We can model and explain how wind changes Earth’s surface to form landforms such as sand dunes.
How might strong seasonal winds over a desert slowly change existing sand dunes or create new ones?
Strong seasonal winds might change the sand dunes by...
By studying this visual, students might:
- Wind is blowing sand across the surface.
- Over time, piles of sand begin to form hills.
- The sand changes shape from Day 1 to Day 197.
- The sand dunes get larger as more sand collects.
- Grasses begin to grow on the sand dunes and help hold them in place.
- Where did the sand originally come from?
- Why does the sand pile up in certain places?
- How long does it take for a sand dune to fully form?
- What would happen if the wind stopped blowing?
- How do grasses keep the sand dunes from moving?
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 do sand dunes form?
Sand dunes form by…
How is a sand dune related to deposition?
A sand dune is related to deposition by…
How might strong seasonal winds over a desert slowly change existing sand dunes or create new ones?
Strong seasonal winds might change the sand dunes by...
Example Student Responses to the Observational Question
Sand dunes form by wind blowing sand into piles.
Sand dunes form by wind causing erosion that moves sand and deposition that builds it up into a landform over 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 explain how wind shapes Earth’s surface by forming and changing landforms such as sand dunes.
- How erosion moves sand
- How deposition builds sand dunes
- How wind changes the shape of a landform
How does wind shape Earth’s surface by forming and changing landforms such as sand dunes?
Wind forms and changes landforms such as sand dunes 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.