4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of
water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
1-What are the 4 ways rocks are weathered?
-How did we end up with the materials we have now present in the current states? How did we go from a uniform crust, to materials in the form we are now studying, in 4 billion years? (google earth, animations)
-Clips & Images for heating, cooling, pressure, and cheimcal (primarily dissolving in acid).
-Have students make a 4 part chart with titles and a visual.
-Image examples of each type: Have students put them in their chart with evidence (use claims, evidence structure).
-day 2: texts in pairs + pass around labeled sampled rocks.
*homework: bring in soil sample (pass out plastic bags) + post-it with location & depth*
2-Erosion mostly goes down.
-Vocabulary Preview: erosion, glacier, gravity, sediment, current, deposit
-Slideshow: There are many causes of erosion, but we will focus on wind, water, ice, and gravity.
-Make a 4 Part Chart with sections for each cause. Label the slide number in the given section.
-Day 2 texts in groups
3-How does sediment transport form new soils?
-Fill our stream tables with different soils.
-Take a picture of each soil on the document camera: what properties do you notice? Where do the different parts of the soil likely come from (gravel from rock weathering, sand from water erosion and deposition, organic matter broken down by decomposition, etc.)
-For the whole class, start with the testable question: How is erosion effected by soil type?
-Day 2: Set up variables for investigation.
-Run investigation (save soil samples)
-Conclusions in Groups
4-What can you infer from soil layers?
-Image of Soil Layers: What properties do you notice?
-Play guess that soil sample: Groups List Properties of Their Sample on Whiteboard; Other Groups Identify
5-How do humans cause and control erosion?
-Clips & Images: The pros and cons of flooding, levees, and dams in rivers. (top soil, fertile, dam, levee, flood plain, delta)
-Testable question: How can you best control erosion to protect human habitat while maintaining natural deposition for other habitat?
-Set up stream tables with students goal to minimize erosion (use base 10 block levees, 1 block houses, sticks, digging units)
-Take before pictures and draw diagrams
-Day 2: run stream tables and take after pictures and draw after diagrams and record run off measures.
-Day 3: conclusions in groups
6-How does erosion help and hurt soil?
-For each set of images, write a labeled or captioned diagram.
Mono Crops & Wind Erosion
Fertilizer & Water Deposition
Dams & Sediment
Building In Flood Planes