw a simple diagram showing either wind erosion or glacial erosion. They should label at least two key features of their drawing and write one sentence predicting where this type of erosion might be strongest on Earth.
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Activity 03
Think-Pair-Share: Where Is Wind Erosion Strongest?
Show a world map with wind speed averages marked in color bands. Students think about which regions would have the most wind erosion and why, discuss with a partner, then check their predictions against photos of real wind-eroded landscapes from those regions to see how their reasoning held up.
Predict where wind erosion would be most prevalent on Earth.
What to look forPose the question: 'Imagine you are exploring a new planet. What clues would you look for in the landforms to tell you if wind or ice had been the main force shaping the planet?' Facilitate a class discussion where students share their ideas and reasoning.
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Activity 04
Gallery Walk: Three Agents of Erosion
Post three sets of unlabeled photos around the room, one set each for water, wind, and ice erosion. Students classify each photo and write one physical landscape feature that tells them which agent created it. The debrief focuses on the distinctive signatures of each erosion type and how students can tell them apart.
Compare the effects of wind erosion and water erosion on landforms.
What to look forProvide students with pictures of different landforms (e.g., sand dunes, U-shaped valleys, sculpted rocks). Ask them to label each picture with the primary agent of erosion (wind or ice) and write one sentence explaining their choice.
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Generate Complete Lesson→A few notes on teaching this unit
Start with a quick demo of wind erosion using a hairdryer and flour to show immediate effects. Avoid explaining glacial movement with only pictures—use the Glacier in a Cup activity to let students observe scraping and deposition in real time. Research shows physical models build spatial reasoning and long-term retention better than static images.
Students will explain how wind and glaciers move sediment, create landforms, and leave distinct marks. They will compare the effects of these agents and connect examples from the Midwest and northern United States to real landscapes. Clear labeling, accurate diagrams, and evidence-based discussions show successful learning.
Watch Out for These Misconceptions
During Glacier in a Cup, listen for students describing glaciers as stationary ice blocks.
Pause the activity and ask groups to observe how the ice moves downward, pulling sediment and scraping the cup walls. Have them trace the path of the ice with their fingers to feel the scraping motion.
During Wind Erosion in a Box, notice if students assume erosion only happens in deserts.
Remind students of the Dust Bowl and ask them to adjust their box to include dry farm soil. Have them compare erosion rates between sandy soil and clay-rich farm soil to see how exposed dry surfaces erode faster.
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