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LESSON 8: WHAT HAPPENS WHEN PIECES OF ROCK COLLIDE? 69

ACTIVITY 8.3 WHAT HAPPENS TO THE PIECES OF ROCK THAT ARE WEATHERED AND ERODED?

70 HOW DOES WATER SHAPE OUR WORLD?

Reading 8.3 – Flooding the Canyon

Getting ReadyDo you live anywhere near a river that floods after a heavy rain? Maybe you have seen this happen on television. Or maybe you have read about flooding after a hurricane like Hurricane Katrina. Floods happen for different reasons. This reading is about a flood in Grand Canyon National Park. Before you read, decide whether you agree or disagree with the following statements. After you finish reading, come back to see if you have learned anything that changes your mind.

Floods Are Always BadFloods happen when it rains too much and rivers overflow their banks. Floods hurt/damage the ecosystem along the river.

Agree Disagree

Reservoirs in the Grand CanyonIn class, you have been using Grand Canyon National Park as a case study. You learned that the Colorado River is a reservoir that flows through the Grand Canyon. It has flowed through Arizona, weathering the rock and carrying sediment downstream for millions of years. The river also deposits sediment along the banks of the river.

Deposition is the way that Earth material that has been weathered and moved is left in another place in the river. If you know that deposit means to put or drop something somewhere, it can help you remember what deposition is. In 1963, people built a dam along the Colorado River. Glen Canyon, where the dam was built, became filled with over 500 feet of water. By damming the Colorado River, people created a much larger reservoir. Lake Powell is the second largest man- made lake in the United States.

Return to the Getting Ready at the beginning of the reading. Have you changed your mind about any of the statements? Explain.

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Investigating Stream Tables

ACTIVITY 9.1 INVESTIGATING STREAM TABLES

What Will We Do?We will investigate how different variables can affect the processes of erosion and deposition on a stream table.

! Safety

Be careful not to spill water or sand when assembling the stream table model. Be sure to clean up any water you spill in order to avoid accidents.

ProcedureMake changes in the setup of the stream table. You will conduct two trials to see how changing the setup of the stream table affects erosion and deposition.

1. Discuss how you are going to design your investigation with your group. Complete the table.

What variable are you going to change in your model?

What are the two values for the variable you are changing?

Value 1:

Value 2:

How do you think the change in your variable will affect erosion and deposition?

Prediction:


2. Follow these directions for setting up your stream table. When you have finished, have your teacher check your model before you add water.

A. Cover your work area with newspaper. This model will get very messy.

B. Place the stream table so that the hole is over the bucket. The bucket will catch the water and sand.

C. Add the sand to your stream table. Use your fi nger to create a riverbed.

D. If you are adding other materials to your model, do it now.

E. When your model is ready, have the teacher check it before you add water.

F. After your model is checked, add the water and observe what happens.

G. Describe what happens by recording your observations on the activity sheet.

H. When you have fi nished adding the water, put the wet sand in the proper container. Do not pour the water in your bucket down the drain. Your teacher will tell you where to put it.

I. For the second trial, set up your stream table repeating Steps B–G. Make sure it looks the same way it did for your fi rst investigation except for the change in your variable. Be sure to use dry sand.

J. When you have fi nished, clean your workspace. Dispose of the sand, water, and newspaper as your teacher instructs you.

Data Collection/Observation 3. Record the results of each of your trials. Be sure to describe what happens for each of

the processes.

Also record any other observations you make.

LESSON 9: INVESTIGATING STREAM TABLES 73

Trial 1Describe what happened in your investigation:

Erosion

Deposition

Other Observations


Trial 2: Erosion Deposition Other Observations

Making Sense 4. Compare the results of the two trials of the variable. How were erosion and

deposition changed when you changed the value of your variable?

5. In this step of the activity, you will jigsaw with the other groups in the class and complete the table.


What were their variables? What were the different values for each variable? What were their conclusions? When you finish, you should have information from each of the other groups.

Group# Variable Value of Variable Conclusion


Reading 9.1 – Landslides and Erosion

Getting ReadyCan you imagine waking up in the middle of the night and feeling your house moving? Some people who live where earthquakes or landslides happen have had this experience. This reading is based on a true story about waking up to disaster. As you read, think about the role that erosion and deposition play in what happened.

Sliding AwayDifferent parts of the United States experience different patterns of rain and drought. Scientists use models to predict what will happen when the earth experiences extreme weather conditions. In California, authorities can predict when months of rainstorms could cause problems for houses built on hillsides. People are told to leave their homes if the threat seems serious, but people do not always do what experts recommend.

One man woke up early one morning and heard unusual, loud sounds outside his house. He woke up his wife and children, and they hurried outside. Once they got outside, they could see that they needed to quickly get away from their house. They stood helpless as they watched their house slide down a hill. Within a few minutes, it was gone. Their whole house slid into a canyon.

The rain had softened the earth beneath the streets and buildings. A period of sunny days fooled people into thinking that everything was okay. People thought their homes were safe, so the landslide surprised them. Scientists had used models to predict what could happen, and they were right.

The landslide should not have been a surprise. Use what you know about how water moves and describe what happened to the water from the storms to cause the landslide.


Modeling ErosionIn class, you used a stream table to model erosion and deposition along a river. Erosion is the process that moves Earth materials. Deposition is when those Earth materials are left in a new place. Just like in the picture, you were able to see sand being moved by the water and deposited at the bottom of the river you made. You also observed variables that affected the amount of erosion and deposition. You saw that when the slope was steeper, more erosion occurred, and more sand was deposited at the bottom of the stream. If you added objects to your stream table, they also affected the amount of erosion.

Do you think that the slope of a hillside would have an effect on the erosion of soil on the hillside? What about the slope of a sandy cliff overlooking the ocean? How does what happened on your stream table compare to what happens in the real world?

What Is a Landslide?Even though landslides can happen quickly, the forces that cause them have been affecting the land for a long time. Weathering has been breaking down the earth materials on that hillside for years. The movement of water over Earth materials is one way they are broken apart or weathered. Then erosion begins to move those weathered sediments down the hillside. The area you read about had experienced a rainy season with several months of heavy rains. Eventually, because enough of the earth material was moved from around the houses, the wet ground could no longer keep from sliding down the hill and taking the house with it. Landslides are an extreme, fast- acting form of erosion that can cause a lot of damage. It is different from the erosion you saw in the Grand Canyon, where it took the Colorado River millions of years to slowly erode the rock to form the canyon. Weathering and erosion are natural processes that occur everywhere.


What things could humans do to prevent landslides from happening?

Can Landslides Be Prevented?Plants and trees help to keep land from eroding. Their roots hold on to the soil and keep it from washing away. When people build roads and houses, they sometimes clear trees and plants from the land before they build. Often they do not replace them, and the land can erode much more easily. Building a house on a cliff overlooking the ocean gives people a beautiful view. Look closely at the picture on this page. Before you read further, what do you notice in these photos that might contribute to erosion and landslides?


More trees and shrubs could be planted around the houses to help keep the soil from moving down the hill. Drainpipes could also be installed at the top of the hill. They would keep the water from flowing down the hill and causing erosion. The houses near the ocean might be harder to protect. The cliff is being weathered and eroded at both the top and the bottom. The waves hitting the bottom of the cliff are breaking off rock and moving them into the ocean. The wind is moving the dirt and sand at the top of the cliff. Sometimes people build a wall to protect the bottom of the cliff from the water. They could also try to keep the water from running down the cliff.

DepositionIf erosion is the process that moves Earth materials, where does all the sediment go? Deposition is the process that deposits those materials. In class, you saw that the sand that was eroded from the riverbed was deposited at the end of the stream table. This is like what happens in the Mississippi River. The material that has been eroded all along the river is carried to the end of the river. This sediment builds up and forms the swamp lands of Louisiana at the end of the Mississippi River.

The sand and rock from the cliff on the previous page are deposited on the beach or back in the ocean. In class, you saw a picture of a beach made of black sand. It formed from rock eroded from the black cliff next to the beach and deposited on the shore. When rocks erode from the side of a mountain in the forest, they often form piles of rock at the bottom of the mountain as in this picture. The rocks stay there until they are weathered, eroded, and deposited somewhere else.

Does Deposition Ever Cause Problems?Can you imagine driving down this road and seeing a huge boulder in the middle of the road? Sometimes eroded material is deposited in places that can cause problems. In the picture, a boulder that was 25 feet tall was eroded from the side of a mountain and deposited in the middle of a road. The land around the boulder was weathered and the sediment eroded until it could no longer support the weight of the huge rock. The rock moved down the mountain taking trees and bushes with it.

When roads are built through mountains, the hills on either side of the road are often very steep.

Remember on the stream table that there was more erosion when you increased the slope of the table. The same thing is true on a mountainside. If it is a steep slope there will be more erosion. Also, trees and bushes are


sometimes cleared from the lower part of the mountain in order to build a road. With no roots to hold onto the soil, drop- offs on the mountainside require much less water to set off a landslide and move rocks and sediment down the mountain.

In this reading, you have learned more about weathering, erosion, and deposition. They are all natural processes that occur without people doing anything to make them happen. They are forces that work together to affect the land and to change it. You also learned that people can do things to the land to cause these processes to happen in ways that can cause problems.

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How Does Water Shape the Land in Our Park?

HOW DOES WATER SHAPE THE LANDFORMS IN THE CASE STUDY PARKS?

What Will We Do?We will write an evidence-based scientific explanation about how water shaped a landform in Grand Canyon National Park.

Procedure 1. Complete the first part of this activity sheet as a class.

2. Remember that an evidenced- based explanation needs a claim, evidence, and reasoning.

3. Use the space below to take notes during class. Use the next page to write your evidence- based explanation.


4. Write your evidence- based explanation below.

How Water Shaped the Land in Grand Canyon National Park:

LESSON HOW DOES WATER SHAPE THE LAND IN OUR PARK? 83

HOW DOES WATER SHAPE THE LANDFORMS IN OUR PARK?

What Will We Do?We will write an evidence-based scientific explanation about how water shaped a landform in your group’s national park.

Name of National Park:

Procedure 1. Complete this activity sheet in your group.

2. Remember that a scientific explanation needs a claim, evidence, and reasoning.

3. Use the space below to make notes about the evidence you want to include and the Scientific Principles that support your claim. Use the next page to write your explanation.

4. Write your evidence- based explanation below.

How Water Shaped the Land in National Park:


Getting ReadyHave you ever walked on a beach and felt soft sand under your feet? Have you ever built sand castles from the wet sand? The words beach and sand seem to go together. Before you read more about sand, share your ideas about sand.

What Is Sand?Look closely at this photo. What do you see? Be prepared to discuss your answer. This photo actually shows sand taken from a beach in California. It has been magnified hundreds of times, so you can see what each grain of sand looks like. Did you know that a small handful of sand could be made of so many different shapes and colors?

You may have learned in chemistry that a mixture is made of different types of particles. Sand is a mixture. If you thought this photo looks like tiny pieces of different kinds of rock, you would have been right. Sand is made of small pieces of different kinds of rock and other materials, but in sand the pieces are very, very small. Sand is a very interesting material. It might surprise you to learn that sand is like a fingerprint of the beach it came from. By looking at the sand under a microscope, you can learn a lot about from where the sample came. In this reading, you will learn about how sand is formed and what makes it so interesting that some people even collect sand from around the world. Look at the photo of the sand again. How do you think that the pieces of rock got to be that small?

What Does Weathering Have to Do with It?You have learned that weathering is the breaking apart of rock material. Weathering breaks up rock material until it is so small that people need a microscope to see the individual pieces of rock. Many of these tiny pieces end up on beaches as sand. The particles that have been weathered are moved along by another process you have learned: erosion. Erosion moves the pieces of rock that weathering has broken off. Sometimes it is hard to tell which process is taking place. As rocks are moved by erosion, they continue to be weathered and break apart. These two processes often happen at the same time.


What Can Sand Tell You?In class, you have been learning about rock and water in Grand Canyon National Park. The Colorado River flows through the park and moves rock and sand along with it. In a reading in Lesson 8, you learned about flooding the Colorado River on purpose in order to move sand from near Lake Powell farther downstream. The sand along the riverbanks was being moved away, and the beaches were disappearing. By eroding more sand from upstream, more sand was deposited on the beaches along the river.

You have seen pictures of the beach at Kamoamoa in Hawaii Volcanoes National Park. The sand on this beach is black. It looks very different from the sand along the Colorado River.

People call the material that makes up beaches sand, but different beaches have very different types of sand. What do you think makes the sand on beaches so different?

If you look at a beach and at the earth materials around it, you see some good clues about why beach sand can be so different in different locations. Look at these beaches and the earth material around them.


As pieces of rock are weathered from the sides of the cliffs and broken up by the water, they become smaller and smaller. Eventually they become so small that they are found in the sand on the beach. Look at the two pictures of sand that came from two different beaches. These pictures were taken through a microscope so you can see the tiny grains of sand from each beach. Which sample do you think came from the beach in Hawaii? Which one came from Colorado?

You probably guessed that the darker sand came from Hawaii and the lighter- colored sand came from the beach along the Colorado River. By comparing the rock near the beach to the sand on the beach, you can tell from where the sample came.

Is All Sand Made of Rock?Rock is not the only thing that can be weathered and broken apart. If you have ever been to the beach at the ocean, you may have found shells from animals that live in the ocean. Those shells get broken into tiny pieces and form the sand of some beaches. If you are ever on a beach near the ocean, pick up a handful of sand and look closely. See if you can see pieces of shell from creatures that live in the sea. Sometimes islands are surrounded by coral reefs. Coral reefs look more like rock than living things, but they are actually organisms that live in colonies. As they die, they break off and wash to the beach, where they are weathered and become part of the sand. Look at the picture of a white sand beach on St. Maarten.

Think about a beach that you have gone to, or picture one that you have seen or read about. You could even use a


picture from this reading. What does the sand look like? Pretend you are a grain of sand on that beach and write a story to tell how you ended up on the beach. Here are some questions to think about as you write:

• Where is your beach?

• What color is the sand?

• Where did you begin your journey to become a grain of sand?

• Did you start out as a big boulder high in the mountains?

• Were you a piece of coral in the ocean that got weathered from the reef?

• Did you begin as the shell of a lobster or clam?

Tell about your adventures of weathering (getting broken apart) and erosion (getting moved around). Use the science that you have learned in this unit to help you tell your story. This will help you as you think about how water shaped the landforms in your park.

My Life as a Grain of Sand

LESSON 11: HOW DOES NEW ROCK FORM FROM OLD ROCK? 89

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How Does New Rock Form from Old Rock?

ACTIVITY 11.1 MAKING NEW ROCK FROM OLD ROCK

What Will We Do?We will compare six common rock samples in order to understand the major rock formations.

! Safety

• You will be using a nail to scratch each rock sample. Be very careful handling the sharp nail. Never walk around the classroom with the tip of the nail pointed away from you. Keep the nail enclosed in your hand and your hand down at your side.

• Remember to wear your goggles.

Procedure 1. You will work in groups to make observations of each of the rock samples. Your

teacher will give you instructions on how to divide the work within your group. Each group member should fill out everything on this activity sheet except for the drawings. You only need one drawing per group.

2. For each rock sample you will record the following:

• description of color • description of particles • description of what happens when scratched with nail • drawing • a question your group has about the sample


DataSample #1

Color

Particles

Nail Test

Question

Sample #2

Color

Particles

Nail Test

Question

Sample #3

Color

Particles

Nail Test

Question


Sample #4

Color

Particles

Nail Test

Question

Sample #5

Color

Particles

Nail Test

Question

Sample #6

Color

Particles

Nail Test

Question


Making Sense 1. In Lesson 7, you saw how the sand was moved and deposited at the river mouth. In

Lesson 8, you learned that the sand at the mouth of the river on the stream table is deposition. It was eroded and moved to the bottom of the stream table and left there. This material is called sediment. Do any of the rock samples remind you of sediments? Explain.

2. How is the sedimentary rock sample #1 different from sediments?

3. Using the projected image and the class discussion, complete the diagram.


Making Sedimentary Rocks

4. What two pieces of evidence could you use to show that a rock is sedimentary?


ACTIVITY 11.2 HOW ELSE CAN YOU MAKE NEW ROCK?

What Will We Do?We will observe another process that makes new rock from old rock.

! Safety

• Your teacher will be handing out melted sulfur on wax paper. Be very careful to hold the edges of the wax paper and to avoid touching the hot sulfur.

• Wear your goggles.

• Sulfur has a very bad odor (like rotten eggs). It is not harmful, but you should treat it as you would any new chemicals brought into the lab. Do not place the samples too close to your nose.

SulfurSulfur is an element that is found in some rocks. It is not common to find pure sulfur in nature. However, the temperatures for melting and cooling rock are not possible in the classroom. Melting and cooling will happen more quickly with sulfur than common rock forming processes.

Procedure 1. Make sure your group has the six rock samples, sulfur powder, and a magnifying

glass.

2. Use the magnifying glass to make observations of the sulfur powder. Record your observations in the table.

Drawing Description Is the powder more like sediment or rock? Why?


3. Your teacher will give your group melted sulfur powder on wax paper. Make sure to hold the wax paper from the edges so that you do not burn yourself. Use the magnifying glass to watch the sulfur cool. What happens? Record your observations in the table.

Drawing Description Is the cooled sulfur more like sediment or rock? Why?

Making Sense 4. Which rock samples does the cooled sulfur most resemble? Explain.

5. If the sulfur powder had been turned into sedimentary rock, how would it look different?

6. What evidence would you look for to figure out whether a rock was formed by melting and cooling?

7. Is the rock from Hawaii Volcanoes National Park igneous or sedimentary? How do you know?

8. Which do you think usually erodes more slowly: sedimentary rock or igneous rock? Explain.


Reading 11.2 – Cooling the Lava

Getting ReadyImagine that you woke up at 1:00 AM to see a volcano erupting. You probably would be frightened, but also, you might think the volcano looked beautiful. The photo shows what some people in Iceland saw out their windows.

This picture is beautiful, but the threat to the town was terrible. What do you think could be done to stop the flow of lava?

Look at the map and find Iceland. It is a large island in the northern part of the Atlantic Ocean between Greenland and Norway. Many small islands surround the larger island. Heimaey (HAY- mah- ay) is one of those small islands.

Greenland


On January 23, 1973, Mt. Eldfell, a volcano on the island of Heimaey, erupted. This volcano is not far from the center of a small fishing village. The lava from the volcano moved toward the town and spilled into the water. If it kept on flowing, the entrance to the harbor would be destroyed.

Is There a Way to Stop the Lava Flow?Melted Earth material that erupts through the earth’s surface from a volcano is called lava. This red, glowing material is so hot that it can burn and destroy plants, trees, animals, and houses. It can reach temperatures of 1,300 degrees Fahrenheit or higher. That is more than six times hotter than boiling water! As the lava spreads across the cooler Earth, its flow is slowed down. There are different types of lava and some of it is very thick and does not move quickly. Mt. Eldfell is about three miles from the center of town. Within two weeks, the center of town was threatened with destruction. The harbor also would be destroyed. During those two weeks, the lava flow reached within 1,000 yards of the edge of town. That is the length of 10 football fields. The second threat was that the lava flowing into the harbor would harden when it hit the cold water. The hardened lava would then build up and block the harbor. This means that fishing boats could not enter or leave the harbor. Food and other supplies needed to be brought to the island, but boats would not be able to get into the harbor. Most of the people who lived on the island left when the volcano first erupted. Some people stayed, because they wanted to try to save the town.

You have read that lava can reach a temperature that is more than six times hotter than boiling water. Why would this make stopping the flow of lava difficult?

Scientists who study volcanoes and lava knew that when the lava cooled, it turned to rock. They began to think about ways they could make this happen quickly in order to save the town. If they could get the lava to turn to rock, it would not be able to flow into the town. Also, it would not be able to flow into the ocean and block the harbor. They wondered if it would be possible to pump cold water onto the lava to cause it to harden. If they could form enough rock from the lava to create a dam, maybe they could stop the town from being destroyed. At first they used water from the town’s water supply. However, they soon realized that they needed more water. A huge ship was brought into the harbor that could pump water directly from the ocean into the town.


Below are quotations from a book. In the book, people describe what it was like to try to stop the lava. Try to imagine what this was like.

The cooling was at fi rst confi ned to the lava front. Men stood on cold ground before the fl owing rock and watered it like a garden. Its Fahrenheit temperature was around two thousand degrees. The water would reduce the heat locally by a factor of four, creating a wall of chilled lava to dam the fl ow. If you reached down and put a hand on the ground—on loose ash—the new surface felt cool. If you rubbed away as little as a third of an inch, the ground was so hot you had to pull back your hand. As the crews hauled and heaved at hoses, nozzle tripods, and sections of pipe, they learned that it was best not to stand still. Often, they marched in place. Even so, their boots sometimes burst into fl ame.

—From The Control of Nature by John McPhee

Look at the picture. What do you think is making all of the steam to the left of the volcano? If you said it is coming from where the hot lava is hitting the cold water, you would be right. This is just like what happens when you put cold water in a hot pan and get steam. When the hot lava hits the cold water of the ocean, two things happen. One, the cold liquid water gets heated to its boiling point, and it turns to water vapor (steam). Two, the liquid lava cools and becomes solid rock. Igneous rock forms from the lava of the volcano. So much lava cooled and turned to rock when this volcano erupted that over one square mile of land was added to the island. That is a lot of rock formed from the lava of one volcano eruption!

Return to the statements at the beginning of the reading and see if you have changed your mind about any of your original ideas.


ACTIVITY 11.3 CAN YOU MAKE ROCK STRONGER WITHOUT MELTING IT?

What Will We Do?We will observe an example of a third process that makes new rock.

Procedure 1. Make sure your group has the six rock samples and a magnifying glass.

2. There will be a projected image that has this chart on it. Your class will complete the chart together. Complete this chart along with the class during discussion.

Rock Types FoundSite 1 (Rock Types found here) Site 2 (Rock Types found here)

Site 3 (Rock Types found here) Site 4 (Rock Types found here)

Site 5 (Rock Types found here) Site 6 (Rock Types found here)


Making Sense 3. How did rock samples #5 and #6 form? Explain.

4. What evidence from rock would you look for to figure out whether it was formed by compression?

5. How was the rock from the base of the Grand Canyon formed? Explain.

6. Why is metamorphic rock usually more resistant to erosion than sedimentary rock?

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How Does Rock Shape Landforms?

ACTIVITY 12.1 CYCLING ROCK

What Will We Do?We will determine how high places can still exist if erosion continuously moves them down.

Procedure 1. Get three containers of different- colored modeling dough. You will be looking at

three different photos in this activity. For each photo, your group will make sculptures representing how the rock in the photo formed.

2. After each photo is shown, you will be given time to sculpt and to answer the questions on your activity sheet.

3. Every group will share their interpretations of the photo with the rest of the class before moving on to the next photo.

Do not mix the colors of the modeling dough—use them to represent layers of rock.


Making Sense 1. In the image labeled “Rock 1”, how did the layers form?

2. What process caused “Rock 2” to look this way?

3. In the image labeled “Rock 2”, how did the layers form?

4. What process caused this rock to look this way?

5. In the image labeled “Rock 3”, how did the layers form?

6. What process caused this rock to look this way?

7. Name all of the processes that cause rock to move.

LESSON 12: HOW DOES ROCK SHAPE LANDFORMS? 103

Reading 12.1 – Sea Creatures on Mountains?

Getting ReadyHave you ever walked on a beach and found a sea creature on the shore? Maybe you have found a live clam or a jellyfish. Or maybe you have found a fossil of an organism that lived in the water. Do you think that fossils of sea creatures could be found on the top of mountains? Explain your answer.

What Is a Fossil?If you have ever played with clay, you know that you can press something into soft clay and leave a print. You might have done this with a piece of jewelry or with a leaf. When you press something into clay, you can see an imprint. If you use a leaf, you can see the edges of the leaf and all of its veins. This is similar to what happens when fossils are formed in the ground. Usually an animal’s shell, or a leaf, or a bone gets buried underground. As sediment piles on top of it, the object gets pushed into the sediment below it. This leaves an impression in the material above and below the object. Sometimes pieces of animal or leaf are buried for millions of years. Eventually the shell or leaf itself is broken down so that it does not look like a shell or leaf anymore, but the impression it made remains in the material around it. That impression is a fossil. It is a permanent record of what used to be there. This picture shows one example of a fossil.

Are There Really Fossils of Sea Creatures on Mountain Tops?How do fossils of sea animals get to the top of a mountain? In class you talked about uplift. Uplift is the process that brings rock from deep below the surface to the surface. Remember that sedimentary rock needs to be uplifted or exposed by erosion in order for people to see it.

You also learned that uplift can push land up from below to form mountains. At one time, much of the land that is now in North America was covered by a shallow sea. North America is made up of three countries: Canada, the United States, and Mexico. You can see these countries on the map of the national parks in your Park Guide. Land that was once under water was uplifted to form the mountains that you see in this picture. Millions of years later, fossils were found on these mountains. The fossils were of plants and animals that once lived in the water.


Imprints of shells, snails, and water plants can also be found in the Rocky Mountains and the Sierra Nevada Mountains in the western part of the United States. The fossils are a reminder that much of the land was once covered with water.

The 10 highest mountains in the world, including Mt. Everest, can all be found in the range of mountains called the Himalayas. This mountain range is along the northern border of India. Scientists have determined that these mountains were uplifted millions of years ago forming the highest peaks on Earth.

Also in this picture, you can see layers of sedimentary rock that were once under the sea. This sedimentary rock was uplifted and fossils of marine organisms have been found here, high up in the Himalaya Mountains. Sea fossils that are 65 million years old have been found at the top of Mt. Everest, the highest mountain in the world.

Look back to the first page of this reading. What evidence from the reading supports your answer to this question: Can sea creatures be found on mountains?


ACTIVITY 12.2 WHAT TYPES OF ROCK ARE IN MY PARK?

What Will We Do?We will determine what types of rock are found at the different sites in the national parks.

Procedure 1. Pay attention to the class demonstration of rock types found at Grand Canyon

National Park. As a class, you will help your teacher label a map and construct a cycling of rock model specifically for this park.

Group Work

2. Complete the rest of the activity sheets individually, but make sure to do this work as a group.

3. Fill out the boxes for rock types found at the different sites in your national park. Make sure to describe how weathering, erosion, and deposition are affecting the rock at each of the six sites.

4. Highlight your group’s Rock Cycle model for your national park as you did for Hawaii Volcanoes National Park. Make sure the labels include the correct site numbers with short descriptions.

5. Answer the questions following the model. You will use the results from this activity in Activity 13.3.


Grand Canyon National Park


Making Sense 6. After looking at all six sites, were you able to see every part of the rock cycle model?

Explain.

7. Which site showed the best evidence of weathering and/or erosion? How is the rock affecting these processes?

8. Which site showed the best evidence of deposition? What is the source rock of the sediment?


Reading 12.2 – Hoodoos: How Do You Do?

Getting ReadyIn Lesson 1, you looked at pictures and decided whether what you saw were natural or human- made objects. Look at this picture. What makes you think these formations could be natural? What makes you think they could be human- made?

People call these rock formations hoodoos. No one knows where the name came from, but the Piaute Indians, who live in Arizona and Utah in the western part of the United States, have a legend that explains how they think these objects came to be where they are.

Before there were any Indians, the Legend People, Too- When- an- ung- wa, lived in that place. There were many of them. They were of many kinds—birds, animals, lizards, and such things—but they looked like people. For some reason, the Legend People in that place were bad. Because they were bad, Coyote turned them all into rocks. You can see them in that place now, all turned into rocks—some standing in rows, some sitting down, some holding on to others. You can see their faces with paint on them just as they were before they became rocks.

—Paiute Indian Legend

How Are Hoodoos Formed?In this legend, a coyote turned the Legend People to rocks. Scientists have a different explanation for how the hoodoos were shaped. In this unit, you have been studying how water shapes the land. Scientists think that two things work together to form hoodoos: frost wedging and erosion. In Lesson 8, you read about frost wedging. Frost wedging is a type of weathering that happens when water gets into rocks and freezes. When the water freezes and changes from liquid water to solid ice, it expands and causes rock to break into smaller pieces.


Look at the figure on the previous page. It shows that hoodoos start out as plateaus. Use the landform chart in your student book. It shows plateaus are a landform with a flat top and steep sides. As the water gets into the cracks in the rock and freezes, pieces of the rock are weathered and moved away by erosion.

At the same time that frost wedging is happening, erosion is also taking place. Erosion helps to create the interesting shapes you see in this photo. There are different types of rock where hoodoos are found. Some of the rock, like limestone, is easily eroded by water. The rock that erodes easily makes the deep cuts in the hoodoo. Other rock, like siltstone and mudstone, do not erode quickly. The difference in the way the two types of rock erode helps to form the shape of the hoodoo.

Using what you have learned about weathering and erosion, do you think it took a long time for the hoodoos in Bryce Canyon to form? Explain your answer.

Most hoodoos are found in the western part of the United States. There are more hoodoos in Bryce Canyon National Park in southern Utah than anywhere else in the world. The picture shows the hoodoo formations in Bryce Canyon. These hoodoos range in height from the size of an average adult to as tall as a 10- story building.


The hoodoos in the picture are constantly changing. In fact, scientists believe that the processes that formed them, frost wedging and erosion, will also cause them to disappear.

Using what you have learned about how water shapes the land, explain why scientists think the hoodoos will disappear someday.


ACTIVITY 12.3 HOW DOES ROCK TYPE AFFECT LANDFORMS?

What Will We Do?We will write an evidence-based scientific explanation for how water and rock interact to create landforms in the national parks. We will will build on the claims we made in Lesson 10.

Procedure 1. Pay attention to the class demonstration on how to fill out the table on the following

page. You will help your teacher fill out a blank table for Deer Creek Falls near the Grand Canyon.

2. Make sure you have the activity sheets from Activities 11.1, 11.2, and 12.2 and the data packet. In Activity 10.1, you made a claim about how water was shaping Deer Creek Falls in the Grand Canyon. Now you will do the same for how rock is shaping the Deer Creek Falls. Use the photo and Activity 12.2 to choose uplift or volcanic eruption at the falls. This will make up your claim.

3. Fill out the table to see what evidence you have for rock processes forming the falls.

4. Combined with the table from Activity 11.2, you have created two claims about Deer Creek Falls supported with evidence.

5. Once you have finished the table for Deer Creek Falls, your group will work together to fill out a similar table for the site you selected to explain in Activity 10.2 from your national park.

6. Once you agree with your team on the best evidence in both tables (Activity 11.2 and Activity 12.2), each person should write an evidence- based explanation for your group’s selected site.


Making Sense 7. What are the two claims you made about the site from your park? Use complete

sentences to respond.

8. Why do you need both of these claims in order to interpret how water and rock interact with each other at your site?

How does rock type affect landforms?

Identify the landform and location.

Circle the process (claim). Uplift Volcanic Eruption

What kind of rock/s are found at this site?

How do you know that this process brought it to the surface?

Evidence Source Evidence for the process

Explanation Checklist_______ Claim about water (must include reservoir, process, and the landform)

_______ Evidence (must include data that will help your reader understand and believe your claim)

_______ Claim about rock (must include the rock type, process, and the landform)

_______ Evidence (must include data that will help your reader understand and believe your claim)

_______ Reasoning (must describe the logic that shows how the evidence supports the claim; use a principle if it makes sense to do so)

113

L 13

How Water Shapes Our World

ACTIVITY 13.1 PUTTING TOGETHER THE ANSWER

What Will We Do?We will plan for the final presentation in order to answer the question, How Did Water Shape Our Park?

MilestonesComplete this chart with the due dates. Your teacher will give you the dates.

PlanComplete the plan on the next page and submit it to your teacher for approval before you begin to assemble the pieces of your project.


Artifact 1. The artifact our group will present at a visitor’s center is a

2. The artifact will be for (give the age range that this artifact will appeal to)

ITEM

Water cycle in our park (Lesson 6)

Rocks in our park (Lesson 12)

Pictures of two landforms in our park (Park Guide)

Explanations of how water shaped the two landforms in our park (Lessons 12 and 13)

Park map (Park Guide)

Other information we think is important

Teacher Approval

Teacher Initials:

Date approved:

LESSON 13: HOW WATER SHAPES OUR WORLD 115

ACTIVITY 13.2 GROUP PRESENTATIONS

What Will We Do?We will use this table to compare what we learned about how water shaped our park to what the other groups learned about their park. We will listen carefully to the other presentations so that we can fill in this chart when they are finished.

Group # Types of Landform Reservoirs in Park Rock in Park

1

2

3

4

5

6

Follow Up Questions 1. Did you notice anything in all the parks that was similar?

2. How does water shape our world?

Student Edition

How Does Water Shape Our World?

Earth Science

ISBN-13:

Documents

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