SC.4.E.6.4 - Essential Lab 9 Weathering and Erosion

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LAB # 9: WEATHERING AND EROSION
Grade 5 Essential Lab (Teacher’s Version)
(Adapted from Science and Children, Science Shorts, October 2004)
Benchmarks:
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down
of rock by wind, water, ice, temperature change, and plants) and erosion (movement of
rock by gravity, wind, water, and ice).
SC.4.N.1.1 Rise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and
seek reasons to explain the differences across groups.
SC.4.N.1.5 Compare the methods and results of investigations done by other
classmates.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
Common Core Connections:
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
MACC.5.MD.2.2. Represent and interpret data.
MACC.K12.MP.2: Reason abstractly and quantitatively.
Learning Objectives/Purpose:
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Students will create models depicting various types of weathering and erosion.
Students will be able to identify evidence of erosion, and explain the causes of
erosion.
Students will engage in collaborative discussions (small groups and teacher-led)
with diverse partners discussing the topics of weathering and erosion.
Students will identify where you might see a similar type of weathering in nature
as depicted in the weathering and erosion models.
Background Information:
Weathering is the name given to the process that breaks up and loosens the rocks and
soil. Once weathering loosens the rocks and soil then the natural process of erosion
takes place moving the broken rocks or loosen soil to a new place. The agents of
erosion are wind, water, and ice. For example, wind can pick up dry soil or sand and
blow it to a new location. Wind erosion occurs mainly along the ground surface. Water
is by far the most powerful erosive agent. Streams of water roll materials downhill onto
the lowlands or out to sea.
Other factors that can erode surfaces are waves, glaciers, and gravity. Glaciers pick up
and scrape rocks across the ground as they slowly move along. Waves crashing at the
beach carry away sand. Gravity causes rocks and soil to slide down hills and
mountains.
The very sudden movement of rocks and soil down a hill is called a
landslide.
The Grand Canyon is a natural wonder of the world that was created by water and wind
erosion. Over millions of years, the Colorado River, which runs through the bottom of
the Canyon, has worn down and carried away bits of rocks and soil to carve out the
canyon. The Colorado River continues to shape the canyon today, but it has been
helped in this process by other factors. These include the type of rock and soil present,
the amount of rainfall that occurs, and the type of plants growing in the region, all make
the area more prone to erosion. This explains why all rivers do not form canyons.
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How do you think the Grand Canyon was formed? (The Grand Canyon formed by
weathering and erosion. The Colorado River flowed through it over a long period
of time and weathered away the rock, and the rock was carried away by the
water.)
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Why do you think it has gotten deeper and wider over time? (It has gotten wider
and deeper as the rushing Colorado River continues to flow through it, deepening
the canyon by eroding away rocks and soil. Heavy winds and rain continue to
weather away the sides of the canyon.)
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How long do you think it took for the Grand Canyon to form? (The Colorado
River took almost six million years to carve the canyon.)
Teacher Notes:
Students can write in the Weathering and Response Notebook provided at the Science
Leaders Dialogue 3 November 2013 PD.
Ahead of time the teacher needs to mix three cups of potting soil with three cups of
sand to make sandy soil for three of the station activities.
Grand Canyon photos and multimedia resources:
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http://www.nps.gov/grca/photosmultimedia/index.htm
http://en.wikipedia.org/wiki/Grand_Canyon
http://www.wimp.com/canyonviews/
Grand Canyon: A Trail Through Time by Linda Vieira
Engage:
Show students a picture of the Grand Canyon.
Ask the students the following question: How do you think the Grand Canyon formed?
Why do you think it has gotten deeper and wider over time? How long do you think it
took for the Grand Canyon to form? You can read from the book, Grand Canyon: A
Trail Through Time or play a video from the Grand Canyon resources to help students
answer the questions. The answers are located in the Background Information.
Tell students that in the next activity, you will have a chance to model erosion in action.
You will also experiment with a way to keep erosion from happening. Have students
consider the essential question, below.
Essential Question:
How do weathering and erosion over time change the surface of Earth?
Materials for all Five Stations:
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Potting Soil
Sand
Blue trays (Scott Foresman kit)
Books
Clay
Sugar cubes
5 oz. Paper cups
Newspaper
Black permanent marker
Safety goggles
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Containers for water
Paper towels
Plastic deli bowls (SF kit)
Toothpicks
Rulers
Graduated cylinder
Measuring cup
Water
Copy Paper Box Lid
Procedure: Students will work and rotate in small groups through five different stations.
Students will collect data, take notes and answer questions in their science notebook /
journal or they can write in the Weathering and Response Notebook.
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Station # 1: What happens when it rains on a sandy soil plain?
Materials: plastic deli bowl, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler, blue tray
Directions:
1. Use the Response Notebook or label a page in your journal/notebook as Station
# 1.
2. Fill a small deli bowl completely full with sandy soil and pat it down.
3. Place a blue tray over the top of the deli bowl and hold it in place. Then turn it
over so that the tray is on the bottom sitting on a table or desk and the deli bowl
is on top and upside down.
4. Remove the deli bowl and smooth the sand flat if needed to form a “plain.”
5. Measure the beginning width of the plain at its base in centimeters and record.
6. Measure the beginning height of the plain in centimeters and record.
7. Use a toothpick to make 9 small holes in the bottom of the paper cup.
8. Use a graduated cylinder or measuring cup to measure l00 mL of water.
9. Hold a ruler vertically next to the “mountain”. (one student)
10. Hold the paper cup with holes 30 cm above the “plain”. (second student)
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “plain” to simulate rain. (third student)
12. Observe what happens.
13. Measure the ending width of the base of the plain and its tallest ending height.
14. Record observations and measurements on the Station # 1 page.
15. Answer the following questions:
a. What happened when it “rained” on the “plain”?
b. How does the data collected support what happened?
c. How was this related to weathering and erosion?
Erosion Station # 2:
How does water erode a sandy mountain with no grass?
Materials: 8 oz. tall clear cup, sandy soil, toothpick, 5 oz. paper cup, 100 mL water,
graduated cylinder or measuring cup, ruler
Directions:
1. Use the Response Notebook or label a page in your journal/notebook as Station
# 2.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the
bottom sitting on a table or desk at the station and the clear tall cup forming a
mountain shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Measure the beginning height of the “mountain” in centimeters and record.
6. Use a toothpick to make 9 small holes in the bottom of the paper cup.
7. Measure l00 mL of water in a graduated cylinder or measuring cup.
8. Hold a ruler vertically next to the “mountain”. (one student)
9. One student: Hold the cup with holes 30 centimeters above the mountain.
10. Second student: Gently pour the 100 mL of water into the cup with holes.
11. Pour the 100 mL of water into the cup with holes as second student moves the
cup over the “mountain” to simulate rain. (third student)
12. Observe what happens and record observations on your Station # 2 page.
13. Measure the ending height of the “mountain” in centimeters and record.
14. Answer the following questions:
a. What happened when it “rained” on the “mountain” with no grass?
b. How does the data collected support what happened?
c. How was this model simulation related to weathering and erosion?
Station #3
How does grass affect water erosion on a mountain?
Materials: 8 oz. tall clear cup, bowls, sand, toothpick, 5 oz. paper cup, water, paper
nose tissue
Directions:
1. Use the Response Notebook or label a page in your journal/notebook as Station
# 3.
2. Fill an 8 oz. tall clear cup full with sandy soil. Pat the sandy soil down and add
more if needed to shape the sandy soil into a “mountain.”
3. Place a blue tray over the top of the tall clear cup holding the sandy soil
“mountain” and hold it in place. Then turn the tray over so that it is on the bottom
sitting on a table or desk at the station and the clear tall cup forming a mountain
shape is on top and upside down.
4. Remove the clear cup and mound the sandy soil if needed to form a “mountain.”
5. Pretend to grow grass all over the mountain by covering it with a “Kleenex”. Pat
the “Kleenex”. down so that it is touching the sandy soil everywhere.
6. Measure the beginning height of the “mountain” in centimeters and record.
7. Use a toothpick to make 9 small holes in the bottom of the paper cup.
8. Fill a second cup with water.
9. One student: Hold the cup with holes 30 centimeters above the mountain.
10. Second student: Gently pour the water from the other cup into the cup with holes.
11. Observe what happens and record observations in your science journal.
12. Measure the beginning height of the “mountain” in centimeters and record.
13. Answer the following questions:
a. What happened when it “rained” on the “grassy mountain”?
b. How does the data collected, support what happened?
c. How was this model simulation related to weathering and erosion?
Station # 4:
How does flowing water wear down and move rocks?
Materials: sugar cubes, blue tray, clay, water, cup, book
Directions:
1. Use the Response Notebook or label a page in your journal/notebook as Station
# 4.
2. Pat the clay into a pancake and place it in the tray to represent a river bottom.
3. Measure and record the width and height of the sugar cubes.
4. Place six sugar-cube “rocks,” three each in two rows, on the clay river bottom.
5. Prop one end of the tray on a book to elevate it.
6. Gently pour half of the cup of water from the elevated end of the tray so that the
water flows like a river through the rocks.
7. Observe what happens and record observations in your science journal.
8. Measure the width and height of the sugar cubes again.
9. Answer the following questions:
a. How were the “rocks” changed?
b. What is your evidence?
c. Where did the “rock” fragments go?
d. How does this model simulation represent weathering and erosion?
e. Where might you see a similar type of weathering in nature?
Station # 5:
How can wind cause changes in rocks?
Materials: safety goggles, sheet of newspaper, paper box lid, cup of sand
Directions:
1. Use the Response Notebook or label a page in your journal/notebook as Station
# 5.
2. All group members put on safety goggles.
3. Open a sheet of newspaper in the center of the table.
4. Place a paper box lid on the center of the newspaper.
5. Cut an opening 6 cm by 7.5 cm in the center of one long end of the box lid.
6. Mark a line 8 cm from this end across the width of the box.
7. Pour of a cup of sand into that same end of the lid covering the area from the
edge of the lid to the 8 cm line.
8. Have one member put his or her hand inside the other end of the box, open palm
facing the pile of sand.
9. Have another member blow gently on the sand, and then blow harder until the
sand hits the other member’s open palm.
10. Repeat until all team members have felt the sand hitting their palms.
11. Describe how the sand felt blowing against the palm of your hand in your journal.
12. Observe and compare the original pile of sand with the pile blown to the other
end of the box by rubbing some of the sand between your fingers.
13. How has the original pile changed (location, shape, etc.)?
14. How are the textures of the sand different?
15. Answer the following questions:
a. How were the “rocks” changed?
b. What is the evidence?
c. Where might you see a similar type of weathering in nature?
Explain / Evaluate:
Follow up questions:
1. What is weathering?
2. In which part(s) of the stations did you observe weathering?
3. What is erosion?
4. In which part(s) of the stations did you observe erosion?
5. Comparing results from stations 2 and 3, what is a way to keep erosion from
happening?
6. What is the most interesting discovery you made from these station activities?
Students discuss in their groups followed by a teacher led whole class discussion.
The following resources can be read and/or viewed and discussed with students:
Weathering Resources:
Scott Foresman Gr. 5 pp. 272- 273 What is weathering?
WINDOWS TO THE UNIVERSE Step 1: Breaking Rocks Apart:
http://www.windows2universe.org/earth/geology/sed_weathering.html
Discovery Video: Weathering
http://app.discoveryeducation.com/player/?assetGuid=6885647A-C8A6-4A20-A0912954B74FC3A0&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=DS
C&isAssigned=false&includeHeader=YES
Erosion Resources:
Scott Foresman Gr. 5 pp. 276-281 What is erosion?
WINDOWS TO THE UNIVERSE Step 2: Sediments on the Move!
Discovery Video: Erosion
http://player.discoveryeducation.com/index.cfm?guidAssetId=aed10e55-55b5-4a09-bf6f-4bf17cf73af7
Discovery Video: Weathering and Erosion
http://player.discoveryeducation.com/index.cfm?guidAssetId=11a9d79d-891c-4848-a12a-12b675fcffc0
Extension: Expository Writing Prompt:
Weathering and erosion change the Earth’s surface over time. Write a multi-paragraph
essay describing the various ways that weathering and erosion change the Earth’s
surface. Choose a location such as Florida’s coastline or the Grand Canyon.
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