Grade 5_Goal 2 Landforms and Weathering_final

Grade 5Goal 2

Landforms and Weathering

I. Grade Level: 5

II. Unit Title: Landforms and Weathering

III. Unit Length: 9 weeks

IV.Major Unit Goal/Learning Outcomes:The student will be able to:

o Describe how forces change landforms over timeo Rate the effects of weathering forceso Understand how water movement shapes landformso Explain how different landforms are createdo Describe the characteristics of landformso Discuss how water flow effects erosiono Identify landforms using maps and aerial photographso Understand the influence of humans on erosion and deposition

IV. VI. NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English Proficiency Students (LEP) - English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.

V. Objective Chart and RBT Tags2.01 Identify and analyze forces that cause change in landforms over time

including:Water and Ice; Wind; andGravity.

2.02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms.

2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming:Canyons;

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For LEP students: Suggestions for modified instruction and scaffolding for LEP students are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, Entering and Beginning level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than Developing, Expanding, or Bridging students.

Valleys;Meanders; and Tributaries.

2.04 Describe the deposition of eroded material and its importance in establishing landforms including:Deltas; andFlood Plains.

2.05 Discuss how the flow of water and the slope of the land affect erosion.

2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms.

2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of:Clearing land; Planting vegetation; and Building dams.

Unit Title: Landforms Number of Weeks: 9Number Competency or Objective RBT Tag2.01 Identify and analyze forces that cause change in

landforms over time including. Water and Ice. Wind. Gravity.

4A

2.02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms.

4B

2.03

2.04

Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming:

Canyons. Valleys. Meanders. Tributaries.

Describe the deposition of eroded material and its importance in establishing landforms including:

Deltas. Flood Plains.

2B

2B

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2.05

Discuss how the flow of water and the slope of the land affect erosion.

2B

2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms.

3C

2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of:

Clearing land. Planting vegetation.

Building dams.

4D

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VII. Materials and Equipmento Rubric for Hands-On Activities (see appendix)o 3 Baby Food jarso 3 pieces of chalk small enough to fit in jar, colored chalk optional but

preferredo 1 stopwatch or access to a clock with a second hando 1 container of watero 1 cup of vinegaro 2-3 teacher selected pictures of water contributing to the shape of the

landscapeo 1 plastic container; (the plastic shoeboxes from the dollar store are

perfect)o 1 piece of plastic wrap that covers the topo Enough tape to go around containero 1 small bowlo Soilo 1 medium bag of iceo 1 small lamp for heating (a heat lamp will be better)o Water to fill the small bowlo Earth material container (tray or tub) for experiments.o Water source for various flow rateso Support piece for water source (ruler or similar) needs to fit across

tub near end then place water source on edge of tub and support piece. Another suggestion is to use a strong clothespin to attach water source to side of tub.

o Liter Pitcher to transport water from faucet to work area (suggested for teacher’s use)

o Blue food coloring (optional)o 1 inch high block of wood to increase slope/work with earth (place

under one end of container opposite drain for slope manipulation)o Bucket to capture drainageo Earth material in 1 gallon size freezer bag (5 parts sand to 1 part

powdered clay mixture = approx. 1 liter per bag)o Duct tape (to cover drain when not in use, and hold ruler in place)o 1 cup measuring cupso Newspapero Student vehicle for data observations, collection and reflection.o Safety Equipmento Book: The Librarian Who Measured the Earth, by Kathryn Lasky

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o Internet access: free download of Google Eartho Map of Mount Mitchell, NC (summit map) from www.topozone.como State map or road atlas of North Carolinao Cardboardo Scissorso Markerso Handout of contour map modelo 4 small clear containers (Solo 9 oz. plastic cups)o “Face Island” foil model from lesson 2.01o 1 centimeter grid paper and overhead transparency for each student.o Overhead marker for each studento Sando Plastic tubso Modeling clayo Centimeter rulero Styrofoam plateo Cooking sprayo Book or object that can elevate plateo Flax Seed or other small light weight seedo Erosion photograph (appendix 6)o Olive Oilo Small Styrofoam or plastic cupo Safety goggles or form of protective eye wearo 4-5 Teacher chosen pictures of famous damso 2 plastic containers; (the plastic shoeboxes from the dollar store are

perfect) or aluminum baking pano 2 clear Styrofoam cupso Soil or sando Rulero Water

VIII. Big Ideas:

IX. Unit Notes: Activity Examples: hands-on, centers, reading maps and building models, small and whole group discussion, using student science notebooks, technology: using computers for research, lecture, student presentations

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http://www.topozone.com/

Flow Chart:

Content BlastLandforms are the natural features of the earth. Mountains, plateaus, plains and hills are all examples of landforms.

Landforms constantly develop and change as the forces of weathering and erosion change rocks and break them down. Weathering is the force that causes rocks to fragment, crumble, crack and break down either chemically or physically. Erosion carries away the rock debris caused by weathering. The eroded rocks and sediments are deposited by forces such as volcanoes, wind, water, ice, and waves to various depositional environments on the Earth’s surface.

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Weathering of Rocks

Rocks weather in different ways and at different rates depending on the mineral composition and location of the rock. The rocks break into small rock fragments as they are weathered. These fragments are broken down further into the particles that comprise soil along with organic material. When water is frozen it expands, so when water seeps into cracks in rocks then freezes, the expanded ice can cause the rock to split and crack. This process is called ice wedging and it can reduce a rock to rubble over time. Soil can also collect inside of the cracks of rocks. Plants can grow in this soil and eventually the roots grow large enough to cause pressure on the rocks, causing the crack to expand. The rock can split apart from this expansion.

Minerals found in the rocks can change to other minerals due to the reaction with water or air. Reactions such as rusting or acid formation can also cause the rock to break down into smaller fragments.

Erosion of Rocks

A variety of landforms are carved by water. Moving water erodes rocks and transports the small pieces of rock. Groundwater or underground water can dissolve limestone causing caverns or sinkholes. Ocean waves shape our coastline. The waves can also transport sand and rocks causing extensive erosion.

Wind moving at high speeds can transport a large amount of dust and sand. Erosion of this type shapes deserts by carrying the sand and by sandblasting rock. If soil doesn’t contain plants to hold it in place, it can be exposed to vast amounts of erosion. Loss of soil can cause loss of farmland. During the Dust Bowl in the 1930’s, over cultivation of the farmland removed the native grasses that held the soil in place. Drought and wind then stripped the land of its fertile soil.

Glaciers also help to shape landforms. These huge sheets of ice move slowly over the land in the polar regions of the Earth and in the high mountains where vast amounts of snow build up and turn to ice. The mass of ice moves slowly, only a few inches per day. This movement is caused by layers of ice moving over each other or by the layers of ice sliding on a thin layer of water that begins to melt at the bottom of the glacier. As the

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glacier moves, it pulls out pieces of the bedrock which become embedded into the bottom of the glacier. As the glacier moves over the land, these pieces of embedded rock grind down on and under the glacier, shaping a variety of landforms. When glaciers retreat, possible landforms that are created include canyons, huge boulders, rock piles, hills, valleys, and lakes.

Forces that Build

Plate tectonics is the major force that builds large masses of land. Faults, volcanoes, and mountains are formed as rocks are moved across the surface of the Earth and shaped mountains. There are smaller building forces that can occur by transporting weathering agents such as water, wind and ice. These are the same forces that erode the land. These weathering agents can carry sediment and deposit it somewhere else through a process called deposition. Deposition of sediment can form beaches, deltas, sand dunes, and change the shape of rivers and coastlines.

People and the Land

People have a direct affect on weathering, erosion, and deposition. People can speed up erosion by clearing the land for farming, housing developments, building roads, deforestation, and strip mining. People change the course of rivers by channeling them and building dams across them. The shapes of mountains are changed by building roads and highways. Coastlines are changing by building roads and houses that may alter the natural changes of the coastline.

Example of Landforms

Valleys are depressions on the surface of the Earth that are bordered by hills or mountains. The naturally formed troughs are made by water and/or ice (glacier) erosion. As rivers and streams flow through valleys, they carry sediments and other materials of land. Fertile soil is found at the bottom or floor of the valley. The valley floor slopes downstream. Valleys formed by rivers have a more v-shape while glaciers form valleys that are characterized by a u-shape.

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Plateaus are formed in different ways. Some plateaus are formed as a result of lava flows covering a large area and building up the surface. Plateaus are also formed by the forces of upward folding, followed by the erosion of surrounding land. These forces leave large areas of fairly level highlands that are separated from the surrounding land by steep slopes. Plateaus can be surrounded by mountains or can be higher than the land around them.

Mountains are created by huge forces in the Earth over a long period of time. They are formed by the movements of the Earth’s plates called plate tectonics. The forces of heat and pressure underneath the Earth’s crust cause movements in the Earth’s plates. These movements, plate tectonics, are the geological forces that scientists believe form most of the mountains. The lithosphere of the Earth is divided into sections called plates. Through plate tectonics these plates move and collide, separate, and slide past each other. When some plates collide, one moves under the other and causes the eruption of volcanoes. Other plates compress causing folding and wrinkling of the crust. The Appalachian and the Himalaya Mountain ranges were formed as a result of compression after plates have collided.

Plains are wide stretches of land that do not have significant changes in elevation. Some plains, such as the Great Plains, are found inland while others are found along the coast. Plains contain fertile soil so these areas are often well populated. Roads, towns and cities are also easily built in these areas. Coastal Plains are stretches of lowland along the seacoast that slope towards the ocean. Along the North Carolina coast, the coastal plain is flooded by the ocean and the edge of the North American continent is actually submerged beneath the ocean. In some areas, the plain is part of an elevated ocean floor. Sediments and other solid materials are carried by rivers and waves where they are deposited along the coastline extending the coastline seaward. The sharp upward slope of land along the plain’s inward edge is called the fall line.

Lakes are bodies of water that are different from marine environments. They are small, fairly closed systems, and have less pronounced tides. Thus, the energy levels in lakes are lower than those found in marine environments. When sediment flows into lakes, the coarser sand and gravel are deposited in the shallow areas of the lakes, especially during the summer. The finer silt and clay are deposited in the deeper areas of the lakes, especially during the winter. (Alternating thin layers of light-colored

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and dark-colored finer grained sediment are called varves, this is one type of lacustrine deposit and forms in all types of lakes, both glacial and nonglacial). While most sediment deposits in lakes come from rivers, some deposits are from wind, ice-rafting and volcanic rock erosion.

Volcanoes create different types of rocks because of the various mineral compositions that compose magma. Depending on the amount of gas found in the magma and the viscosity (thickness) of magma, the volatility of volcanic eruptions and the landforms that are made differ. Magma found in island arcs at the edges of some continents is composed of thin high-silica lava. The magma crystallizes forming rhyolites, andesites, and dacites. Magma from volcanoes that are from continents and oceanic environments are highly fluid and basaltic.

Lava in mountain building (orogenic) environments is the most viscous and has higher gas content. The eruptions from these volcanoes are more explosive and form an extrusive, solid volcanic material called tephra. In the United States most volcanic ash is found in Hawaii, Washington and Oregon. It is also found in Japan, Indonesia, Central America, and other mountainous regions of the world. Rich fertile soil is formed from ash and is used for growing crops.As a result of volcanic activity, there are three different types of landforms that are created. Lava Plains and Plateaus are volcanic landforms that are created when a large volume of fluid lava flows over a wide surface area. The result is topography with an extremely flat surface that aggrades with each successive lava flow.

Volcanic composite cones are very distinctive in appearance. They have layers of interbedded, blocky tephra that is composed mainly of ash and cinder. The peaks of these composite cones can rise several thousands of meters with narrow circular bases. Mount Rainer in Washington is an example of a composite volcano. The Hawaiian Island chain is an example of a series of shield volcanoes and are composed of fluid basaltic magma with very little tephra. They tend to have lower peaks than composite cones volcanoes.

Calderas are created by volcanoes that have erupted then have later collapsed inward. Composite cone volcanoes are much more likely to form calderas due to the tephra sheets that they contain. Crater Lake in Oregon and the Yellowstone Plateau in Wyoming are calderas.

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Not all landforms are created by deposition. The Grand Canyon is a landform that was created by the erosive forces of water and wind that cut and etched the land over millions of years. The Colorado River cut deep gorges into less resistant rock and created the canyon while the more resistant, less weathered rock remained.

Other Types of Landforms

Alluvial deposits are rock debris and sediments such as silt and clay that are carried down by mountain streams or rivers to the valley floor. Alluvium is soil or sediments deposited by a river or other running water. Alluvium is typically made up of a variety of materials, including fine particles of silt and clay and larger particles of sand and gravel.A river constantly picks up and drops sediments throughout its length. Where the river flows quickly, more particles are picked up than dropped. Where the river flows slowly, more particles are dropped than picked up. Areas where more particles are dropped are called alluvial or flood plains, and the dropped particles are called alluvium. Alluvium often contains valuable ores such as gold and platinum as well as a wide variety of gemstones. Such concentrations of valuable ores are termed a placer deposit. Stream flows that occur in humid climates are distributed into fan shaped landforms call alluvial fans.

Alluvial soils are finely layered and deep. The alluvial sands found close to river banks and on natural levees are sandier, but can be more clayey or peaty when close to swampy areas. Some alluvial deposits have rich top soil and are very fertile allowing for the area to be a crop-growing region.

Colluvial deposits are materials that are moved down slope by gravity and/or erosion and collect at the base of mountains or foothills with little or no sorting. (Soils from colluvial deposition are deep and hard, clay soils are more common).

Eolian desert deposits are found in arid regions around the world. Dry air masses create wind systems that transport then deposit sediments. Silt particles, called loess, are carried by the wind and collect around the fringes of the deserts. Large areas of the desert environment that have more than 125 square kilometers of eolian sand are called sand seas or ergs. Smaller areas are called dune fields. Variable wind directions and wind force transport and deposit sand creating different types of dunes.

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http://en.wikipedia.org/wiki/Placer_deposit

http://en.wikipedia.org/wiki/Placer_deposit

http://en.wikipedia.org/wiki/Ore

http://en.wikipedia.org/wiki/Gemstone

http://en.wikipedia.org/wiki/Platinum

http://en.wikipedia.org/wiki/Gold

http://en.wikipedia.org/wiki/Flood_plain

http://en.wikipedia.org/wiki/Gravel

http://en.wikipedia.org/wiki/Sand

http://en.wikipedia.org/wiki/Clay

http://en.wikipedia.org/wiki/Silt

http://en.wikipedia.org/wiki/Sediment

http://en.wikipedia.org/wiki/Soil

Some dunes are shaped by the wind into ridges, strings, domes, stars, or half-moon shaped dunes. Deserts consist mainly of wind-deposited sand that originated from sandstone that has eroded over time.

Glacial deposits can move huge amounts of soil and bedrock. Around 10,000 years ago in the Pleistocene, glaciers extended into lower latitudes and elevations than in the present. The climate became warmer and these glaciers began to melt and wear away the bedrock below the glaciers. Different rates of ice melt caused the eroded sediment to fall out of the retreating glaciers. This glacier till formed deposits called moraines and drumlins. The melt-waters flowing in around the margins of the glacier accumulated deposits known as outwash plains and depressions (kettles), small mound shaped accumulation of sand or gravel called kames, and eskers (narrow ridges of sediment).

Loess deposits are commonly located in or near glacial regions but can also be found in the desert regions of the world. These deposits are composed mainly of silt grains, with less significant amounts of clay and sand. Mineral quartz is dominant in loess with feldspars, carbonates, and clay minerals in smaller amounts. Depending on the type of region where the loess is found, there will be varying types of minerals, rocks and sediments.

Glacial outwash is transported to floodplains by rivers that drained from glacial melt-water. These outwashes are composed of sand, silt and clay. This debris becomes airborne by strong winds because there is very little vegetation to hold the sediment down. These loess can be suspended several kilometers high and travel hundreds of kilometers in distance. This can lead to tons of sediment being transported in a “dust storm.” Millions of tons of sediments were transported and deposited across the Midwestern United States in a single dust storm in 1935.

Marine deposits mainly rework and distribute carbonate materials forming ooids on the marine shelf. Moderate water circulation on the marine shelf brings nutrients from deep water to shallow water that aids in organic growth of ooids that eventually become cemented together. Waves move the fine carbonate mud and coarser sediment to form sand or gravel covered tidal flats, beaches, dunes, marshes, lagoons, and swamps. The waves can also move these sediments towards the sea forming spits, tidal deltas, as well as bar and barrier islands. The pounding of waves against the shore also contribute to rock particles and sediment on the coastal

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shelf. Reefs can be characterized as either thick masses of living carbonate “rock” or structures produced by sediment-binding, live organisms.Other marine depositional environments include deltas, beaches, barrier bars, estuaries, lagoons, and tidal flats. Estuarine deposits consist of cross bedded sands and mud, or a mixture of both sand and mud. Lagoonal deposits include evaporites, fine grained sediments and black shales. Delta deposits and tidal flat deposits contain primarily mud in the upper zone, mud and sand in the middle zone and sand in the lower zone.

X. Global Content

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Erosion Centers Objective 2.01 Identify and analyze forces that cause change in landforms

over time including: Water and Ice; Wind; andGravity.

Activity Concepts: Agents of weathering such as wind, water, ice, heat, and erosion

Process Skills: observation, classification, inferring, predicting, communicating, making models, collecting data, interpreting data, and formulating hypotheses

Materials: Book: Mountain Dance, by Thomas Locker Science notebooks for recording information, data, and observations Station Cards (in appendix)

Station #1: Fine sand Sheets of sandpaper Various samples of rock, examples: hard (granite) and soft

(sandstone) Colored chalk Salt Cups Pie pan

Station #2: River rock Sharp edge rock Sandstone Small plastic bottle with lid

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Language Objectives: When participating in the Erosion Exploration Centers, LEP students will

- Follow written and/or oral directions in order to carry out the procedures

- Tell a partner their hypothesis - Record observations about the forces and the changes they

caused.

Water Plastic cup

Station #3: Sand Ice trays Ice cubes – make a set with sand at the bottom and a regular set of

ice cubes Limestone Shale Paper towels Plain ice

Station #4: Milk cartons (like the kind you find in the cafeteria) Plaster of Paris Balloon Water A freezer

Station #5: 2 pieces of white chalkboard-type chalk White vinegar Water Mortar and pestle or hammer Plastic sandwich bag 4 small clear containers (Solo 9 oz. plastic cups) Masking tape for labels Piece of limestone Eye dropper

Station #6: Jar with lid Gravel Sand Water Soil

Materials for Explain: Provide an explanation of the photographs of landforms at the various

stations. Google Images can provide these examples for you.Materials for Extension/Elaboration:

Topographic maps of local area. These can be purchased or found online at www.topozone.com

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Students will need internet access for research of the geologic descriptions of local landforms, the natural history, and images of local landforms.

Materials for Evaluation: Sharpie permanent makers Heavy duty aluminum foil

Engage: Read the book, Mountain Dance by Thomas Locker. Read the book a second time, this time asking students to pay attention to the different ways mountains are formed. Discuss their findings from the book.

Explore: Students will explore activities in six different centers. In their notebooks, they need to write the question for each activity, form a hypothesis, and make observations. Once finished with each station, there are some questions that will help them try to form a conclusion about what happened during the activity. Their conclusions will then need to be written in their notebook for discussion. Each station should be on a separate page in their notebook.

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Station #1 - Blowing Around

Question: What real life type of weathering or erosion is simulated by the sand in this activity? In your hypothesis, explain the reasoning behind your hypothesis.

Procedure:Part I:

Place a pie pan of fine sand in front of you, gently blow across the sand.

Blow across it again with a bit more force. Record your observations.

Part II: Rub a sheet of sandpaper across several different types of rocks. Select a "hard" rock such as granite and a "soft" rock such as

limestone. Rub each one with sandpaper 100 times and record your

observations. Repeat this using several types of rocks; make sure you record your

observations for each type of rock that you use.Part III:

Fill a cup halfway with salt. Stir a piece of colored chalk through the salt for a few minutes. Record your observations.

Conclusion: Review your hypothesis. Was it correct? If so, explain why. If not, then what real life type of weathering does this center simulate? What are the evidences that you can use to support this conclusion?

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LEP Modification: (see Appendix 2A to copy and staple into students’ notebooks) For all stations:- If students are working in pairs or groups, LEP students should be

able to participate following a partner’s oral explanation or gestures. - For “record observations” – allow entering level LEP students to

draw what happened and label their pictures using a word bank. Beginning and Developing students can write isolated words, phrases or simple sentences. Another option for beginning students is to have them dictate their observations to a partner who is a stronger writer.

Station #2 – Shake it Up

Students will shake the bottle filled with water and some sandstone.

Question: What do you think will happen to the sandstone as you shake the bottle? Form a hypothesis that explains your thinking.

Procedure: Compare river rocks with sharp-edged rocks. Record your

observations. Rub two pieces of sandstone together and notice the pile of sand that

collects. Fill the plastic bottle 3/4 full of water. Drop in three or four small pieces of sandstone. Make sure the top is screwed on tightly. Make observations of the water and the shape of the rocks. Shake bottle vigorously for three minutes. Pour out the water into a cup. Examine water. Take stones out. Make observations of the water and

the stones. Pour the water back into the bottle and add the stones. Shake for

another three minutes. Pour out the water and stone and make observations again. Explain

the changes you see.

Conclusion:Review your hypothesis. How do the results compare to what actually happened?Name the real life type of weathering or erosion that this center simulates.What conclusions can you draw from this experiment? What are your evidences?

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LEP Modification: (see Appendix 2B to copy and staple into students’ notebooks)

Station #3 - Ice on the Move

Students will rub some ice, with sand frozen in it, over a piece of stone.

Question: What do you think might happen as you rub the ice against the stone? Form a hypothesis that explains your thinking.

Use a paper towel to pick up on of the sandy ice cubes. Hold the ice tightly against a piece of shale or limestone and slowly

push it across the rock several times. Examine the surface of the rock, record observations. Repeat of all the steps using plain ice and record your observations.


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LEP Modification: (see Appendix 2C to copy and staple into students’ notebooks)

Station #4 - Plaster and Ice:Students will freeze a water balloon in some plaster of Paris.

Question: What do you think will happen to the balloon and the plaster as it freezes? Form a hypothesis that explains your thinking.

Procedure: Fill the balloon with water until it is about the size of a golf ball and tie

a knot in the end. Mix water with plaster of Paris until the mixture is as thick as yogurt.

Pour half of the plaster mixture in one milk carton and the other half in the other.

Push the balloon down into the plaster in one carton until it is about ¼ of the way into the carton.

Let the plaster harden and set for about one hour. Place it in the freezer over night.

Fill another carton with plaster and let it set over night in the freezer. Take the two cartons out of the freezer. CAREFULLY cut off the milk

carton. Compare and make observations about what has happened to the two cartons.


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LEP Modification: (see Appendix 2D to copy and staple into students’ notebooks) - Be sure to show students which material is Plaster of Paris before

beginning the station.- If LEP students are working alone or with other ELL’s, you will need

to have a golf ball available for them to see and estimate its size.

Station #5 – Chemical and Physical:Question: How is it possible to change a piece of chalk? Form a hypothesis and explain your thinking.

Procedure: Label the four containers A, B, C, and D. Place a few drops of vinegar onto the limestone, record your

observations. Break each piece of chalk in half. Place half a piece of chalk into container A and cover with vinegar. Place half a piece of chalk into container B and cover with water. Crush half a piece of chalk (use the mortar and pestle or place in a

baggie and use the hammer) and place it into container C. Place half a piece of chalk in container D. Make your observations of each cup, record any visible differences or

smells you notice. Place the four containers in a safe place where you can observe any

changes over the next few days. You may wish to continue your observations for a longer period of time to allow the vinegar and water to completely evaporate.


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LEP Modification: (see Appendix 2E to copy and staple into students’ notebooks)

Station #6 – The Layered Jar:Question: What will happen when you mix a jar filled with sand, soil, gravel, and water? Write a hypothesis that explains your thinking.

Procedure: Put pebbles, sand, and soil in the jar. Record your observations. Fill the jar with water and close it tightly. Shake the jar until everything in the water is jostled about. Set the jar down and observe frequently for about an hour. Record

your observations. Check it several hours later and record your observations. If possible, check it the following day and record your observations.


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LEP Modification: (see Appendix 2F to copy and staple into students’ notebooks)

Explain: As a class, discuss the difference between weathering, erosion, and the types of weathering (See Section III under Content Blast).Then, discuss the conclusions the students made about what happened at each center. Using their observations, have them discuss what type of weathering took place; or if the center was an example of erosion.

When preparing for the discussion, search Google Images for examples of landform photographs as examples. Visuals are essential to LEP student understanding.

Station #1 – Blowing AroundThis is an example of mechanical weathering by the wind. The salt in this center simulates the wind. Since this takes a very long time to occur, the chalk is moved through the sand to simulate the wind with dust and other particles (salt) blowing against the rock (chalk). Pieces of the rock are then carried with the wind (erosion).Image: www.uh.edu/~jbutler/physical/weathering1.gif

Station #2 – Shake it UpThe results of this activity are another example of mechanical weathering. The weathering in this station occurs by water. Rocks in streams bang and rub against each other becoming smooth and rounded. The part of the rock that rubs and grinds off is carried away by the water, which is erosion.

Station #3 – Ice on the MoveMechanical weathering through glacial action was illustrated when the ice containing sand was rubbed against the rock. The gravel and rocks frozen in glacial ice weather the rocks as the glacier passes over it. As the glacier

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LEP Modification: To encourage student participation, use a cooperative learning activity:- Divide all students into 6 heterogeneous groups. Each group will be

assigned the task of discussing the observations and conclusions of one station.

- Then, have each group report their conclusions to the class as the other groups listen and record what they have to say.

o This will lessen the language burden for ELL’s while still providing access to the entire learning activity.

o See Appendix 2G for ELL recording sheet.

http://www.uh.edu/~jbutler/physical/weathering1.gif

continues moving, it moves the eroded material with it. This action, over thousands of years, cause glacier carved valleys that are u-shaped. http://nsidc.org/glaciers

Station #4 – Plaster and IceThis activity simulates what happens when water is frozen in cracks within the rock. As the water freezes, it expands causing the crack in the rock to expand. As this happens time after time, the rock splits apart. This is weathering by ice and water. When the rock breaks apart, it erodes away through water movement and/or gravity. A good example of this is the Old Man of the Mountain that used to be on the Franconia Notch in New Hampshire.http://www.pbs.org/wgbh/nova/megaflood/quiz-08.html

Station #5 – Chemical and PhysicalCup A – This is an example of chemical weathering. The chemical composition of the chalk changes due to it’s exposure to the acids in the vinegar. Notice how the texture of the residue in this cup is different than the residue in cup B. In chemical weathering, the chemical make up of the rock changes.Cup B – This is chemical weathering by water. The water breaks down the chalk, making it somewhat claylike in texture.Cup C – This is another example of mechanical weathering. The chalk has been broken down into smaller pieces. It is the same chalk, only in smaller pieces. Cup D- This was only used as the control; the chalk is in its original form prior to exposure of the elements.

Station #6 – The Layered JarWhen materials are eroded by flowing water they are mixed together (shaking the jar). When the water flow slows, the materials settle to the bottom of the creek, river, or lake. These sediments form layers. The soil, usually richer in organic materials settles on top of these layers. When the water recedes, rich soil is exposed where plants can grow. In some cases, the layers of sediments build up over time and meadows are formed, changing the landscape.

Elaborate: Discuss the landforms found in the area in which students live. Activate prior knowledge about the origins of these features. Brainstorm ideas on how they can find out more about the local landforms.

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http://www.pbs.org/wgbh/nova/megaflood/quiz-08.html

http://nsidc.org/glaciers

Divide the class into small groups and let them choose a local landform to research. Give them time to research as much as possible about the origins of these landforms.

Have the groups make a poster of their landform. This poster should contain as many pictures as they can find and explanations on how the landform was created. The groups will present their posters and findings to the class.

Evaluate: Mapping Your FaceTear off enough heavy duty foil for each student. It should be large enough to cover their face.Have the students place the foil over their face.Students will press the foil against their face (keeping eyes closed), so the foil takes on the shape of the contours of the face.Carefully pull off the foil and lay it face up on the table. The foil should look like an island with a variety of “landforms” on it.With a permanent marker, label the landforms.

25

LEP Modification: - Be sure to provide visual examples of local landforms.- Give examples of what you mean by “origins of the features.”- Make sure small groups contain native speakers as well as ELLs.- Allow entering ELLs to find the pictures and design the poster.

Developing and above levels of ELLs can label the poster. Native speakers can orally present the findings while ELLs hold and point to the poster.

LEP Modification: - Give students a word bank with a list of possible landforms to label.- Students should draw and label or write in their notebooks according

to their reading and writing ability (may use a combination of pictures, labels, phrases, sentences).

- Provide a word bank of types of weathering.- Provide sentence starters for Entering, Beginning and Developing

level students.o Example: Material has eroded away from ____________. It

moved to _____________________________________.

Students write in their science notebooks about their “face island” and explain the landforms found there. They will need to write about how the landforms were formed and what types of weathering shaped them. They also need to discuss where material has been eroded away and where it has moved. They will need to leave a blank page in their notebook after this activity. Later, in the final lesson, they will create a map of their island and place it here.

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SHAKE, RATTLE, EROSION

Objective 2.01 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms.

Content Focus: Movement of water is one of the main forces that cause erosion.

Objective: Students will observe and investigate how the movement of water affects landforms.

Process Skills: Observing, Classifying, Number Relationships, Predicting, Formulating Hypothesis; Inferring; Experimenting

Materials:Per Group

3 Baby Food jars 3 pieces of chalk small enough to fit in jar, colored chalk preferred 1 stopwatch or access to a clock with a second hand 1 container of water 1 cup of vinegar 2-3 teacher selected pictures of water contributing to the shape of the

landscape

Concepts: Movement of water; Erosion

Engage: How does moving water contribute to erosion?

Explore: 1. Students need to label each jar or lid, i.e. 1,2,3 or A,B,C 2. Make a table to help record their results (see below).3. Have students fill all three jars with the following mixture: ½ the jar

with vinegar and ½ with water.

27

Language Objectives: LEP students will- Explain to a partner how water helps to create the shape of

landforms.

4. Allow all students to touch the pieces of chalk. Tell them they need to feel the hardness and texture.

5. Have students place a piece of chalk in each container and replace the lid, make sure it is secure.

6. Instruct students that the first jar is to be left alone. The second container will be gently tipped back and forth ten times every 90 seconds. The third jar is to be shaken vigorously every 90 seconds.

7. Students are to observe, and record observations over the next 5 minutes.

Record data on the chart after each 90 second shake.

JARS 1 ½ MINUTES 3 MINUTES 4 ½ MINUTES

A.B.C.

Explore: Have students explain the texture of the chalk at each stage? What happened to the jar that was left alone? Describe how the color of the water changed over five minutes? What was the difference in the jar shaken and the jar tipped?

Explain: Explain to students that water is one of the main factors of erosion. Point out to students that the fast movement of the water in their shaken jar eroded the chalk quicker than in their tipped jar. Many landforms

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LEP Modification: Provide students with a word bank giving them choices of words to describe hardness and texture.

LEP Modification: Demonstrate the desired actions for containers 2 and 3.

LEP Modification: Allow Entering level students to record with pictures and labels

LEP Modification: Students will benefit most from this activity if it is done in pairs with a native speaker. Encourage them to use their data table as a support tool when discussing with a partner.

are made by slow or fast moving water. Water helps to create the shape of landforms.

Elaborate: Show selected examples of the water shaping landforms.

Evaluate: Notebooks- Students will summarize, draw, and label various landforms.

Assessment: Students formulate a conclusion based on their evidence from the data collected on the chart and class discussion. These conclusions, using vocabulary learned in the lesson, will be recorded in their notebook.

29

LEP Modification: Frame the language of this conclusion and provide a word bank with target vocabulary.

GETTING DIRTY WITH THE WATER CYCLE

Objective 2.02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape landforms.

Content Focus: The water circulates among the ocean, atmosphere and land as a continuous process called the water cycle.

Objective: Students will observe and investigate how the water cycle affects landforms.

Materials: Per Group

1 plastic container; (the plastic shoeboxes from the dollar store are perfect)

1 piece of plastic wrap to cover the top of the plastic container Enough tape to go around container 1 small bowl Soil 1 medium bag of ice 1 small lamp for heating (a heat lamp works well) Water to fill the small bowl

Concepts: Water Cycle and Landforms

Process Skills: Make a model; observing; inferring; formulating hypothesis; communicating; predicting

Engage: How does the water cycle affect landforms?

30

Language Objectives: LEP students will- Listen to the Explanation of the water cycle and demonstrate

comprehension by predicting what will happen in their containers.- Write simple sentences to record observations about the water

cycle boxes.

Explore: 1. Pour soil into container. Allow students to make different landforms,

i.e. mountains, hills, valleys. 2. Place small bowl of water inside the container.3. Place plastic wrap over the container and use the tape to seal.4. Position the lamp on one side of the container and the ice on the

other side. You may want to place the container in a safe place to proceed with the next phase of the lesson.

Explain: Teach students about the water cycle and how it recycles the water in the earth. Be sure to go through all phases of evaporation, condensation, precipitation, and transpiration. Ask students to predict what will happen inside of their container.

Elaborate: Phase Two/ Next Day: Have students carefully collect their boxes. Ask students what they notice about the containers and whether or not the landforms have changed?

Evaluate: In notebook, students will record their observations about their water cycle box and include an illustration.

Assessment: Notebook

Resources:Book Water, Water Everywhere or United Streaming The Magic School Bus: Wet all Over Website: http://www.teachtsp.com/products/productextras/SCISCI/watercycle.html (may need to purchase)

31

LEP Modification: Be sure to include visuals, demonstrations, examples, and supplemental materials other than lecture in this explanation.

LEP Modification: Allow Entering level students to draw and label their observations. Provide sentence frames for Beginning level students.

http://www.teachtsp.com/products/productextras/SCISCI/watercycle.html

http://www.teachtsp.com/products/productextras/SCISCI/watercycle.html

Eroding with the Flow

Objective 2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming:Canyons;Valleys;Meanders; and Tributaries.

Objective 2.04 Describe the deposition of eroded material and its importance in establishing landforms including:Deltas; andFlood Plains.

Activity Concepts: Students will investigate what role wearing away and movement of rock have in the forming of canyons, valleys, meanders, and tributaries. Students will investigate what deposition is and why is it important to the formation of deltas and flood plains.

Process Skills: Observing, Making Inferences, Communication, Using Methods

Materials: Earth material container (tray or tub) for experiments Water source for various flow rates Support piece for water source (ruler or similar) needs to fit across


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Language Objectives: LEP students will- Use simple words and phrases to ask questions and interact with

peers while working on the Exploration activity.- Read a simplified version of the Elaboration text with picture

support and respond to a limited number of related questions.- Draw pictures and label and/or compose simple sentences to:

o Record observations during the Exploration activityo Respond to a scenario in the Elaboration activity with the

support of a graphic organizer.- Write a hypothesis

Liter Pitcher to transport water from faucet to work area (suggested for teacher’s use)

Blue food coloring (optional) 1 inch high block of wood to increase slope/work with earth (place

under one end of container opposite drain for slope manipulation) Bucket to capture drainage Earth material in 1 gallon size freezer bag (5 parts sand to 1 part

powdered clay mixture = approx. 1 liter per bag) Duct tape (to cover drain when not in use, and hold ruler in place) 1 measuring cup Newspaper Stop watch or clock with second hand Student vehicle for data observations, collection and reflection. Safety Equipment

Preparation Identify all appropriate vocabulary to be focused on during

Elaboration. Look in the resource section for ideas, resources and options for this.

Container: Approximate dimensions 12” wide x 24” long x 3” deep Combine sand and clay before using. This process should be done

outside and without student help (clay dust can be irritating). Earth material will need to have water added before placed in tray for

experiment. Pour one cup into bag and mix thoroughly. Over time this may need to be done more than once to keep material workable. (The students can do this as a first step if desired).

Water source can be a 9 oz. wide mouth plastic cup. Number of small holes placed in the bottom (very quick with 1/8 inch drill bit) will determine rate of flow. One is normal flow; three is for flooding, etc.

Duct tape- Place a small piece over the drain hole. This can be removed and re-used several times. If a ruler is used to help support the water source, duct tape can secure the ends of that as well.

Slope object-can get 1in x 2in x 6ft board cut into several 1 foot pieces at local home building store.

Student Data Collection and Reflection Vehicle- (see attachment) This is an example which may be modified and put in any style

33

LEP Modification: Narrow this vocabulary to 7-10 terms.- Then, incorporate this vocabulary into other subject areas

throughout the day (Lang. Arts, S.S.) in order to reinforce it and make it meaningful.

notebook or folder. Record observations in science notebook while carrying out the investigation. This will help with the later manipulation of raw data.

Do the activity yourself first to help with your explanation and understanding so that you will be prepared for the students’ questions during the investigation.

Engage: Video/Pictures of major landforms (Grand Canyon is an excellent choice) to help usher in discussion about how they were formed and vocabulary introduction. This can be accomplished using many websites and United Streaming if available.

Explore: Fantastic Foss Video’s for preparing similar activities found at these

websites- o 2.03

-http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?movie=landforms&start=24:04&end=36:27

o 2.04 - http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?movie=landforms&start=36:27&end=47:39

See Earth Tub Standard Setup attachment. Review all appropriate vocabulary for this part of the investigation. Review the essential questions for these objectives- What role does

wearing away and movement of rock have in the forming of- canyons, valleys, meanders, and tributaries? What is deposition and why is it important to the following two landforms, deltas and floodplains?

This can be done as two separate activities. Practice investigation to determine your individual time needs.

Have the students think about their hypothesis and record in their notebook.

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LEP Modification: If using the data sheet in Appendix 4, Entering level students may need to respond to question #1 with pictures, and allow Beginning students to use words and phrases. A yes/no answer should be accepted for Question #2 with the possibility of an oral explanation.

LEP Modification: Help students form hypotheses by providing the If/then language.

http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?movie=landforms&start=36:27&end=47:39




Have groups prepare work areas for the investigation. Make sure all groups use the same amount of water and time to

accurately compare the results. After setting up the tubs, have the appropriate groups get the

supplies needed for this particular set up. Begin pouring the water into the cups. This should be done

uniformly for each group. Students will need to time how long the water continues to flow

through the material. This is an excellent task for ELL students. Observations need to be made from start to finish. Landform

creation and deposition effects are the foci for this activity. Remind students to check and log observations as events happen so they may be referenced later.

After pre-determined amount of water has been observed flowing through the system, data recording and reflection can take place.

If available, a document camera (ELMO, etc.) is an excellent resource for sharing each group’s tub with the rest of the class. Very helpful to ELL students as a supplemental visual when groups are sharing.

Students will transfer their observations into a notebook or similar resource using a standard scientific format. (refer to resource page)

Elaborate: Students will read and respond to a condition that is happening to a fictional character. After studying the problem associated with the situation, they will respond to the character in personal letter format, e-mail, or any other appropriate form of communication. Students will use appropriate vocabulary to stress conceptual knowledge applied to the problem presented. (Refer to appendix)

Evaluate: Apply investigation rubric to the results of the situational response sheet to gauge level of understanding. (Located in appendix)

35

Activity for Objective 2.05

Objective 2.05 Discuss how the flow of water and the slope of the land affect erosion.

Activity Concepts: Students will investigate the affects that slope and amount of water flow have on erosion

Process Skills: Observing, Inferences, Communication, Using Methods

Materials: Earth material container (tray or tub) for experiments. Water source for various flow rates Support piece for water source (ruler or similar) needs to fit across


Liter Pitcher to transport water from faucet to work area (suggested for teacher’s use)

Blue food coloring (optional) 1 inch high block of wood to increase slope/work with earth (place

under one end of container opposite drain for slope manipulation) Bucket to capture drainage Earth material in 1 gallon size freezer bag (5 parts sand to 1 part

powdered clay mixture = approx. 1 liter per bag) Duct tape (to cover drain when not in use, and hold ruler in place) 1 measuring cup Newspaper Stop watch or clock with second hand Student vehicle for data observations, collection and reflection. Safety Equipment

PreparationDiscuss all appropriate vocabulary to be focused on in Elaboration section. Look in the resource section for ideas, resources and options for this.Container: Approximate dimensions 12” wide x 24” long x 3” deepCombine sand and clay before using. This process should be done outside and without student help (clay dust can be irritating).Earth material will need to have water added before placed in tray for experiment. Pour one cup of material into bag and mix thoroughly. Over

36

time this may need to be done more than once to keep material workable. The students can do this as a first step if desired.Water source can be a 9 oz. wide mouth plastic cup. Number of small holes placed in the bottom (very quick with 1/8 inch drill bit) will determine rate of flow. One is normal flow; three is for flooding, etc.Duct tape- just place a small piece over the drain hole. This can be removed and re-used several times. If a ruler type object is used to help support the water source, duct tape can secure the ends of that as well.Slope object-can get 1in x 2in x 6ft board cut into several 1 foot pieces at local home building store.Student Data Collection and Reflection Vehicle- (see attachment) This is an example, may be modified and put in any style notebook or folder. They will also need regular lined paper to record the observations they see while conducting the investigation. This will help with the later manipulation of raw data.

Do the activity yourself first to help with your explanation and understanding so that you will be prepared for the students’

questions during the investigation.

Engage: Show Video/Pictures of major landforms (Grand Canyon is an excellent choice) to help usher in discussion about how they were formed and vocabulary introduction. This can be accomplished using many websites and United Streaming if available.

Explore: Fantastic Foss Video for preparing similar activity found at this

website- http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?movie=landforms&start=47:39&end=54:40

See Earth Tub Standard Setup attachment. Review all appropriate vocabulary for this part of the investigation. Review the essential question for this objective… How do the

following affect erosion? Slope of land and flow of water. Have the students think about their hypothesis and write in their

notebook. This investigation has two variables…slope and flow. Have groups

prepare and observe for one situation. For example; no slope, with normal flow of water (one hole cups). Another group could have slope (block placed under tub) with normal flow, and so on. Then have the “experts” share their observations with the other groups after completing their investigations.

37



Make sure all groups use the same amount of water and time to accurately compare the results.

After setting up the tubs, have the appropriate groups get the supplies needed for their slope set up. (Remember, for increased slope place the one-inch block of wood under the stream table at the end opposite the drain hole.)

Begin pouring the water into the cups. This should be done uniformly for each group.

Students will need to time how long the water continues to flow through the material.

Observations need to be made from start to finish, remind the students EROSION is the focus for this activity. Students will check and log as events happen. Encourage them to record observations as they occur so they may refer to them later.

After pre-determined amount of water has been observed flowing through the system, data recording and reflection can take place.

If available, a document camera (ELMO, etc.) is an excellent resource for sharing each group’s tub with the rest of the class.

Students will transfer their notes into their notebook or similar resource using a standard scientific format (refer to the resource page).

Elaborate: Students will read and respond to a condition that is happening to a fictional character. After studying the problem associated with the situation, they will respond to the character in personal letter format, e-mail, or any other appropriate form of communication. Students will use appropriate vocabulary to stress conceptual knowledge applied to the problem presented. (Refer to appendix)

38

Evaluate: Apply investigation rubric to the results of the situational response sheet to gauge level of understanding. (Refer to appendix)

39

LEP Modification: Students will need a lot of support with this activity. - For scenario #1 (see Appendix 3A) :

o Include a drawing of what Sharon finds in the blank space.- For scenario #2:

o A video clip or other authentic visual would be most helpful to demonstrate the described scenario.

o The students should have hands-on access to the stream tables, if possible, and a partner or adult volunteer to walk them through the language of the connection.

o The students’ scaffolded language could be documented orally by the partner/volunteer or in writing by corresponding pictures for them to match (entering/beginning) or setting up sentence frames for them to complete (developing).

Activity for Objective 2.06

Objective 2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms.

Activity Concepts: Students will use topographic maps of a North Carolina landform to observe how landforms are represented on maps and make a three dimensional model. Students will also use Google Earth to connect the topographic map to a satellite image of the same feature.

Process Skills: Observing, Classifying, Inferring, Communicating, Using Number Relationships, Making Models, Interpreting

Materials: Book: The Librarian Who Measured the Earth, by Kathryn Lasky Internet access: free download of Google Earth Map of Mount Mitchell, NC (summit map) from www.topozone.com State map or road atlas of North Carolina Cardboard Scissors Markers Handout of contour map model (see appendix) “Face Island” foil model from lesson 2.01 1 centimeter grid paper and overhead transparency for each student

(in appendix) Overhead marker for each group Plastic tubs

40

Language Objectives: LEP students will- Listen to the story The Librarian Who Measured the Earth and

demonstrate comprehension by participating in the follow-up discussion.

- Identify features on their models with those of the map of Mt. Mitchell and work with their peers in the Extension/Elaboration activity.

- Read symbols on topographic maps.- Draw pictures with labels and/or compose simple sentences to

describe their islands.


Modeling clay Centimeter ruler

Engage: Read The Librarian Who Measured the Earth, by Kathryn Lasky to students. Discuss how maps are made and how it is different from the time of Eratosthenes.

Explore: Students will be using the attached handout of Mount Mitchell and

cardboard to make a three dimensional model of a contour map. Begin by having students cut out the rectangle on the handout that

includes the map. Cut on the dotted line that goes between the two mountains. Set the section for Mount Craig off to the side (if there is time, the

students can construct this section later). Have students take the Mount Mitchell section and lay it on

cardboard. They will trace the marks around the pattern onto the cardboard, cut it out and then label this piece #1.

(If students mark the hash lines found on the pattern onto their cardboard, it will be easier to line up)

Once piece #1 is cut out, the students will take the pattern piece and cut the pattern on the next line.

Put aside the piece that was just cut away and trace the new shaped pattern onto a clean piece of cardboard. Again, trace the marks around the pattern onto the cardboard, cut it out and label this piece #2.

Students will continue doing this, layer after layer, until the pattern is cut completely to the summit of the mountain.

Use the modeling clay to make balls with a diameter of .5 centimeter.

Beginning with piece #1, begin layering the pieces of the pattern putting clay balls between each layer to give it height.

Explain: Print out a copy of the Mount Mitchell topographic map from www.topozone.com for each student.Give them a copy of the topographic map and show them the map from the road atlas. Discuss the similarities and differences of the two maps.

41

LEP Modification: Good book, but should be read over several days. If read in one sitting, record the book on tape and make it available in a listening center during other times of the day.


Explain the symbols and contour lines on the map.Discuss and show that various elevations are used to make this map represent landforms. Locate rivers and creeks, mountaintops, valleys, and have them determine areas where there could be cliffs and/or waterfalls.

Have them match their model of Mount Mitchell to the map and identify the features on their model to those of the map.Look at a photograph of Mount Mitchell and have them match their model to the photograph. Photograph can be found at: http://www.nature.org/wherewework/northamerica/states/northcarolina/preserves/art5616.html)

Elaborate: Download Google Earth to the computer (free download). If you have a computer lab, have students work in groups of three, each at their own computer.Have one student go to topozone.com site and pull up the map of Mount Mitchell while another student goes to Google Images and pull up a photo of Mount Mitchell. The third will search for Mount Mitchell on Google Earth. Have students zoom in and look at the mountain from the satellite image. Have them compare the three images of the same landform.Find various landforms around the United States. Again, groups of three students can find the same images from the three dimensional satellite images, the photograph and topographic map.

As a class, discuss how these various images represent landforms.

Evaluate: Students will make a map of their “face island’ model.Working in groups, have group members hold the transparency over the model while student draws the shape of the island and the landforms found on the island onto the transparency. Students need to transfer the drawing from the transparency onto grid paper. This needs to be put into their science notebook along with their description of the island.

42

LEP Modification: Use a Venn diagram to provide visual and organizational support.

LEP Modification: Sketch pictures of a cliff and waterfall to help students understand the vocabulary and its relationship to the existing symbols.

http://www.nature.org/wherewework/northamerica/states/northcarolina/preserves/art5616.html

http://www.nature.org/wherewework/northamerica/states/northcarolina/preserves/art5616.html

CARRIED AWAY

Objective 2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of; clearing land, planting vegetation, and building dams.

Content Focus: Erosion carries away soil particles.

Objective: Students will observe how erosion carries away soil.

Materials: Styrofoam plate Cooking spray Book or object that can elevate plate Flax Seed or other small light weight seed Olive Oil Small Styrofoam or plastic cup Safety goggles or form of protective eye wear

Concepts: Landforms and Erosion

Process Skills: Observing; inferring; predicting; relationships; formulating hypothesis; experiment

Engage: Use photo from Appendix 6.Ask students what has happened in this photograph. Where has the soil gone? What caused this to happen?

Explore: 1. Lightly spray plates with cooking spray. This is done so that the

seeds will stick to the surface better.

43

LEP Modification: Review target vocabulary and provide a word bank before the Engagement activity so that students can have access to words useful to discussion.

Language Objectives: LEP students will- Predict what will happen when olive oil is poured on the plate. - Explain to a partner what happened to the seeds when olive oil was

poured on the plate.

2. Carefully have students sprinkle flax seeds in the plate. Tell them to sprinkle as evenly as possible.

3. Place book or elevating object underneath one side of the plate.4. Have students predict what will happen if we slowly poured olive oil

on the plate. Accept reasonable answers.5. Have students place olive oil into small cup and slowly pour on the

plate.

Explain: Ask students what happened. Were their predictions correct? What happened to the seeds? Explain to students that this is how soil is carried away and deposited in other places. Wind, water, and ice play a major role in soil deposition.

Elaborate: Teachers or students gather real world examples to share this concept with the class.

Evaluate: Record illustrations of experiment in science notebooks. Instruct students to include the steps in their graphics as well as the written explanations (provide scaffolding for LEP students).

44

TO BUILD OR NOT TO BUILD: THAT IS THE QUESTION

Objective 2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of; clearing land, planting vegetation, and building dams.

Content Focus: Dams assist in the containment of water to prevent flooding and erosion.

Objectives: The learner will gain understanding of the advantages and disadvantages of dams.

Materials: 4-5 Teacher chosen pictures of famous dams 2 plastic containers, (the plastic shoeboxes from the dollar store are

perfect) or aluminum baking pan 2 clear Solo cups Soil or sand Ruler Water

Concepts: Environmental Responsibility; Landforms

Process Skills: Making a Model; Predicting; Measuring; Communicating; Experimenting

Engage: What are the disadvantages and advantages of dams?

45

Language Objectives: LEP students will- Tell a partner at least 2 advantages and 2 disadvantages of

dams- Demonstrate comprehension of teacher-selected, non-fiction

resources about dams by responding to simple questions and/or drawing pictures with labels.

- Record observations after flooding of student-made dam.

Explore: Tell students that over the next 3 days they will examine dams.

Day One: Teacher will define a dam as a barrier built across a water source to confine and keep back flowing water. They may occur in nature like a bank of earth or beaver dam. Dams can also be man made such as walls created from masonry or wood. Next, the teacher will show students pictures of famous dams and tell about their locations. Explain to students that dams are created for various reasons:

Hydroelectric – electricity from water Flood Control – flooding of property Irrigation – assist farmers Water Supply – providing water for life Recreation – not primary Navigation – water is the cheapest form of transportation

Teacher will refer to pictures and explain why each dam was built.

Elaborate: Day 2: Continuing the conversation on dams, discuss some pros and cons concerning dams. Record responses in science notebooks. Use the following website for ideas: http://drake.marin.k12.ca.us/stuwork/rockwater/Upload%20this%20doc--dams%20and%20hydropower%20report/pros%20and%20cons.html

Students will investigate dams. Give students (appendix) a selected dam and have them complete the following worksheet. If students cannot access resources, teacher can provide information.

Evaluate: Day 3 Students will build their own dam. Go to the following website for information to instruct students. http://www.state.sd.us/denr/des/waterrights/wr_dam.htm

Procedures: Students will prepare two containers of soil or sand. Fill one side of the container with sand or soil. Be sure to pack the sand or soil somewhat tightly and do not fill to the top. Tape a ruler a ¼ inch below the side of the pan that contains the sand or soil. (See worksheet) Poke a hole

46

LEP Modification: In order for ELL students to participate in this Engage activity, the teacher will need to show pictures of dams and explain their functions before asking the question. Then a +/- T-chart would be helpful as a visual organization of information.

http://www.state.sd.us/denr/des/waterrights/wr_dam.htm

http://drake.marin.k12.ca.us/stuwork/rockwater/Upload%20this%20doc--dams%20and%20hydropower%20report/pros%20and%20cons.html


through the bottom of the Styrofoam cup and place on ruler. Students can add optional items before they flood, such as plastic houses or animals. They will illustrate the dam before the flooding. After drawing is completed, students should flood the area by pouring water into the cup. Encourage students to observe changes and record observations in their science notebook.

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Assessment:

Use the photos below to answer questions one and two.

Image 1 Image 2

1. Which weathering force had the greatest effect on image 1?a. water and ice b. windc. gravity d. condensation

2. Which weathering force had the greatest effect on image 2?a. water and ice b. windc. gravity d. condensation

3. Which specific landform example is NOT being created by the movement of water?

48

LEP Modification: This assessment could be modified in a variety of ways. Choose one or a combination of several modifications based on your students’ proficiency levels and needs.

- Read test aloud- Divide test into multiple sessions to be given at separate times

throughout the day or week.- Allow extended time- Reduce the number of questions to the most essential for

showing mastery- Eliminate one answer choice per question.- Simplify/paraphrase language- Provide pictures to accompany vocabulary in questions and

answer choices.- Reword negative questions: Which is NOT…?

a. San Andreas Fault b. The Grand Canyonc. Mississippi Delta d. The Outer Banks of North Carolina

4. Which type of landform is NOT created by the movement of water?a. rivers b. canyonsc. mountain chains d. valleys

5. Which landform is created by the slow movement of water and deposition of silt?a. canyon b. valleyc. meander d. tributaries

6. Which landform is created by the advance and retreat of a glacier?a. canyon b. valleyc. meander d. tributaries

7. Why are areas around flood plains and deltas good for growing crops?a. There is enough water.b. Sediments are deposited that make rich soil.c. Ships can transport the crops easier.d. There is a greater amount of wildlife.

8. Where are deltas found?a. In a flood plainb. In canyons in Nebraskac. At the mouth of a riverd. In the piedmont

9. On land that has a steep slope, water flow will create:a. a lakeb. a canyonc. a valleyd. a plain

10. On land that has no slope, water flow will create:a. a meandering riverb. a mountain chainc. a volcanod. a waterfall

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Use the contour map below to answer the following questions.

11. What type of landform does the arrow point towards? a. valley

b. mountainc. plaind. canyon

12. In areas that have a lot of new construction, sediments often can build up in streams and rivers. What can governments do to decrease the amount of these sediments? (Choose all that apply)a. restrict the amount of land that can be cleared in new

constructions areasb. cover all bare spaces of land with pavementc. require the use of silt fences at the edge of the cleared aread. require the construction companies to reseed areas that have

been cleared

14. Explain two benefits and two problems of constructing a dam across a wild river.

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Resources:

Website ResourcesFantastic Video’s and Pic’s

2.03 http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?movie=landforms&start=24:04&end=36:27http://www.fossweb.com/modules3-6/Landforms/index.html



Other Great Resources

2.03 http://www.nckidscience.com/Resources/?grade=5&goal=2http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandforms.htmlhttp://www.mountainnature.com/Geology/Canyons.htmhttp://www.edu.pe.ca/southernkings/valleyfl.htmhttp://www.cleo.net.uk/resources/displayframe.php?src=309/consultants_resources%2F_files%2Fmeander4.swfhttp://www.fossweb.com/modules3-6/Landforms/index.html

2.04 http://www.nckidscience.com/Resources/?grade=5&goal=2http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandforms.htmlhttp://www.uoregon.edu/~millerm/delta.htmlhttp://en.wikipedia.org/wiki/Floodplainhttp://www.fossweb.com/modules3-6/Landforms/index.html

2.05 http://www.nckidscience.com/Resources/?grade=5&goal=2http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandforms.htmlhttp://www.fossweb.com/modules3-6/Landforms/index.html

Resource: http://www.ac.cc.md.us/%7Eterryr/dams/index.htm This site will give more information on the purposes of dams.

http://www.state.sd.us/denr/des/waterrights/wr_dam.htm This website will provide your students with information on considerations before building a dam.

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http://www.state.sd.us/denr/des/waterrights/wr_dam.htm

http://www.ac.cc.md.us/~terryr/dams/index.htm

http://www.fossweb.com/modules3-6/Landforms/index.html

http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandforms.html


http://www.nckidscience.com/Resources/?grade=5&goal=2


http://en.wikipedia.org/wiki/Floodplain

http://www.uoregon.edu/~millerm/delta.html





http://www.cleo.net.uk/resources/displayframe.php?src=309/consultants_resources%2F_files%2Fmeander4.swf

http://www.cleo.net.uk/resources/displayframe.php?src=309/consultants_resources%2F_files%2Fmeander4.swf

http://www.edu.pe.ca/southernkings/valleyfl.htm

http://www.mountainnature.com/Geology/Canyons.htm













http://drake.marin.k12.ca.us/stuwork/rockwater/Upload%20this%20doc--dams%20and%20hydropower%20report/pros%20and%20cons.html This website is good to describe pros and cons of dams.

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Appendix 1

Scoring for Hands-on Activities

CATEGORY 4 3 2 1

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Problem-solving Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Quality of Work Provides work of the highest quality.

Provides high quality work that rarely needs to be checked or revised by others.

Provides work that occasionally needs to be checked/revised by other group members to ensure quality.

Provides work that usually needs to be checked/revised by others to ensure quality.

Rubric modified from RubiStar at http://rubistar.4teachers.org/index.php?ts=1197322856

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LEP Modification: LEP students’ lack of language may hinder them from excelling in the Problem-solving area. It will be especially important to note students’ behaviors in the hands-on/construction activities in order to see if they actively attempt to problem solve, even without words.

http://rubistar.4teachers.org/index.php?ts=1197322856

http://rubistar.4teachers.org/index.php?ts=1197322856

Appendix 2 –

Weather and Erosion Center Cards


Question: What real life type of weathering or erosion is simulated by the sand in this activity? In your hypothesis, explain the reasoning behind your hypothesis.

Procedure:Part I:

Place a pie pan of fine sand in front of you, blow across the sand gently

Blow across it with a bit more force. Record your observations.

Part II: Rub a sheet of sandpaper across several different types of rocks. Select a "hard" rock such as granite and a "soft" rock such as

limestone. Rub each one with sandpaper 100 times and record your

observations. Repeat this using several types of rocks; make sure you record your

observations for each type of rock that you use.Part III:

Fill a cup halfway with salt. Stir a piece of colored chalk through the salt for a few minutes. Record your observations.

Conclusion:

Review your hypothesis. Was it correct? If so, explain, if not, then what real life type of weathering does this center simulate? What are the evidences that you can use to support this conclusion?

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Students will shake the bottle filled water and some sandstone.

Question: What do you think will happen to the sandstone as you shake the bottle? Form a hypothesis that explains your thinking.

Procedure: Compare river rocks with sharp-edged rocks. Record your

observations. Rub two pieces of sandstone together and notice the pile of sand that

collects. Fill the plastic bottle 3/4 full of water. Drop in three or four small pieces of sandstone. Make sure the top is screwed on tightly. Make observations of observe the water and the shape of the rocks. Shake bottle vigorously for three minutes. Pour out the water into a cup. Examine water. Take stones out. Make observations of the water and

the stones. Pour the water back into the bottle and add the stones. Shake for

another three minutes. Pour out the water and stone and make observations again. Explain

the changes you see.


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Station #3 - Ice on the Move Students will rub some ice with sand frozen it over a piece of stone.

Question: What do you think might happen as you rub the ice against the stone? Form a hypothesis that explains your thinking.

Use a paper towel to pick up one of the sandy ice cubes. Hold the ice tightly against a piece of shale or limestone and slowly

push it across the rock several times. Examine the surface of the rock and record observations. Repeat all the steps using plain ice and record your observations.


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Station #4 - Plaster and Ice:

Students will freeze a water balloon in some plaster of Paris.Question: What do you think will happen to the balloon and the plaster as it freezes? Form a hypothesis that explains your thinking.


a knot in the end. Mix water with plaster of Pairs until the mixture is as thick as yogurt.

Pour half of the plaster mixture in one milk carton and the other half in the other.


Let the plaster harden and set up for about one hour. Place it in the freezer over night.

Fill another carton with plaster and let it set over night in the freezer. Take the two cartoons out of the freezer. CAREFULLY cut off the milk

carton. Compare and make observations about what has happened to the two cartons.


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Station #5 – Chemical and Physical:Question: How is it possible to change a piece of chalk? Form a hypothesis and explain your thinking.

Procedure: Place a few drops of vinegar onto the limestone and record your

observations. Label the four containers A, B, C, and D. Break each piece of chalk in half. Place half a piece of chalk into container A and cover with vinegar. Place half a piece of chalk into container B and cover with water. Crush half a piece of chalk (use the mortar and pestle or place in a

baggie and use the hammer) and place it into container C. Place half a piece of chalk in container D. Make your observations of each cup and record any visible

differences or smells you notice. Place the four containers in a safe place where you can observe any

changes over the next few days. You may wish to continue your observations for a longer period of time to allow the vinegar and water to completely evaporate.


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Procedure: Place pebbles, sand, and soil in the jar. Record your observations. Fill the jar with water and close it tightly. Shake the jar until everything in the water is jostled about. Set the jar down and watch what happens periodically for about an

hour. Record your observations. Check it several hours later and record your observations. If possible, check it the following day and record your observations.


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Appendix 2A –

Weather and Erosion Center Notebook Inserts for LEP students


Question: In real life, what changes soil the same way that you changed the sand in this activity? (Choose one)Weathering: Erosion:___ ice wedging ____ moving water___ plants growing in cracks of rocks ____ wind___ minerals reacting with water or air

Why did you think so?

Procedure:Part I: Draw and label or write what happened to the plate of sand.Part II: Draw and label or write what happened after each different rock you use.Part III: Draw and label or write what happened to the salt in the cup.

Conclusion:

Look back at your answer to the question above .

Was it right?

If yes, why?

If not, then how would you change your answer?

How do you know?

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Appendix 2B –


Question: What do you think will happen to the sandstone as you shake the bottle? Complete this hypothesis with words or pictures to explain your thinking:

If I shake sandstone in a bottle of water, then _______________________

___________________________________________________________.Procedure:

Look at the river rocks and the sharp-edged rocks. Draw and label or write what you see.

Follow the next 4 directions

Draw and label or write what you see about the water and the shape of the rocks.

Follow the next 2 directions.

Look at the water. Take the stones out. Draw and label or write about how the water looks and how the stones look.

Follow the next direction.

Pour out the water and stones. Draw and label or write what you see. Make sure you tell what is different.

Conclusion:Look at your hypothesis. Is your guess the same or different from what actually happened? How is it different?Name the real life type of weathering or erosion that this center shows.Weathering: Erosion:___ ice wedging ____ moving water___ plants growing in cracks of rocks ____ wind___ minerals reacting with water or air

What did you learn from this experiment? How do you know?

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Appendix 2C –

Station #3 - Ice on the Move Students will rub some ice with sand frozen in it over a piece of stone.

Question: What do you think might happen as you rub the ice against the stone? Form a hypothesis that explains your thinking:

If I rub ice with sand frozen in it against a stone, then _________________

___________________________________________________________.

Use a paper towel to pick up one of the sandy ice cubes. Hold the ice tightly against a piece of stone (either shale or limestone)

and slowly push it across the rock several times. Look at the surface of the rock and write or draw and label what you

see. Repeat all the steps using plain ice (with no sand in it) and write or

draw and label what you see.

Conclusion:Look back at your hypothesis. Is your guess the same or different from what actually happened? Name the real life type of weathering or erosion that this center simulates.Weathering: Erosion:___ ice wedging ____ moving water___ plants growing in cracks of rocks ____ wind___ minerals reacting with water or air


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Appendix 2D –

Station #4 - Plaster and Ice:

Students will freeze a water balloon in some plaster of Paris.Question: What do you think will happen to the balloon and the plaster as it freezes? Form a hypothesis that explains your thinking.

If I freeze a water balloon in some plaster of Paris, then _______________

___________________________________________________________.


a knot in the end. Mix water with plaster of Paris until the mixture is as thick as yogurt.

Pour half of the plaster mixture into one milk carton and the other half in the other.


Let the plaster in both milk cartons harden and set up for about one hour. Place them in the freezer over night.

Take the two cartons out of the freezer. CAREFULLY cut away the milk carton.

Write or draw and label how the two cartons are the same and how they are different.



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Appendix 2E –

Station #5 – Chemical and Physical:Question: How can you change a piece of chalk? Form a hypothesis and explain your thinking.

If I want to change a piece of chalk, then I will __________________________________________________________________________________.

Procedure: Put a few drops of vinegar onto the limestone and write or draw what

you see. Label the four containers A, B, C, and D. (Write A on one cup, B on

another cup, C on another cup, and D on the last cup.) Break each piece of chalk in half. Put half a piece of chalk into container A and cover it with vinegar. Put half a piece of chalk into container B and cover it with water. Crush half a piece of chalk (use the mortar and pestle or put it in a

plastic bag and use the hammer) and then put it into container C. Put half a piece of chalk in container D. Write or draw and label what you see in each cup. Make sure to write

or draw and label about how the cups look and smell different from each other.

Put the four containers in a safe place where you can watch any changes over the next few days. You might want to keep watching your cups until the vinegar and water completely evaporate (disappear or go away).



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Appendix 2F –


If I mix a jar filled with sand, soil, gravel, and water, then __________________________________________________________________________.

Procedure: Put pebbles (small rocks), sand, and soil in the jar. Write or draw and label what you see. Fill the jar with water and close it tightly. Shake the jar until everything in the water is mixed up. Set the jar down and watch what happens every 15 minutes for about

an hour. Write or draw what you see (You should write or draw 4 times – after 15 minutes, then 30 minutes, then 45 minutes, then 1 hour).

Check it several hours later and write or draw and label what you see. If possible, check it the next day and write or draw and label what you

see.

Conclusion:Look back at your hypothesis. Is your guess the same or different from what actually happened? Name the real life type of weathering or erosion that this center simulates.

Weathering: Erosion:___ ice wedging ____ moving water___ plants growing in cracks of rocks ____ wind___ minerals reacting with water or air


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Appendix 2G –

Station #1 – Blowing AroundStudent group #1 said: ________________________________________________________________________________________________________________________________________________________________.

This is an example of ____________________ by the ____. The salt in this center is like the wind. Since it takes a very long time for this to happen, we moved the chalk through the sand to be like the wind with dust and other particles (salt) blowing against the rock (chalk). Pieces of the rock are then carried with the wind (erosion).

Station #2 – Shake it UpStudent group #2 said: ________________________________________________________________________________________________________________________________________________________________.

This activity is another example of __________________. The weathering in this station happens with _____. Rocks in streams bang and rub against each other until they are smooth and rounded. The part of the rock that rubs and grinds off is carried away by the water, which is erosion.

Station #3 – Ice on the MoveStudent group #3 said: ________________________________________________________________________________________________________________________________________________________________.

________________________________________ was shown when the ice with sand was rubbed against the rock. The gravel and rocks frozen in ice weather the rocks as the glacier (a big piece of ice in the ocean) passes over it. As the glacier continues moving, it moves the eroded material with it. This action, over thousands of years, causes glacier carved valleys that are u-shaped.

Station #4 – Plaster and IceStudent group #4 said: ________________________________________________________________________________________________________________________________________________________________.

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This activity shows what happens when water is frozen in cracks inside the rock. As the water freezes, it expands (gets bigger) making the crack in the rock get bigger. As this happens time after time, the rock splits apart. This is _________ by __ and ____. When the rock breaks apart, it erodes away through moving water and/or gravity. A good example of this is the Old Man of the Mountain that used to be on the Franconia Notch in New Hampshire.

Station #5 – Chemical and PhysicalStudent group #5 said: ________________________________________________________________________________________________________________________________________________________________.

Cup A – This is an example of _______________________. The chemical composition of the chalk changes when it is exposed to the acids in the vinegar. Notice how the left over chalk in this cup feels different than the left over chalk in cup B. In chemical weathering, the chemical make up of the rock changes.Cup B – This is _________________ by ____. The water breaks down the chalk, making it feel kind of like clay.Cup C – This is another example of ___________________. The chalk has been broken down into smaller pieces. It is the same chalk, only in smaller pieces. Cup D- This was only used as the control; the chalk is the same as it was before we started.

Station #6 – The Layered JarStudent group #6 said: ________________________________________________________________________________________________________________________________________________________________.

When materials are ___________ by flowing water they are mixed together (shaking the jar). When the water slows down, the materials fall to the bottom of the creek, river, or lake. These materials form layers. The soil, usually richer in organic materials stays on top of these layers. When the water goes away, rich soil is uncovered where plants can grow. In some cases, the layers of sediments build up over time and meadows are formed, changing the way the land looks.

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Appendix 3

2.03 and 2.04 –Eroding with the Flow - Scenario

While on Spring Break, Sharon was walking along the boardwalk and noticed a fan shaped pile of sand covering part of the walkway in front of an abandoned concession stand. This was not here the previous day and she wondered how it happened. She wrote down some information about what she knew as well as what she noticed in the area. Here is what she recorded.

There was a thunderstorm the night before. There is construction going on in the concession stand and piles of

sand everywhere. After closer observation there were lines of clay-like material along

the edges of the fan of sand.

What advice could you give Sharon about some possible ideas to investigate leading to the cause of the strange pile of sand?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix 3A

2.03 and 2.04 –Eroding with the Flow – Scenario

While Sharon was on Spring Break, she was walking along the boardwalk and noticed a fan shaped pile of sand covering part of the walkway. This was not here the previous day and she wondered how it happened.

Picture of what Sharon saw:

She wrote down some information about what she knew and what she noticed in the area. How did the strange pile of sand get there?

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What Sharon knows: What does that mean?• There was a thunderstorm the night before.

• There is construction going on and there are piles of sand everywhere.

• There are lines of clay-like material along the edges of the fan-shaped sand.

Appendix 42.05 –

Right in the middle of Juan’s favorite show there was a news emergency interruption. The reporter told about a river flowing through a local canyon that flooded and caused severe damage to land, property and even some lives. Juan immediately thought about the stream tables he was using in science class and wondered how he could set up an investigation to try and understand what had happened.

What ideas could you share with Juan to help him understand flooding?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix 5Contour Maps of Mount Mitchell

http://www.topozone.com/map.asp?lat=35.76497&lon=-82.265152&datum=NAD83&s=50&size=l

http://www.terraserver-usa.com/image.aspx?T=2&S=14&Z=17&X=120&Y=1237&W=3

Sample Image

Appendix 671





http://www.terraserver-usa.com/image.aspx?T=2&S=14&z=17&x=120&y=1237&w=3

Photograph for Engage Question – Carried Away

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Appendix 7

Carried Away Data Sheets

NAME: ______________________DATE:__________________

BEFORE AFTER

1. What changes did you observe (see) after the flood? ______________________________________________________________________________________________________________ _______________________________________________________

2. Is this experiment a good representation of what could happen in nature? (Could something like this really happen in nature?) Explain. ______________________________________________________________________________________________________________ _______________________________________________________

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RULER IN SAND AREARULER IN SAND AREA

Appendix 8

To Build or Not to Build, that is the Question

Name: _________________________Date: __________________

What is the name of your dam?

Where is your dam located?

Who was in charge of building the dam?

When did construction begin and end?

Why was your dam created? (Reasons from yesterday’s discussion.)

Draw a picture of your dam. Include as many features as possible.

Describe the advantages and disadvantages of your dam.

Earth Tub Setup

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Have the groups retrieve the needed materials for the investigation. It is recommended this be completed in the following manner:

1. Newspapers spread out in each area (desk and floor)

2. Tub placed to allow drainage into bucket on floor (add water to earth

mixture if not completed).

3. Place bucket on floor to catch drainage

4. Dump earth mixture into tub, use wood to push dirt to one side of tub,

opposite the drain hole. Have the groups smooth out and level off the

material in about one third of the total length of you tray (approx. 8

inches). The material should be left with a cliff like edge.

5. Attach water source support piece (ruler, clothes pin, etc.)

6. Center the water source (wide mouthed plastic cup) so it rests on

both the side of the tub and the support piece. Hole(s) in the bottom

of the cup should be directly over the earth material.

7. You are ready to add water to cup and begin observations.

Landform Vocabulary

Basin Delta Channel75

Alluvial fan Dam Flash floodLandform Sediment PlateauErosion Meander Canyon

Drainage basin Slope FloodplainDeposition Levee Flood

1._______________________: A fan-shaped landform deposited at the end of a steep canyon where the slope becomes flatter. Fans are usually found in arid regions, like Death Valley.

2.__________________: Natural or man-made wall across a river that holds back the water flow, creating a reservoir or lake.

3.__________________: Type of flood that rises and falls rapidly with little or no advance warning, usually as the result of very heavy rainfall over a relatively small area. These floods can be caused by sudden heavy rainfall, dam failure, or the thaw of an ice jam.

4.__________________: A very heavy flow of water, which exceeds the stream’s normal channel and covers land that is normally dry.

5.__________________: A natural or artificial wall of earth material along a river or sea that keeps the land from being flooded.

6.__________________: The angle or slant of a stream channel or land surface.

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Grade 5_Goal 2 Landforms and Weathering_final

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