Whitewater Preserve Field Trip
Lesson Contributors: Hazel Whittaker
Overview:
Students are very good at gaining knowledge in the classroom, but how do we get them to fully
understand the application of what they have been studying? This field trip will pull together
previously covered lessons weathering and erosion by water, deposition of sediments, the use
of GPS units, and topography as they select appropriate photographs of the Whitewater Wash
in the Whitewater Preserve. Students will plot the images and GPS coordinates on Google Earth
to create a presentation for assessment.
CyberQUEST Dissemination Workshop October 2013
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Lesson Concept:
1. The forces of weathering break down rock and other substances on Earth’s surface into
smaller pieces. There are two types of weathering – mechanical (also referred to as
physical weathering) and chemical weathering.
2. Abrasion is a form of mechanical weathering which refers to the grinding away of rocks
by rock particles carried by water, ice, wind or gravity.
3. Water is the most important agent of chemical weathering and weathers rocks by
dissolving them over time.
4. Erosion is the movement of weathered rock by water, ice, wind or gravity.
5. Weathering and erosion work continuously to wear down Earth’s surface.
6. Deposition is the process by which sediment settles out of the water or wind that is
carrying it, and is deposited in a new location.
7. Sediment consists of small , solid particles of material from rocks or organisms which are
moved by water or wind.
8. Topography is the shape of the land and is determined by the area’s elevation, relief and
landforms.
Science Standards:
Shaping Earth’s Surface
2. Topography is reshaped by the weathering of rock and soil and by the transportation and
deposition of sediment. As a basis for understanding this concept:
a. Students know water running downhill is the dominant process in shaping the
landscape, including California’s landscape.
b. Students know rivers and streams are dynamic systems that erode, transport sediment,
change course, and flood their banks in natural and recurring patterns.
ISTE NETS Standards
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity.
CyberQUEST Dissemination Workshop October 2013
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Cyberinfrastructure Tools:
GPS units, Google Earth, Power Point or Prezi, projector and screen/whiteboard
Lesson Activities
Part1:
Prior practice using GPS units necessary.
ENGAGE
Teacher Does (3 mins.)
Teacher projects world map on screen and
indicates CA, North America.
Teacher projects map of CA and points out
Redlands, CA
Teacher projects map of Redlands and points
out school location.
Teacher asks how to find our school black top?
Student Does (10 mins.)
Students T/P/S and come up with GPS as the
answer
EXPLORE
Teacher Does (5 mins.)
Student Does (25 mins.)
Teacher asks students to log on to Google Earth
on their computer and unclick all the boxes on
the left. Teacher projects Google Earth on screen
to demonstrate
Teacher types in school address in search area
and zooms in to the black top and buildings
Students enter school address in search area on
Google Earth and zoom in to find the school
blacktop and buildings
Teacher demonstrates how to ‘pin’ by selecting
the push pin feature ion the tool bar. Teacher
‘pins’ the classroom and identifies the place mark
Students ‘pin’ the classroom and label the place
mark
Teacher hands out scavenger hunt sheets and
GPS units.
Students work in pairs and locate something on
the black top by solving the riddle and recording
the GPS location
Teacher circulates and helps, makes informal
assessments
Students complete worksheet and return to
classroom after 15 minutes, ask for help and
clarification, if necessary
EXPLAIN
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Teacher Does (5 mins.)
Student Does (10 mins.)
Teacher explains GPS gives a more exact location
than a map but getting the exact coordinates
‘pinned’ is a challenge
Students pin what they have found from the
scavenger hunt on to Google Earth checking the
GPS coordinates are close
Students save work
EXTEND
Teacher Does (10 mins)
Student Does (20 mins)
Teacher asks for three additional riddles for the
scavenger hunt
Students try to come up with riddles for
additional features on the black top
Teacher tries to solve riddles!
Student try to solve each others’ riddles
Part 2:
Student have prior knowledge of how running water shapes the topography of an area- weathering,
erosion, deposition, sedimentation, down cutting, undercutting, flooding, meandering.
Students have prior practice with Google Earth finding starting and ending location of the field trip,
looking at the topography of the area, and ground level views of the Whitewater Preserve.
ENGAGE
Teacher Does (3 mins.)
Student Does (10 mins.)
Teacher asks students to orientate themselves
and to find places they observed on Google
Earth at ground level position
Students find the Preserve ‘s Education building,
trout ponds, picnic area, bathrooms, etc.
EXPLORE
Teacher Does (5 mins.)
Student Does (25 mins.)
Teacher introduces education specialist.
Students sit and listen to an orientation by the
Preserve education specialist.
Specialist asks for observations and inferences
regarding the history of the canyon walls.
Students try to come up with answers to the
questions.
Teacher hands out workbooks and GPS units and
goes over directions in the workbook.
The directions are:
1. Nearby, find evidence of a big flood event
in the past.
2. Find a place where the river meanders.
3. Find a place where erosion is happening
Students follow along and seek clarification, if
necessary. Students proceed to Wash.
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right now.
4. Find a place where deposition of
sediments has happened or is happening.
5. Find a place resisting erosion.
Teacher goes over safety rules and sets limits to
the working area.
Students work with a partner to decide on what
to photograph and to record GPS coordinates in
workbook.
EXPLAIN
Teacher Does (5 mins.)
Student Does (10 mins.)
Teacher allows students to photograph anything
else of particular interest.
Students spend time exploring and
photographing things of particular interest.
Part 3:
EXTEND
Teacher Does (10 mins)
Student Does (20 mins)
In the classroom, teacher explains that a
PowerPoint or Prezi is the assessment tool and
that students are to download their photographs
and, using the workbook, state what the
photograph is representing, and include the GPS
coordinates of where the photograph was taken
Students decide, with partner, which photos to
choose to best answer the question in the
workbook. Students select presentation tool
and submit to electronic drop box or e-mail to
teacher.
STEM/WORKFORCE PREPAREDNESS CONNECTION
Teacher Does (Time)
Student Does (Time)
Students will explore the site to
http://www.personal.kent.edu/~cschweit/Stark
review careers with a Geology and
Earth Science degree.
Students will read about water
http://www.waterencyclopedia.com/Bi-Ca/Careers-inresources planning and
Water-Resources-Planning-and-Management.html
management career opportunities
http://www.modernhippiemag.com/2012/04/5-careersStudents explore 5 careers that
contribute-water-conservation/
contribute to water management.
Students explore careers in
http://cnre.vt.edu/students/prospective/careers/index.html
natural resources.
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