Grade 5
Goal 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 time
o Rate the effects of weathering forces
o Understand how water movement shapes landforms
o Explain how different landforms are created
o Describe the characteristics of landforms
o Discuss how water flow effects erosion
o Identify landforms using maps and aerial photographs
o 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.
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.
V. Objective Chart and RBT Tags
2.01 Identify and analyze forces that cause change in landforms over time
including:
Water and Ice;
Wind; and
Gravity.
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;
Valleys;
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Meanders; and
Tributaries.
2.04 Describe the deposition of eroded material and its importance in
establishing landforms including:
Deltas; and
Flood 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: 9
Number Competency or Objective
RBT Tag
2.01
Identify and analyze forces that cause change in
4A
landforms over time including.



2.02
2.03
Water and Ice.
Wind.
Gravity.
Investigate and discuss the role of the water cycle
and how movement of water over and through the
landscape helps shape land forms.
Discuss and consider the wearing away and
movement of rock and soil in erosion and its
importance in forming:




4B
2B
Canyons.
Valleys.
Meanders.
Tributaries.
2.04
2B
Describe the deposition of eroded material and its
importance in establishing landforms including:

Deltas.
2

Flood Plains.
2B
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.
Discuss and analyze how humans influence
erosion and deposition in local communities,
including school grounds, as a result of:
2.07



3C
4D
Clearing land.
Planting vegetation.
Building dams.
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VII. Materials and Equipment
o Rubric for Hands-On Activities (see appendix)
o 3 Baby Food jars
o 3 pieces of chalk small enough to fit in jar, colored chalk optional but
preferred
o 1 stopwatch or access to a clock with a second hand
o 1 container of water
o 1 cup of vinegar
o 2-3 teacher selected pictures of water contributing to the shape of the
landscape
o 1 plastic container; (the plastic shoeboxes from the dollar store are
perfect)
o 1 piece of plastic wrap that covers the top
o Enough tape to go around container
o 1 small bowl
o Soil
o 1 medium bag of ice
o 1 small lamp for heating (a heat lamp will be better)
o Water to fill the small bowl
o Earth material container (tray or tub) for experiments.
o Water source for various flow rates
o 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 drainage
o 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 cups
o Newspaper
o Student vehicle for data observations, collection and reflection.
o Safety Equipment
o Book: The Librarian Who Measured the Earth, by Kathryn Lasky
o Internet access: free download of Google Earth
o Map of Mount Mitchell, NC (summit map) from www.topozone.com
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
State map or road atlas of North Carolina
Cardboard
Scissors
Markers
Handout of contour map model
4 small clear containers (Solo 9 oz. plastic cups)
“Face Island” foil model from lesson 2.01
1 centimeter grid paper and overhead transparency for each student.
Overhead marker for each student
Sand
Plastic tubs
Modeling clay
Centimeter ruler
Styrofoam plate
Cooking spray
Book or object that can elevate plate
Flax Seed or other small light weight seed
Erosion photograph (appendix 6)
Olive Oil
Small Styrofoam or plastic cup
Safety goggles or form of protective eye wear
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 Styrofoam cups
Soil or sand
Ruler
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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Flow Chart:
Content Blast
Landforms 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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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; and
Gravity.
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.
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
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 Small plastic bottle with lid
 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:
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 Topographic maps of local area. These can be purchased or found
online at www.topozone.com
 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.
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.
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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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.
LEP Modification: (see Appendix 2B to copy and staple into students’
notebooks)
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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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.
LEP Modification: (see Appendix 2C to copy and staple into students’
notebooks)
 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.
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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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.
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.
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.
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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Station #5 – Chemical and Physical:
Question: How is it possible to change a piece of chalk? Form a
hypothesis and explain your thinking.
LEP Modification: (see Appendix 2E to copy and staple into students’
notebooks)
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.
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?
21
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.
LEP Modification: (see Appendix 2F to copy and staple into students’
notebooks)
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.
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?
22
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.
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.
Station #1 – Blowing Around
This 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 Up
The 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 Move
Mechanical 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
23
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 Ice
This 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 Physical
Cup 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 Jar
When 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.
24
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.
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.
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 Face
Tear 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.
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 _____________________________________.
25
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.
26
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.
Language Objectives: LEP students will
- Explain to a partner how water helps to create the shape of
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
4. Allow all students to touch the pieces of chalk. Tell them they need to
feel the hardness and texture.
LEP Modification: Provide students with a word bank giving them
choices of words to describe 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.
LEP Modification: Demonstrate the desired actions for containers
2 and 3.
7. Students are to observe, and record observations over the next 5
minutes.
LEP Modification: Allow Entering level students to record with
pictures and labels
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?
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.
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
28
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.
LEP Modification: Frame the language of this conclusion and
provide a word bank with target vocabulary.
29
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.
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.
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
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.
LEP Modification: Be sure to include visuals, demonstrations,
examples, and supplemental materials other than lecture in this
explanation.
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
LEP Modification: Allow Entering level students to draw and label their
observations. Provide sentence frames for Beginning level students.
Resources:
Book Water, Water Everywhere or United Streaming The Magic
School Bus: Wet all Over Website:
http://www.teachtsp.com/products/productextras/SCISCI/waterc
ycle.html (may need to purchase)
31
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; and
Flood Plains.
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 activity
o Respond to a scenario in the Elaboration activity with the
support of a graphic organizer.
- Write a hypothesis
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
tub near end then place water source on edge of tub and support
32











piece. Another suggestion is to use a strong clothespin to attach
water source to side of tub.
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.
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.
 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.
33
 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
notebook or folder. Record observations in science notebook while
carrying out the investigation. This will help with the later
manipulation of raw data.
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.
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
websiteso 2.03 http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.ph
p?movie=landforms&start=24:04&end=36:27
o 2.04 http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.ph
p?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.
34
 Have the students think about their hypothesis and record in their
notebook.
LEP Modification: Help students form hypotheses by providing the
If/then language.
 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
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.
 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
Discuss 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” 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 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
websitehttp://lhsfoss.org/fossweb/schools/teachervideos/showmovie.ph
p?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
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).
Evaluate: Apply investigation rubric to the results of the situational
response sheet to gauge level of understanding. (Refer to appendix)
39
Activity for Objective 2.06
Objective 2.06 Identify and use models, maps, and aerial photographs as
ways of representing landforms.
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.
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
40
 Plastic tubs
 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.
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.
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.
41
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.
LEP Modification: Use a Venn diagram to provide visual and
organizational support.
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.
LEP Modification: Sketch pictures of a cliff and waterfall to help students
understand the vocabulary and its relationship to the existing symbols.
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/pres
erves/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.
42
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.
43
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.
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.
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?
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.
Explore:
1. Lightly spray plates with cooking spray. This is done so that the
seeds will stick to the surface better.
44
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).
45
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.
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.
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?
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.
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
47
side of the pan that contains the sand or soil. (See worksheet) Poke a hole
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.
48
Assessment:
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…?
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. wind
c. gravity
d. condensation
2. Which weathering force had the greatest effect on image 2?
a. water and ice
b. wind
c. gravity
d. condensation
3. Which specific landform example is NOT being created by the
movement of water?
49
a. San Andreas Fault
c. Mississippi Delta
b. The Grand Canyon
d. The Outer Banks of North Carolina
4. Which type of landform is NOT created by the movement of water?
a. rivers
b. canyons
c. mountain chains
d. valleys
5. Which landform is created by the slow movement of water and
deposition of silt?
a. canyon
b. valley
c. meander
d. tributaries
6. Which landform is created by the advance and retreat of a glacier?
a. canyon
b. valley
c. 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 plain
b. In canyons in Nebraska
c. At the mouth of a river
d. In the piedmont
9. On land that has a steep slope, water flow will create:
a. a lake
b. a canyon
c. a valley
d. a plain
10. On land that has no slope, water flow will create:
a. a meandering river
b. a mountain chain
c. a volcano
d. a waterfall
50
Use the contour map below to answer the following questions.
11. What type of landform does the arrow point towards?
a. valley
b. mountain
c. plain
d. 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 areas
b. cover all bare spaces of land with pavement
c. require the use of silt fences at the edge of the cleared area
d. 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.
51
Resources:
2.03
2.04
2.05
Website Resources
Fantastic Video’s and Pic’s
http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?
movie=landforms&start=24:04&end=36:27
http://www.fossweb.com/modules3-6/Landforms/index.html
http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?
movie=landforms&start=36:27&end=47:39
http://www.fossweb.com/modules3-6/Landforms/index.html
http://lhsfoss.org/fossweb/schools/teachervideos/showmovie.php?
movie=landforms&start=47:39&end=54:40
http://www.fossweb.com/modules3-6/Landforms/index.html
Other Great Resources
2.03 http://www.nckidscience.com/Resources/?grade=5&goal=2
http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandfor
ms.html
http://www.mountainnature.com/Geology/Canyons.htm
http://www.edu.pe.ca/southernkings/valleyfl.htm
http://www.cleo.net.uk/resources/displayframe.php?src=309/consulta
nts_resources%2F_files%2Fmeander4.swf
http://www.fossweb.com/modules3-6/Landforms/index.html
2.04 http://www.nckidscience.com/Resources/?grade=5&goal=2
http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandfor
ms.html
http://www.uoregon.edu/~millerm/delta.html
http://en.wikipedia.org/wiki/Floodplain
http://www.fossweb.com/modules3-6/Landforms/index.html
2.05 http://www.nckidscience.com/Resources/?grade=5&goal=2
http://www.geographyhigh.connectfree.co.uk/s3riversgeoghighlandfor
ms.html
http://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.
52
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.
53
Appendix 1
Scoring for Hands-on Activities
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 selfdirected.
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.
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.
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.
CATEGORY
Problem-solving Actively looks for
and suggests
solutions to
problems.
Quality of Work
Provides work of the Provides high
highest quality.
quality work that
rarely needs to be
checked or revised
by others.
Rubric modified from RubiStar at
http://rubistar.4teachers.org/index.php?ts=1197322856
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.
54
Appendix 2 –
Weather and Erosion Center Cards
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, 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?
55
Station #2 – Shake it Up
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.
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?
56
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.
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?
57
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 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.
 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 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.
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?
58
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.
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?
59
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:
 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.
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?
60
Appendix 2A –
Weather and Erosion Center Notebook Inserts for LEP students
Station #1 - Blowing Around
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?
61
Appendix 2B –
Station #2 – Shake it Up
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?
62
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
What did you learn from this experiment?
How do you know?
63
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 _______________
___________________________________________________________.
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 into 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 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.
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
What did you learn from this experiment?
How do you know?
64
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).
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
What did you learn from this experiment?
How do you know?
65
Appendix 2F –
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.
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:
___ ice wedging
___ plants growing in cracks of rocks
___ minerals reacting with water or air
Erosion:
____ moving water
____ wind
What did you learn from this experiment?
How do you know?
66
Appendix 2G –
Station #1 – Blowing Around
Student 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 Up
Student 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 Move
Student 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 Ice
Student group #4 said: _________________________________________
____________________________________________________________
___________________________________________________________.
67
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 Physical
Student 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 Jar
Student 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?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________
69
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?
What Sharon knows:
• There was a thunderstorm the night
before.
What does that mean?
• 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.
70
Appendix 4
2.05 –
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?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
71
Appendix 5
Contour Maps of Mount Mitchell
http://www.topozone.com/map.asp?lat=35.76497&lon=82.265152&datum=NAD83&s=50&size=l
http://www.terraserverusa.com/image.aspx?T=2&S=14&Z=17&X=120&Y=1237&W=3
Sample Image
Appendix 6
72
Photograph for Engage Question – Carried Away
73
Appendix 7
Carried Away Data Sheets
NAME: ______________________DATE:__________________
BEFORE
RULER IN SAND AREA
AFTER
RULER IN SAND AREA
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.
____________________________________________________________
__________________________________________________
_______________________________________________________
74
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.
75
Earth Tub Setup
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.
76
Landform Vocabulary
Basin
Alluvial fan
Landform
Erosion
Drainage basin
Deposition
Delta
Dam
Sediment
Meander
Slope
Levee
Channel
Flash flood
Plateau
Canyon
Floodplain
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.
77