Name: ___________________________
Minnesota Academic Content Standards For This Unit:
2. Landforms are the result of the combination of constructive and
destructive processes: Explain how landforms result from the processes of crustal
deformation, volcanic eruptions, weathering, erosion and deposition
of sediment.
Essential Question 1: What’s a landform and how are they built up and taken down?
Learning Targets:
I can:
Recognize a variety of landforms
Be able to identify constructive and destructive processes, including weathering, erosion and deposition in the
Developing Understanding: ___
___ Go outside and do at least 10 observations of the non-living parts of the schoolyard (sidewalk, building, parking
lots, ground, paths, etc.) that you think have changed over time
___ Look back at your schoolyard observations & investigation. Write down two observations of change and
give evidence for how you know these things have changed over time. Be prepared to share these in class.
___ What are some examples of landforms? Jot down as many as you can think of in your notebook.
___ As a group, look at the 3-D maps of the US. Record your work in your NB.
___ After our discussion in class, describe: constructive processes and destructive processes in your notebook.
___After our class discussion, write a SIMPLE definition in your OWN words of the following terms. These definitions
need to be CLEAR enough so you would know these processes if you saw them! Use the USGS site
( for help.
1. Weathering
2. Erosion
3. Deposition
___ Go back to your 10 schoolyard observations—pick 5 & label them as erosion, weathering, or deposition.
Enduring Understanding: ___
___ Landforms Activity
___ At a location outside of school (home, farm, town, etc.), take pictures or draw (in detail) an example of
weathering, erosion and deposition. Explain your rationale for each – how you know it is erosion or
a. Identify the “landform” in each of your pictures - or what the landform used to be.
i. (If you aren’t sure how to do this - ask!)
b. Be able to explain your rationale for each – How do you know that it shows that process?
c. Be able to explain if each one is a constructive or destructive process and how you know.