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Investigation 2:
Landforms
Science Notebook
Soils, Rocks, and Landforms
Big Question: What are landforms and how are they
formed?
4th
1
Investigation 2:
Landforms
Name: __________________________
Table of Contents
Title Page Part
2
Erosion and Deposition
Stream-Table Investigations
Schoolyard Erosion and Deposition
Rapid Changes
1
4
3
2
4
14
30
35
3
What do you know about landforms?
I Think…
Now I Know…
4
5
6
Directions: Record your observations as you investigate.
Standard- After Run
Standard- Before Run
7
8
Answer these questions after completing the Shake Test.
9
Shake Test Instructions:
a. Fill a vial half full with earth material from the stream
table.
b. Use the syringe to transfer water into the vial until it is
almost full.
c. Put the cap on the vial. Shake it for 5 seconds.
d. Set the vial on the table and observe.
1. Can you relate what happened during the shake test to
the soils in Investigation 1?
2. How might the size of the rock particles in soils at
different locations be determined by erosion and
deposition?
10
Part 1: Erosion and Deposition
Word Bank
11
Part 1: Erosion and Deposition
Science Content/Inquiry
Part 1: Erosion and Deposition
12
FOCUS QUESTION
CLAIM EVIDENCE
How do weathered rock pieces move from one
place to another?
13
1. Describe and give examples of erosion. Use pictures and/or
words.
Directions: Read, Erosion and Deposition on p. 9-14. Then,
answer the questions using evidence from the text.
2. Describe and give examples of deposition. Use pictures
and/or words.
14
FOCUS QUESTION
How does slope affect erosion and deposition?
Plan
Predict: How will increased slope affect erosion and
deposition?
15
16
Directions: Record your observations as you investigate
slope.
Slope Tray
Standard Tray
Part 2: Stream-Table Investigations
17
FOCUS QUESTION 1
CLAIM EVIDENCE
How does slope affect erosion and deposition?
18
FOCUS QUESTION
How do floods affect erosion and deposition?
Plan
Predict: How will a flood affect erosion and deposition?
19
20
Directions: Record your observations as you investigate
floods.
Flood Tray
Standard Tray
Part 2: Stream-Table Investigations
21
FOCUS QUESTION 2
CLAIM EVIDENCE
How do floods affect erosion and deposition?
22
23
24
Directions: Record your observations as you investigate.
Experimental Run
Standard Run
Part 2: Stream-Table Investigations
25
FOCUS QUESTION
CLAIM EVIDENCE
26
Part 2: Stream-Table Investigations
Word Bank
27
Part 2: Stream-Table Investigations
Science Content/Inquiry
28
29
Directions: Watch the video, Weathering and Erosion. Then,
answer two of the discussion questions. Write the questions
you choose in the box.
30
FOCUS QUESTION
Where are erosion and deposition
happening in our schoolyard?
DATE:
31
Part 3: Schoolyard Erosion and Deposition
Word Bank
32
Part 3: Schoolyard Erosion and Deposition
Science Content/Inquiry
Part 3: Schoolyard Erosion and Deposition
33
FOCUS QUESTION
CLAIM EVIDENCE
Where are erosion and deposition happening in our
schoolyard?
34
Part 4: Rapid Changes
35
FOCUS QUESTION
CLAIM EVIDENCE
What events can change Earth’s surface quickly?
36
Directions: Answer the following questions before viewing Volcanoes.
Then, draw a line of learning and in the face of new evidence
respond to each question.
1. What is a volcano?
2. How do active volcanoes change Earth?
37
38
Part 4: Rapid Changes
Word Bank
39
Part 4: Rapid Changes
Science Content/Inquiry
40
Directions: Read, It Happened So Fast! on p. 22-33. Then, for
each of the following describe both a possible destructive
and constructive outcome.
Volcanoes
Earthquakes
41
Directions: Read, It Happened So Fast! on p. 22-33. Then, for
each of the following describe both a possible destructive
and constructive outcome.
Floods
Landslides
Investigation 2: Landforms
42
BIG QUESTION
Explain. Use evidence from the investigation to support your
answer.
What are landforms and how are they formed?
43
BIG QUESTION
What are landforms and how are they formed?
Alignment with New York State Science Standards &
Performance Indicators
44
Standard 1: Mathematical Analysis
M1.1 Use mathematical notation and symbolism to communicate in
mathematics and compare and describe quantities and relationships
M2.1 Use simple logical reasoning to develop conclusions, recognizing that
patterns and relationships assist them in making conclusions
M3.1 Explore and solve problems using concrete objects and manipulatives such
as a balance, graduated cylinder, ruler
Standard 1: Scientific Inquiry
S1.1 Ask “why” questions in attempts to seek greater understanding of
events they have observed or heard about
S1.2 Question the explanations they hear from others and read about, seek
clarification, and compare to their own
S1.3 Develop relationships among observations to construct tentative
explanations for what they have observed
S2.1 Develop written plans for exploring phenomena or for evaluating
explanations guided by questions
S2.2 Share their research plans with others and revise based on suggestions
S2.3 Carry out plans for exploring phenomena using appropriate inquiry and
process skills
S3.1 Organize observations and measurements through classification and
preparation of charts and tables
S3.2 Interpret observations and measurements and recognize relationships
S3.3 Share findings with others and seek their ideas
S3.4 Adjust understandings based on findings or new ideas
Standard 1: Engineering Design
T1.1 Describe objects, imaginary or real, that might be modeled or made
differently and suggest ways to improve
T1.2 Investigate prior solutions and ideas from various resources
T1.3 Generate ideas for possible solutions, apply math and science skills,
evaluate and determine the best solution, and justify your choices
T1.4 Plan and build a model of a solution
T1.5 Discuss how best to test the solution, perform, record, discuss,
summarize, and suggest improvement
Alignment with New York State Science Standards &
Performance Indicators
45
Standard 4: Physical Environment
2.1d Erosion and deposition result from the interaction among air, water, and
land
3.1b Matter has properties that can be observed through the senses
3.1c Objects have properties that can be observed, described and/or measured
3.1e The material an object is made up of determines some specific properties
of the object. Properties can be observed
3.1f Objects and/or materials can be sorted or classified according to their
properties
3.1g Some properties of an object are dependent on the conditions of the
present surroundings
3.2c Changes in the properties of materials can be observed and described
4.1c Most activities in everyday life involve one form of energy being
transformed into another
5.1a The position of an object can be described by locating it relative to
another object or the background
5.1c The force of gravity pulls objects toward the center of Earth
Standard 6: Interconnectedness
1: Through systems thinking, they recognize commonalities that exist and how
parts of a system interrelate and combine to perform special functions
2: Models are simplified representations
3: Grouping by magnitudes into a series provides a useful way to deal with
the immense range and changes in scale
4: Equilibrium is a state of stability
5: Identifying patterns for change is necessary for making predictions about
future behavior and conditions
Standard 7: Interdisciplinary Problem Solving
1: The knowledge and skills of mathematics, science, and technology are used
together to make informed decisions and solve problems
2: Solving interdisciplinary problems involves a variety of skills and strategies
such as effective work habits, gathering information, generating ideas, making
connections, and presenting ideas