Stream Works: The Teacher as Facilitator
While it may be tempting to start this activity with a brisk overview of basic
facts and definitions of erosion and deposition, the lesson's content should be
embedded in the context of the classroom discussion and the performance of the
activity itself. This approach places the student in charge of discovering and
examining more complex aspects of this physical phenomenon.
Students will probably have a rich variety of personal anecdotes if they are
guided to relate the lesson idea to their neighborhood, local recreational areas,
the community's business concerns or terrain they have seen on vacation trips.
They can reproduce their experiences in the model and draw conclusions from the
activities they perform.
To help students explore the variety of mathematical measurements that are part
of water technology, have measuring devices available. Do not direct them to use
these devices but advise them when they begin to turn to these tools on their
own. Other resources such as charts, tables, or formulas can also be available to
evaluate water's effect on the terrain. Work with the students to apply these
abstract tools to the practical situation in the activity.
Resources from outside the classroom can enrich the students' understanding.
Invite community planners, builders, farmers, or engineers who deal with erosion
as part of their work and can provide insight to real world situations.
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