8th Grade Science:
Constructive and Destructive Geologic Processes
Unit Snapshot
Topic: The Physical Earth
Duration:
Grade Level: 8
15 Days
Summary
The following activities engage students in exploring the constructive and
destructive geologic processes due to interactions between the
hydrosphere and lithosphere that shape Earth’s surface. Students will be
able to describe the conditions and factors that are responsible for the
formation of various landforms including plate tectonics, climate, glaciers,
streams and floodplains, etc.
CLEAR LEARNING TARGETS
“I can”…statements
____ identify various landforms on a map (i.e. mountains, valleys, ridges, plateaus, depressions)
____ use maps to determine what caused constructive and destructive features.
____ compare maps of various locations to identify differences in landforms.
____ construct a model of a beach that is experiencing erosion and deposition
____ design an experiment to test the best method to reduce erosion
____describe the conditions and constructive/destructive processes that form various landforms.
____explain how plate tectonics acts as constructive and destructive processes that can cause
changes in earth’s surface.
UNIT Highlights and Suggested Timeframe
Days 1-3
Days 4-5
Days 6-9
Days 10-13
Days 14
and on-going
Day 15
Engagement: Students will use LANDSAT photos and topographic maps to view
and describe various landforms.
Exploration: Students will create a beach model and design a solution to erosion
and deposition that occurs in the model.
Explanation: Students are assigned topics that depict constructive and/or
destructive processes. Students will then create a before and after landform
model that shows a constructive and destructive process. Students share their
models through a Gallery Walk activity.
Elaboration: Students will learn about different geographical locations that are
experiencing major problems relating to constructive/destructive processes.
Students will work in teams to develop a solution related to a problem that a
specific geographic location is experiencing.
Evaluation: Formative and summative assessments are used to focus on and
assess student knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students misconceptions
related to constructive and destructive processes. A teacher-created short cycle
assessment will be administered at the end of the unit to assess all clear learning
targets (Day 14).
Extension/Intervention: Based on the results of the short-cycle assessment,
facilitate extension and/or intervention activities.
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LESSON PLANS
NEW LEARNING STANDARDS:
8.ESS.3 A combination of constructive and destructive geologic processes formed Earth’s
surface.
Earth’s surface is formed from a variety of different geologic processes, including but not limited to
plate tectonics.
Note: The introduction of Earth’s surface is found in ESS grade 4.
This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth,
the rock record, plate tectonics and landforms.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and
technical texts.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Earth’s Surface
K-2: Water can be found in many forms and locations. Wind is moving air.
Grades 3-5: Characteristics of rocks and soil, weathering, deposition, erosion, landforms, mass wasting and
weather events (e.g., flooding) are studied.
Grades 6-7: Igneous, metamorphic and sedimentary formation, interactions between Earth systems, and
patterns of erosion and deposition are studied.
Future Application of Concepts
High School: Gravitational forces and movement of matter are explored. In the grades 11/12 Physical
Geology course, glaciation, sedimentation, stream evolution, seismology, volcanics, bathymetry and further
information about weathering, erosion and deposition are included.
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MATERIALS:
VOCABULARY:
Engage
Primary
Sample Topographic Maps
Coastlines
Computers/Computer Lab for Gizmo
Constructive Processes
LANDSAT images
Deposition
All Activity Worksheets
Destructive Processes
Explore
Erosion
Reading “What Causes Beach Erosion?”
Floodplains
Dry sand
Geological Processes
Tray (15cm x 45cm x 60cm)
Glaciers
Ruler
Gradients
Pencil
Hydrosphere
Water (500 ml per group)
Landforms
Gravel
Lithosphere
Plastic bags
Plate Tectonics
Aluminum Foil
Streams
Explain
Topography
Suggested materials but not limited to:
Soil
Secondary
Sand
Contour Lines
Gravel
Elevation
Play doh or clay
LANDSAT
Water
Topographic, Physical, Arial Maps
Fan
Camera
Pans/Container
Elaborate
Internet Access
All CCS Lab Safety Procedures and Protocols should be taken into
consideration. See CCS Science Lab Safety Contract.
SAFETY
Review Computer and Internet Safety with students
1. Reserve time in a computer lab if necessary for use of Gizmo
2. Copy LANDSAT images for each station. (Color copies would be best)
3. Copy worksheets for LANDSAT MYSTERY
4. Gather materials for demos and experiments
ADVANCED
5. Create a teacher model
PREPARATION
6. Print out Article “What Causes Beach Erosion”
7. Teacher may want to obtain and organize print material on each of the
geographic locations. These are found in the ADDITIONAL RESOURCES
SECTION OF THE UNIT PLAN.
Objective: Students will be able to use LANDSAT images to identify landform
features (both natural and manmade. Students will explore a gizmo related to
reading a topographic map to identify mountains, depressions, valleys, and
ENGAGE
cliffs. They will also observe contour lines and make the realization that contour
(3 days)
lines indicate areas of constant elevation.
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
What is the teacher doing?
What are the students doing?
Formative Assessment (Day 1)
Show students the provided
images of various landforms
formed by constructive or
destructive processes. Ask
students if they can explain
how each landform was
formed.
Formative Assessment (Day 1)
1. Students view pictures and try
to determine how the
landforms were formed.
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LANDSAT Mystery
If possible, show students video
to introduce LANDSAT – (NASA
– A LANDSAT Fly By)
Split class into 10 groups.
Distribute LANDSAT Mystery
sheet to each student.
Circulate the room and
facilitate discussions as
students look at LANDSAT
images and make predictions
about what they see.
After students have visited
each station, go over each
station together and point out
distinctive features (i.e.
runways on an airport, roads in
a city, rectangular patterns in
an agricultural field, etc.)
Lead a discussion on how
these images can provide
information to people on
earth.
o
How can farmers use
these pictures to
monitor crops?
o
How would geologists
use these pictures to
study rocks in an area?
o
How would a biologist
use these pictures to
study the vegetation in
a certain area?
Revisit predictions and see if
students want to add anything
to their previous thoughts.
Distribute Discussion Questions
Worksheet.
Have students think about the
provided questions and
answer them on their sheet
LANDSAT Mystery
2. Students visit 10 stations to look
at LANDSAT images.
3. Students make predictions
about what they are observing
in the picture and record on
the student sheet. The features
they see are both natural and
manmade.
4. Students will share predictions
with the rest of the class.
5. Class discussion to determine
the purpose of LANDSAT
images.
6. Complete Discussion questions
on student sheet.
After the class discussion, show
students Time Lapse Video
using LANDSAT images. You
can choose from Dubai,
Columbia Glacier, The
Amazon and Las Vegas
http://world.time.com/timelap
se/
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Topographic Maps (Days 2-3)
www.explorelearning.com GIZMO –
Topographic Maps
See teacher guide page
This activity can be completed
as a whole class (teacherfacilitated), or small
group/individual (laptops,
computer lab, or Ipads.
If possible, reserve computer
lab in advance.
Assist students with prior
knowledge questions and
discuss student responses.
Project the Topographic Maps
GIZMO and model how to use
the GIZMO by facilitating the
GIZMO Warm-up as a class.
Facilitate and assist students in
completing the remainder of
the GIZMO tasks using the
provided student worksheet.
Topographic Maps (Days 2-3)
1. Complete prior knowledge
questions individually as a
formative assessment.
2. Practice how to use the GIZMO
by completing the GIZMO
Warm-up as a class.
3. Complete the GIZMO student
worksheet.
and/or
Interpreting a Topographic Map
4. Complete Interpreting a
This worksheet can be
Topographic Map Worksheet.
assigned as an in-class
reinforcement, homework
assignment, intervention
activity, or assessment tool.
Objective: Students will experience beach erosion through hands on learning
and will develop a solution to this problem.
What is the teacher doing?
Teach About the Beach (Days 4-5)
Distribute the article “What
Causes Beach Erosion?” and
conduct a close reading.
Facilitate class discussion
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
SEE TEACHER PAGE
Group students
Distribute procedures list for
model creation.
Read over procedures
Share teacher model with
class.
Teacher will distribute the
scientific design objective
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What are the students doing?
Teach About the Beach (Days 4-5)
1. Students take turns reading
parts of the article to the class.
2. Students cite evidence from
the text to answer questions
about the article and engage
in a discussion on how erosion
occurs, and why it is a problem
on the east coast of the US.
3. In lab groups, students will
create a model of a beach
water system and will follow a
detailed procedure list to
create their model.
4. Students will use materials to
devise a solution to the
problem of beach erosion.
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Teacher will instruct, monitor
and facilitate groups on how
to create a solution to this
problem.
Facilitate experimentation and
group work by ensuring data
collection and results are
correctly obtained.
Assess groups knowledge of
scientific design, and content
knowledge throughout lab,
and during the optional
presentations.
5. Students then design an
experiment to test the success
of their solution.
6. In groups students perform the
experiment they designed
7. Collect data to support or
reject hypothesis(Their Solution)
8. OPTIONAL: Communicate
results to the class by
presenting their findings
Objective: Through open inquiry, students will create models to demonstrate
constructive and destructive processes that impact landforms.
EXPLAIN
(4 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Constructive and Destructive Processes
at Work - (Days 6-8)
See STUDENT PAGES
Split students into groups of 3-4
students per group.
Assign one of the following
geologic processes in which
constructive and destructive
forces cause a change in
landforms.
-Coastline Erosion and
Deposition
-River/Stream Erosion and
Deposition
-Glacier Erosion and Deposition
-Desert Erosion and Deposition
-Hot Spots
-Convergent Plate Boundary
Movement
-Divergent Plate Boundary
Movement
-Flooding
Facilitate student research
using textbook and/or other
resources.
Provide materials such as soil,
gravel, sand, clay, water, etc.
and faciliate and assist students
with creating a model
representing the original land
formation before the change.
Constructive and Destructive
Processes at Work - (Days 6-8)
1. Students will split into groups
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2. Students will be assigned a
group topic and conduct
research related to the
geologic processes involved
using the Textbook and/or
other resources: Prentice Hall
Earth Science Students will use
the following questions to
guide their research:
o What processes are at
work…Constructive
(building up),
Destructive (breaking
down), or both?
o How do these
processes work? What
forces are involved?
o What is the resulting
effect on the land?
3. Students will create a
“BEFORE” landform with the
provided materials, and take
a picture.
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Teacher/students will take
BEFORE pictures of student
landform models.
Teacher will assist students in
modeling the processes
assigned.
4. Students will then make
modifications to their
landform to show the
influence of their geologic
process on the land form. (i.e.
Students might create a river
delta that shows the influence
of their topic – deposition.)
Teacher/Students will take an
AFTER picture once groups
have finished creating their
landforms shaped by their
assigned processes.
5. Students will take an “AFTER”
picture of the final landform.
Teacher will display all groups
pictures around the room for
the Gallery Walk.
6. Attach pictures to the
provided sheet and hang
around the room for the
Gallery Walk.
7. Students will write a
paragraph explaining the
conditions and factors that
influenced the changes
shown in their before and
after pictures.
Collect student written
explanations of their picture
models and consider using as
an assessment.
Gallery Walk (Day 9)
Gallery Walk (Day 9)
Facilitate the Gallery Walk
8. Observe each group’s
activity by having students l
“before and after”
view each group’s “before and
photographs and complete
after” photographs and
the student worksheet.
complete the student
worksheet.
Objective: Students will learn of different geographical locations that are
experiencing major problems that may be able to be solved
through science. Students will research a problem and design a
solution.
ELABORATE
(4 days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
World Problem Solvers (Days 10-13)
8. Teacher will inform students
that they are members of a
group of top scientists picked
to solve some of the world’s
worst problems.
9. Teacher will introduce 4
geographical areas where
problems are occurring using
the provided resources.
-See teacher page.
o Iceland Ash
o Tsunami Mitigation
o Haitian Buildings Fall
to Earthquakes
o Mississippi River
Deposition
World Problem Solvers (Days 10-13)
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1. Students record notes about
each region and the problems
they are experiencing.
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10. Teacher will assist students
through obtaining research.
11. Teacher will monitor student
progress and intervene/
direct research when
needed.
12. Teacher is assessing student
comprehension and progress
through observation.
13. Teacher will use student’s
experimental designs to
formatively assess student
comprehension and
progress.
2. Students will research a
geographic location, and the
problems that location is facing.
3. Students will use print, online,
and other provided sources to
complete research.
4. Students will organize their
research to identify problem.
14. Facilitate student solution
proposal development.
15. Facilitate student proposal
presentations.
5. Students will develop a possible
solution to the problem and
create a proposal to carry out
that solution.
6. Students will create visual aids to
assist in a short presentation that
explain their solution proposal.
Objective: : Formative and summative assessments are used to focus on and
assess student knowledge and growth to gain evidence of student
learning or progress throughout the unit, and to become aware of
students misconceptions related to constructive and destructive
processes. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning
targets (Day 13).
Formative
How will you measure learning as it occurs?
Consider developing a
teacher-created formative
assessment.
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
1. The Landforms Formative
Assessment Pictures can be used
to assess students’ prior
knowledge related to Landform
formation/deformation.
2. The LANDSAT Mystery activity can
be used to assess student
knowledge related to identifying
landform physical charateristics
and formation using images and
maps.
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Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. Constructive and Destructive
Processes Model Creation,
paragraph, and Gallery Walk can
be used to assess the students
knowledge related to geologic
processes that impact landforms.
2. World Problem Solvers activity will
assess the ability of students to apply
their knowledge of constructive and
destructive geologic processes in
order to solve a problem that is
occurring in the real-world.
2. Teacher-created short cycle
assessment will assess all clear
learning targets (Day 14).
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EXTENSION/
INTERVENTION
COMMON
MISCONCEPTIONS
EXTENSION
Have students go to Google
Earth and search different
famous landmarks that interest
them. They can then identify
the landforms they see in those
pictures. Google Earth –
www.google.com/Earth (free
download)
Ohiorc.org aligned lessons:
http://www.ohiorc.org/bookma
rk/view_a_folder.aspx?folderID=
26945
INTERVENTION
1. www.unitedstreaming.com related
videos
2. Landforms Review:
http://www.superteacherworksheets
.com/landforms/landforms1_WMWNF.pdf
3. Examine real landscapes formed by
erosion:
http://www.classzone.com/books/e
arth_science/terc/content/visualizati
ons/es1205/es1205page01.cfm
4. Prentice Hall Earth Science All-InOne Teaching Resources: pp. 93-154
NASA provides a list of overarching Earth Science questions that address many
of the common misconceptions at this grade level. There are resources and
information that help address questions that center on Earth Systems Science at
http://science.nasa.gov/big-questions/
Strategies to address misconceptions:
Misconceptions can be addressed through the use of Discovery Ed video clips,
experiments, pictures and diagrams of reaction, as well as through the use of
models.
Lower-level: Consider creating mixed groups so that lower-level students are
working with higher level students. Consider using trade books
instead of or in addition to textbook resources and performing
read-alouds for reading activities. Consider modeling through a
demonstration and then allowing students to explore these topics
through guided inquiry.
Higher-Level: Consider offering extension activities. Allow students to go
beyond the minimum requirement for each activity. Offer
opportunities to use technology to share or communicate
knowledge.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
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Textbook Resources:
Prentice Hall Earth Science Textbook: Chapter 2, pp. 32-58
Prentice Hall Earth Science All-In-One Teaching Resources: pp. 93-154.
ADDITIONAL
RESOURCES
Websites:
NASA – LANDSAT program http://landsat.gsfc.nasa.gov/
http://landsat.gsfc.nasa.gov/education/teacherkit/html/lesson2.html
NASA – A LANDSAT Fly By – Video
http://www.youtube.com/watch?v=BPbHDKgBBxA
Google Maps – www.maps.google.com
Google Earth – www.google.com/Earth (free download)
Time Lapse Video using LANDSAT images http://world.time.com/timelapse/
Landforms depicted on topographic maps:
http://www.csus.edu/indiv/s/slaymaker/Archives/Geol10L/landforms.ht
m
Discovery Ed:
Glaciers and Glaciation [25:05]
Geologist’s Notebook: Why Land Goes Up and Down [11:00]
Geography Basics: Landforms and Living Patterns [20:00]
Literature:
Gifford, Clive. (2006). Weathering and Erosion. Smart Apple Media.
Mattern, Joanne. (2006). Weathering and Erosion and the Rock Cycle.
PowerKids Press.
Patent, Dorothy Hinshaw. (2000). Shaping the Earth. Clarion Books.
Taylor, Barbara. (2008). Understanding Landforms. Smart Apple Media
Van Gorp, Lynn. (2010). Landforms. Compass Books.
Snyder, Timothy A. (2009). Rainbows of Rock, Tables of Stone: The
Natural Arches and Pillars of Ohio. McDonald & Woodward Pub.
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Landforms Formative Assessment: How did this happen? –
TEACHER PAGE
Directions: Project and show the following photographs to students. Ask
students:
1) Can you identify the landform?
2) Can you explain how this landform was formed?
Answer Key
1) The Grand Canyon – The Colorado River weathered and eroded the rock to
form the deep canyon formation.
Photograph from: http://www.grand-canyon-travel-guide.com/
2) Desert Rock Formations and Sand dunes – The wind weathered and eroded
the rock into sand particles. The sand dunes are caused when wind carries,
moves, and deposits the sand.
Photograph from: http://www.temehu.com/Cities_sites/Acacus.htm
3) Mountain – This mountain was formed by the collision and force of a
continental crust boundary converging with another continental crust
boundary. Then the mountain has been weathered and eroded due to wind
and water over thousands of years.
Photograph from: http://www.wallsave.com/wallpaper/1366x768/rani-mukherjee-himalayanmountains-148792.html
4) Black Sand Beach, Hawaii – The volcanic rock was formed by magma making
its way to the surface and cooling at a hot spot. Then wind and water
weathered and eroded the rock, as well as formed the beach coastline.
Photograph from: http://www.toptenz.net/top-10-black-sand-beaches.php
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Landforms Formative Assessment: What is this and how did this happen?
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Landforms Formative Assessment: What is this and how did this happen?
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Landforms Formative Assessment: What is this and how did this happen?
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Landforms Formative Assessment: What is this and how did this happen?
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LANDSAT - Station 1
LANDSAT - Station 2
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LANDSAT - Station 3
LANDSAT - Station 4
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LANDSAT - Station 5
LANDSAT - Station 6
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LANDSAT - Station 7
LANDSAT - Station 8
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LANDSAT - Station 9
LANDSAT - Station 10
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Name: _______________________________ Date: _________________ Period: _______
LANDSAT Mystery
At each station observe the LANDSAT image. Make predictions about
what you see. Remember the features may be natural and manmade.
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Name: _______________________________ Date: _________________ Period: _______
LANDSAT Mystery
At each station observe the LANDSAT image. Make predictions about
what you see. Remember the features may be natural and manmade.
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
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Name: _______________________________ Date: _________________ Period: _______
LANDSAT Mystery
Discussion Questions
1. What information can the LANDSAT images provide?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What information are you NOT able to gather from LANDSAT images?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How can LANDSAT images help you learn about the Earth if you were a
scientist?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Teacher Answer Key
LANDSAT - Station 1
ANSWER KEY
*Garden City, KS
*Agricultural Land
*Circular Irrigation Plots
LANDSAT - Station 2
ANSWER KEY
*Golden Gate Bridge
*San Francisco, CA
*Bay
*Ocean
*Mountains/Hills
*City Streets/Buildings
LANDSAT - Station 3
ANSWER KEY
*Chicago, IL
*Buildings
*River
*Lake
LANDSAT - Station 4
ANSWER KEY
*Aspen, CO
*Mountains
*Rivers/Steams
*Vegetation
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LANDSAT - Station 5
ANSWER KEY
*Maui, HI
*Volcano
*Vegetation
LANDSAT - Station 6
ANSWER KEY
*Columbus International Airport
*Runways
* Freeways
* Vegetation
*Buildings
*Residential Areas
LANDSAT - Station 7
ANSWER KEY
*Cincinnati, OH
*Ohio River
*City
*Buildings/Roads
LANDSAT - Station 8
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ANSWER KEY
*South Beach, Miami, FL
*Beach
*Ocean
*Roads
*Buildings
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LANDSAT - Station 9
ANSWER KEY
*Charleston, SC
*Rivers
*Ocean
*Islands
*Vegetation
*City
*Beach
LANDSAT - Station 10
ANSWER KEY
*Mississippi River Delta
*Louisiana
*Ocean
*Rivers
*Streams
*Vegetation
Teacher Guide: Reading Topographic Maps
Learning Objectives
Students will …
Understand that contour lines represent lines of constant elevation.
Recognize the physical features represented by contour lines on a topographic map.
Use index contours to determine the contour interval used on a topographic map.
Estimate the height of a mountain or the depth of a depression based on contour lines.
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Compare the steepness of slopes based on the spacing of contour lines.
Calculate the gradient of a slope on a contour map.
Vocabulary
contour interval, contour line, depression contour, elevation, gradient, index contour, relief,
topographic map
Lesson Overview
A topographic map uses contour lines to show hills,
valleys, depressions, and other physical features of
the landscape. Topographic maps are an
invaluable tool to hikers, architects, engineers, and
anyone who needs to know about the features of a
landscape.
The Reading Topographic Maps Gizmo™ allows
students to visualize how contour lines represent
elevation by showing a three-dimensional
landscape on one side and the corresponding
topographic map on the other side.
Activity A – Students use contour lines to estimate the elevation of landforms.
Suggested Lesson Sequence
1. Pre-Gizmo activity: Drawing contour lines
Have each student (or group) build a realistic “mountain” out of clay or modeling
compound. Place the mountains in plastic shoeboxes or Tupperware® containers. Place
a piece of masking tape vertically on the side of the container, marked off in centimeters.
Have students carefully add water to the container until the water level is at the lowest
mark on the tape. Students can then use the tip of a pencil to scratch out a contour line
where the water meets the clay. Next, instruct students to fill to the next mark, scratch
out the contour line on the landscape, and continue until they have reached the top.
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After carefully pouring out the water, have each student look at their landscape from
above. Students can place a sheet of clear plastic (such as an overhead transparency)
on top of the container and trace out their topographic map. Discuss how these maps
reflect the features of the landscapes built by the students.
2. Prior to using the Gizmo
( 10 – 15 minutes)
Before students are at the computers, pass out the Student Exploration sheets and ask
students to complete the Prior Knowledge Questions. Discuss student answers as a
class, but do not provide correct answers at this point. Afterwards, if possible, use a
projector to introduce the Gizmo and demonstrate its basic operations. Demonstrate how
to take a screenshot and paste the image into a blank document.
3. Gizmo activities
( 15 – 20 minutes per activity)
Assign students to computers. Students can work individually or in small groups. Ask
students to work through the activities in the Student Exploration using the Gizmo.
Alternatively, you can use a projector and do the Exploration as a teacher-led activity.
4. Discussion questions
( 15 – 30 minutes)
As students are working or just after they are done, discuss the following questions:
As the water level is raised, how does the “shoreline” relate to the contour lines?
Suppose the contour interval is 50 meters and the highest contour line on a hill is
at 750 meters. How do you know that the hill is no more than 800 meters high?
What pattern of contour lines would indicate a vertical cliff?
Can contour lines ever cross one another? Why or why not?
5. Follow-up activities
( 45 – 60 minutes)
Ask students to bring in examples of topographic maps from their home, or bring in
maps from your own collection. (Free topographic maps can be found online, see the
Selected Web Resources on the next page of this document.) With each map, ask
students to determine the contour interval, determine the highest and lowest elevations,
calculate the relief (highest elevation – lowest elevation), and measure the distances
between various points on the map using a ruler and the map key. Students also can
calculate the gradient of various slopes on the map and locate physical features such as
mountains, ridges, stream valleys, roads, and trails.
The Building Topographic Maps Gizmo was designed to complement the Reading
Topographic Maps Gizmo. In that Gizmo, students can create a topographic map from a
landscape by raising the water level and drawing contour lines.
Scientific Background
A topographic map uses contour lines, or lines of equal elevation, to indicate the physical
features of a landscape. The contour interval is the vertical distance between successive
contour lines. Usually, only the elevation of every fifth contour line is labeled—these are the
index contour lines. To calculate the contour interval, find the elevation difference between two
index contours and divide by five. The chosen contour interval usually depends on the amount
of elevation change, or relief, in the landscape. A smaller interval will reveal more detail but may
lead to an excessive number of contour lines on the map.
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Many landscape features are characterized by
particular patterns of contour lines. Hill or
mountain tops are shown by contour lines in
concentric circles (figure A). Stream valleys
are often marked by V-shaped contour lines,
with the angle of the V pointing upstream
(figure B). Depression contour lines contain
hachure marks (figure C). Glaciers are
indicated by blue contour lines on a white
background (Figure D). Other symbols indicate
marshes, lakes, roads, trails, buildings, and
other natural or manmade features.
The steepness of a slope can be determined
from the spacing of contour lines. The closer
the lines are spaced together, the steeper the
slope. Figure A, for example, shows a
mountain that is very steep on its southeast
side and relatively gentle on its northwest side.
Gradient is a measure of steepness. To calculate the gradient between two points, divide the
vertical elevation change by the horizontal distance. Gradient may be measured in meters per
kilometer, feet per mile, or meters/meter (no units).
Historical Connection: Surveying Mt. Everest
One of the greatest cartographical challenges in history was to survey
the Himalayas, a rugged and remote mountain range in central Asia.
In 1802, the British East India Company began the Great
Trigonometric Survey to establish the locations and heights of the
world’s tallest peaks. The survey project was complicated by the fact
that Nepal and Tibet were closed to foreigners, forcing the survey
team to make their observations from locations in northern India.
In 1849, hauling a 500 kg optical instrument called a theodolite through the mountains, James
Nicolson made over 30 observations of Everest, which was then known as “peak b.” His raw
data gave an estimated height of 30,000 ft (9,200 m). Later calculations that took light refraction
into account yielded a height of 29,000 ft (8,839 m), but this figure was changed to 29,002 ft
(8,840 m) to appear more “accurate.” Today the official figure is 29,029 ft (8,848 m).
Selected Web Resources
Topographic maps: http://adventure.howstuffworks.com/how-to-read-a-topographic-map.htm
Clay mountain activity: http://www.libraryvideo.com/ssl/data_sheets/V6421.pdf
Map practice: http://www.sir-ray.com/Topographic%20Map%20Lab.htm
USGS topographic maps: http://store.usgs.gov/b2c_usgs/b2c/display/(xcm=r3standardpitrex_
prd&layout=6_1_61_50_2&uiarea=2&ctype=areaDetails&carea=0000000009)/.do
Related Gizmos:
Building Topographic Maps: http://www.explorelearning.com/gizmo/id?493
Ocean Mapping: http://www.explorelearning.com/gizmo/id?373
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Name: ______________________________________
Date: ________________________
Gizmo – www.explorelearning.com
Student Exploration: Reading Topographic Maps
Vocabulary: contour interval, contour line, depression contour, elevation, gradient, index
contour, relief, topographic map
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
A house sits on the side of a small hill near a lake. The elevation, or height, of each point above
the lake is shown by the contour lines on the landscape below.
1. Suppose it rained for a while, and the lake level rose
up 5 meters. Would the house be safe? Explain.
_________________________________________
_________________________________________
2. What would happen if the lake level rose 10 meters?
_________________________________________
_________________________________________
Gizmo Warm-up
A topographic map is a map that contains contour lines to
show elevation. Each contour line connects points that are at the
same elevation. The Reading Topographic Maps Gizmo™
allows you to see how a two-dimensional map can represent a
three-dimensional landscape.
The controls at the top of the Gizmo allow you to manipulate the
landscape on the left and the map on the right. Try each tool:
With the Rotate tool selected, click and drag to turn the map or landscape.
Select Zoom In and click the landscape several times. Then select Zoom Out and click
the landscape again to return it to its original size.
Click the Add button, and then click several times on the landscape or map to add a hill.
Then dig a hole using the Subtract tool.
Enter a new Interval using your keyboard. The contour interval is the elevation change
between contour lines.
Now use the slider to change the Water level. Look out for a flood!
Try the remaining tools and buttons on your own.
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Get the Gizmo ready:
Activity A:
Contour lines
Click Flat to start with a flat landscape.
Set the Interval to 50 m.
Set the Water level to 0 m.
Question: How do contour lines indicate elevation?
1. Observe: Select Add, and then click in the center of the landscape exactly four times. Click
Horizontal View and use the Zoom In tool to magnify the landscape.
A. What feature have you created? _________________________________________
B. Look at each contour line on the horizontal view at left. What do you notice?
___________________________________________________________________
2. Calculate: Notice that one contour line is labeled with an elevation. This is an index
contour. The elevation is given in meters above sea level. Because the contour interval is
50 meters, each line above the index contour represents an elevation gain of 50 meters.
A. What is the elevation of the highest contour line on the hill? ____________________
B. What is the elevation of the lowest contour line you can see? __________________
C. What is the maximum height the hill could be? Explain. _______________________
___________________________________________________________________
___________________________________________________________________
D. Raise the Water level until the water is just at the top of the hill. To the nearest 10
meters, what is the actual elevation of the hill? ______________________________
3. Create: Reduce the Water level to 0 m, and click Flat. Select the Subtract button and click
the center of the landscape exactly three times. Choose the Isometric view.
A. What feature have you created? ___________________
In real topographic maps, depression contours are
indicated by hachure marks, shown at right.
B. Based on the contour lines, what is the lowest possible elevation of the deepest point
in the depression? ________________
C. Check with the Water level slider. What is the lowest elevation? ________________
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Reading Topographic Maps
Answer Key
Vocabulary: contour interval, contour line, depression contour, elevation, gradient, index
contour, relief, topographic map
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
[Note: The purpose of these questions is to activate prior knowledge and get students thinking.
Students are not expected to know the answers to the Prior Knowledge Questions.]
A house sits on the side of a small hill near a lake. The elevation, or height, of each point above
the lake is shown by the contour lines on the landscape below.
3. Suppose it rained for a while, and the lake level rose
up 5 meters. Would the house be safe? Explain.
Answers will vary. [The house would be safe
because the water would rise up to the 5 m line.]
4. What would happen if the lake level rose 10 meters?
Answers will vary. [The house would be flooded
because it is between 5 and 10 meters above the
level of the lake.]
Gizmo Warm-up
A topographic map is a map that contains contour lines to
show elevation. Each contour line connects points that are at the
same elevation. The Reading Topographic Maps Gizmo™
allows you to see how a three-dimensional landscape can be
represented by a two-dimensional map.
The controls at the top of the Gizmo allow you to manipulate the
landscape on the left and the map on the right. Try each tool:
With the Rotate tool selected, click and drag to turn the map or landscape.
Select Zoom In and click the landscape several times. Then select Zoom Out and click
the landscape again to return it to its original size.
Click the Add button, and then click several times on the landscape or map to add a hill.
Then dig a hole using the Subtract tool.
Enter a new Interval using your keyboard. The contour interval is the elevation change
between contour lines.
Now use the slider to change the Water level. Look out for a flood!
Try the remaining tools and buttons on your own.
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Get the Gizmo ready:
Activity A:
Contour lines
Click Flat to start with a flat landscape.
Set the Interval to 50 m.
Set the Water level to 0 m.
1. Observe: Select Add, and then click in the center of the landscape exactly four times.
Click Horizontal View and use the Zoom In tool to magnify the landscape.
A. What feature have you created? I have created a small hill.
B. Look at each contour line on the horizontal view at left. What do you notice?
The contour lines are horizontal and are always the same distance apart.
2. Calculate: Notice that one contour line is labeled with an elevation. This is an index
contour. The elevation is given in meters above sea level. Because the contour interval
is 50 meters, each line above the index contour represents an elevation gain of 50
meters.
A. What is the elevation of the highest contour line on the hill? 550 or 600 meters
B. What is the elevation of the lowest contour line you can see? 300 meters
C. What is the maximum height the hill could be? Explain. Answers will vary:
[The maximum height is 599 meters or 649 meters, depending on the elevation of
the highest contour line on the hill (550 m or 600 m). The maximum height of the hill
is just less than 50 meters higher than the elevation of the highest contour line.]
D. Raise the Water level until the water is just at the top of the hill. To the nearest 10
meters, what is the actual elevation of the hill?
Answers will vary. [The height of the hill should be between the elevation of the
highest contour line and the maximum possible height of the hill.]
3. Create: Reduce the Water level to 0 m, and click Flat. Select the Subtract button and
click the center of the landscape exactly three times. Choose the Isometric view.
A. What feature have you created? A depression or hole
In real topographic maps, depression contours are
indicated by hachure marks, shown at right.
B. Based on the contour lines, what is the lowest possible elevation of the deepest point in
the depression? 51 meters
C. Check with the Water level slider. What is the lowest elevation? 50 or 60 meters
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Name: _________________________ Date: ____________ Period: _______
Interpreting a Topographic Map
Imagine you are taking a hike through a national park. The park ranger gives you a topographic map
to help you find your way. Use the map below to answer the following questions.
1. At what end of the park is the ranger’s station?
a. northwest
b. southwest
c. southeast
d. northeast
2. What is in the northwest corner of the park?
a. A mountain
b. A depression
c. a lake
d. A hill
3. At what elevation is the ranger’s station? _________________________
4. At what elevation is the bridge? _____________________
5. How many cabins are at or above an elevation of 750 m? _______________
6. What land feature is in the southwest corner of the park? ____________
7. How high is the highest point in the park? ________________________
8. How long is the path from the ranger station to the lake? _____________
9. What is the contour interval of this map? _________________________
10. The river has eroded away some of the soil. What feature of the
topographic map indicates this?
_________________________________________________________
_________________________________________________________
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Name: _________________________ Date: ____________ Period: _______
Interpreting a Topographic Map – Answer Key
Imagine you are taking a hike through a national park. The park ranger gives you a topographic map
to help you find your way. Use the map below to answer the following questions.
1. At what end of the park is the ranger’s station?
a. northwest
b. southwest
c. southeast
d. northeast
2. What is in the northwest corner of the park?
a. A mountain
b. A depression
c. a lake
d. A hill
3. At what elevation is the ranger’s station? ______Between 450 & 500____
4. At what elevation is the bridge? ____ Between 700 & 750___
5. How many cabins are at or above an elevation of 750 m? ______2____
6. What land feature is in the southwest corner of the park? ___mountain__
7. How high is the highest point in the park? _______1,050 m_____
8. How long is the path from the ranger station to the lake? _____5.5 km___
9. What is the contour interval of this map? ______50 m___________
10. The river has eroded away some of the soil. What feature of the
topographic map indicates this?
____The contour lines over that cross the river show a decrease in
elevation compared to the surrounding land.__________
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Permanent Address: http://www.scientificamerican.com/article.cfm?id=what-causes-beach-erosion
What Causes Beach Erosion?
Is beach erosion a natural cycle or is it getting worse with rising sea levels?
| Wednesday, December 17, 2008 | 2
The U.S. Environmental Protection Agency estimates that
80 to 90 percent of the sandy beaches along America's
coastlines have been eroding for decades. Individual
beaches may lose only a few inches per year; others may
lose much more. Of particular concern is the effect of
climate change, which causes sea level rises and also
increases the severity and frequency of harsh storms, has on
beach erosion. Image: Dr. David Lindbo, courtesy Flickr.
Dear EarthTalk: I’ve noticed a lot of beach
erosion along the eastern U.S. coast. Beaches are
virtually nonexistent in places. Is this a usual
cycle that will self-correct, or are these beaches
permanently gone from sea level rise or other
environmental causes?
-- Jan Jesse, Morristown, TN
Unfortunately for beach lovers and owners of high-priced beach-front homes, coastal
erosion in any form is usually a one-way trip. Man-made techniques such as beach
nourishment—whereby sand is dredged from off-shore sources and deposited along
otherwise vanishing beaches—may slow the process, but nothing short of global cooling
or some other major geomorphic change will stop it altogether.
According to Stephen Leatherman (“Dr. Beach”) of the National Healthy Beaches
Campaign, beach erosion is defined by the actual removal of sand from a beach to
deeper water offshore or alongshore into inlets, tidal shoals and bays. Such erosion can
result from any number of factors, including the simple inundation of the land by rising
sea levels resulting from the melting of the polar ice caps.
Leatherman cites U.S. Environmental Protection Agency estimates that between 80 and
90 percent of the sandy beaches along America’s coastlines have been eroding for
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decades. In many of these cases, individual beaches may be losing only a few inches per
year, but in some cases the problem is much worse. The outer coast of Louisiana, which
Leatherman refers to as “the erosion ‘hot spot’ of the U.S.,” is losing some 50 feet of
beach every year.
Of particular concern is the effect of climate change, which not only causes sea levels to
rise but also increases the severity and possibly the frequency of harsh storms, has on
beach erosion. “While sea level rise sets the conditions for landward displacement of the
shore, coastal storms supply the energy to do the ‘geologic work’ by moving the sand off
and along the beach,” writes Leatherman on his DrBeach.org website. “Therefore,
beaches are greatly influenced by the frequency and magnitude of storms along a
particular shoreline.”
Besides collectively lowering our greenhouse gas emissions substantially, there is little
that individuals—let alone coastal landowners—can do to stop beach erosion. Building a
bulkhead or seawall along one or a few coastal properties may protect homes from
damaging storm waves for a few years, but could end up doing more harm than good.
“Bulkheads and seawalls may accelerate beach erosion by reflecting wave energy off the
facing wall, impacting adjacent property owners as well,” writes Leatherman, adding
that such structures along retreating shorelines eventually cause diminished beach
width and even loss.
Other larger scale techniques like beach nourishment may have better track records, at
least in terms of slowing or delaying beach erosion, but are expensive enough as to
warrant massive taxpayer expenditures. In the early 1980s, the city of Miami spent some
$65 million adding sand to a 10-mile stretch of fast-eroding shoreline. Not only did the
effort stave off erosion, it helped revitalize the tony South Beach neighborhood and
rescue hotels, restaurants and shops there that cater to the rich and famous.
CONTACTS: Stephen Leatherman, www.drbeach.org; National Healthy Beaches
Campaign, www.ihrc.fiu.edu/nhbc.
EarthTalk is produced by E/The Environmental Magazine. GOT AN ENVIRONMENTAL
QUESTION? Send it to: EarthTalk, c/o E/The Environmental Magazine, P.O. Box 5098,
Westport, CT 06881; submit it at: www.emagazine.com/earthtalk/thisweek/, or e-mail:
earthtalk@emagazine.com. Read past columns at:
www.emagazine.com/earthtalk/archives.php.
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Name_________________________________Date_____________________Period______
Answer the following questions citing evidence from the text.
1. What is causing the beach to erode?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Where is this occurring the most frequently?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is one possible solution to keep the beaches from eroding?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Name_________________________________Date_____________________Period______
Answer the following questions citing evidence from the text.
1. What is causing the beach to erode?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Where is this occurring the most frequently?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is one possible solution to keep the beaches from eroding?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Teacher & Student documents for
“Teach about the Beach”
Materials List for Beach Water System Model
Dry sand
Tray (15cm x 45cm x 60cm) – Consider using the CPO Physical Science
Wave Trays.
Ruler
Pencil
Water (500 ml per group)
Bottle/Other Utensil that could create waves in the water
Materials for open inquiry solution
Gravel
Plastic bags
Aluminum Foil
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Name: ______________________________ Date: _________________ Period: _______
Procedures List
Beach Water System
1. Begin by placing a sheet of paper into the tray, and mark the area where
your beach will begin.
2. Using your large spoon, place the sand in your tray so that it has a depth
of 10 cm.
3. Carefully pour the 500 ml of water onto the side of the tray that does not
have sand covering it.
4. Using your fingers to slightly push the water side of the tray, simulate the
waves that occur in the ocean.
5. Record the depth of sand at the water’s edge
6. Repeat the simulation of waves three more times, each time pausing to
record the depth of the sand at the water’s edge.
Simulation
#
Height of sand
before wave
simulation
Height of sand
after wave
simulation
Other Observations
of simulation
1
2
3
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Presentation Rubric
Area
Organization
Experimental
Design
Destructive
Force
Content
Knowledge
(4)
Group Names:
(3)
____________
(2)
(1)
Students
present
information in a
logical
sequence that
is interesting for
the audience.
Students are
engaged in the
presentation.
Student presents
information in
logical sequence
which audience
can follow.
Audience has
difficulty following
presentation
because student
jumps from topic to
topic.
Audience cannot
understand
presentation
because there is no
sequence of
information.
Used a
sophisticated
strategy and
revised strategy
where
appropriate to
complete the
task.
Used a strategy
that led to
completion of the
investigation/task
Used a strategy that
was somewhat
useful, leading to
partial completion
of the
task/investigation.
No evidence of a
strategy or
procedure, or used
a strategy that did
not bring about
successful
completion of
task/investigation.
Precisely and
appropriately
used scientific
terminology.
Appropriately used
scientific
terminology.
Used some relevant
terminology.
No use, or mostly
inappropriate use of
scientific
terminology.
Score
Total Points Given: _______________________
Student Group Reflection:
In this area respond to your score, list areas you need to improve on, and
content that you may still not have a full grasp on.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Name_________________________________Date_______________________Period____
Constructive and Destructive Processes at Work
Coastline
Erosion and
Deposition
River/Stream
Erosion and
Deposition
Glacier
Erosion and
Deposition
Desert
Erosion and
Deposition
Hot Spots
Convergent
Plate Boundary
Movement
Divergent
Plate
Boundary
Movement
Flooding
My topic is: _______________________________________________________
Part I. Based on your assigned topic, your group task is to show constructive
and/or destructive forces at work and the resulting change in landforms.
Suggested Timeline
1. Conduct research to learn more about the processes that cause the
land to change.
2. Then, create a model that represents an area where your assigned
process would occur.
3. Take a “before” photograph to show the original condition of the land.
4. Using the research your group collected, change your landform to
reflect the effects of the constructive or destructive processes that
occur there.
5. Take an “AFTER” picture of your modified landform.
6. Write a paragraph that describes the conditions for formation and the
process that caused the changes between your before and after
pictures.
7. Post before and after pictures around the classroom.
Use your Prentice Hall Earth Science Textbook and other resources to find out
more about your assigned topic.
1) What processes are at work…Constructive (building up), Destructive
(breaking down), or both?
2) How do these processes work? What forces are involved?
3) What is the resulting effect on the land?
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Name: _____________________________________Date_______________________Period______
BEFORE PHOTOGRAPH
AFTER PHOTOGRAPH
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Name: _____________________________________Date_______________________Period______
Describe the conditions for formation and the process that caused the changes shown
in your before and after pictures.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Name: _____________________________________Date_______________________Period______
Geologist Gallery Walk
Part II. Your next task is to become geologists investigating what caused some of the
“present day” landforms. You will travel around the room and use your background
knowledge of constructive and destructive forces to create an explanation of your
classmate’s landforms. Record your findings on the Geologist Gallery Walk sheet.
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Name: _____________________________________Date_______________________Period______
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Science Department June 2013
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Name: _____________________________________Date_______________________Period______
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
46
Name: _____________________________________Date_______________________Period______
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Group # __________
Explanation of Landform:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Justify your findings:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
47
World Problem Solvers – Teacher Page
Iceland Ash
http://www.time.com/time/health/article/0,8599,1982787,00.html
http://news.nationalgeographic.com/news/2010/04/100416-iceland-volcano-ash-plumehealth-europe/
Website comparing masks for smoke/ash blocking
http://www.achooallergy.com/compare-masks.asp
Tsunami Mitigation
http://courses.washington.edu/larescue/precedents/prevention.htm
http://www.tsunami.civil.tohoku.ac.jp/hokusai2/topics/counter.html
http://www.pbs.org/americanfieldguide/teachers/floods/floods.pdf
Haitian Buildings Fall to Earthquake
http://articles.cnn.com/2010-01-13/world/haiti.construction_1_building-code-haitiearthquake?_s=PM:WORLD
http://www.huffingtonpost.com/2010/01/21/haiti-earthquake-understa_n_431695.html
http://www.discoveryeducation.com/teachers/free-lesson-plans/constructingearthquake-proof-buildings.cfm
Mississippi River Deposition
http://news.nationalgeographic.com/news/2009/06/090629-mississippi-river-sealevels.html
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0604/es06
04page01.cfm
CATEGORY
4
3
2
1
Information
Gathering
Accurate information
taken from several
sources in a
systematic manner.
Accurate information
taken from a couple
of sources in a
systematic manner.
Accurate information
taken from a couple
of sources but not
systematically.
Information taken
from only one source
and/or information
not accurate.
Identify
Problem
Constructive or
destructive force is
identified. Effects of
this force is
identified. Previous
attempts to corect
problem are listed
Constructive or
destructive force is
identified. Effects of
this force is
identified. Previous
attempts to correct
problem are not
listed
Constructive or
destructive force is
identified. Effects of
this force goes
unidentified.
Previous attempts to
correct problem are
not listed
Constructive or
destructive force is
not identified. Effects
and previous
attempts to correct
problem go
unaddressed.
Solution
Clear evidence of
troubleshooting,
based on data or
scientific principles.
Clear evidence of
troubleshooting. Not
based on scientific
principles.
Some evidence of
troubleshooting,
Little evidence of
troubleshooting,
testing or refinement.
Presentation Content
Presentation
provides a complete
overview of all
components in detail.
Presentation
provides an overview
of other components,
but lacks detail.
Presentation
provides an
incomplete overview
of other components.
Presentation does
not provide any
information that
relates to the
problem or solution.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
48