Lesson Plan

Subject: Earth Science Grade Level: Gifted 6th

2-8-16 to 2-12-16

Content Standard:

S6E5. Students will investigate the scientific view of how the earth’s

surface is formed.

Vocabulary: Weathering, erosion, chemical, physical, exfoliation, ice wedging, thermal, biotic,

oxidation, carbonation

Parallel

Alternative

Station

Team

Independent

Beginning

May include:

Opening, warm up,

review, anticipatory

set, etc

Middle

May include: Instruction,

checking for understanding,

independent or group practice

End

May include: Closing,

assessments, extension

of lesson, etc.

Monday

What is weathering? Task1: Student will “Unpack the

Standard” by identifying the verb

and noun of S6e5d. Select 4

vocabulary words and discuss

Task 2: Complete sugar cube lab

from last week

Task 3: Student will choose 1

question to put on Question Quilt

and explain question

Ticket out the door

Explain weathering

Tuesday

substitute

What is erosion? Task 1: student will read an

informational text and cite textual

evidence for essential question.

Each line in the chart must be

complete

3-2-1

Wednesday

substitute

What is erosion?

Task 1: Complete informational

text from yesterday.

Task 2: Choose 4 vocabulary

words and define

Task 3: Read pages 308-314 and

answer all questions 1-10

Class discussion

Finish questions for

homework

Thursday

Task 1: Students will code the

informational text and create a

constructed response question

Class reflection

Friday

NO SCHOOL TODAY OR

MONDAY

Marzano’s Essential 9 (Highlight Strategies Used)

Identifying Similarities and Difference

Summarizing and Note-taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Multiple Intelligence (Highlight Accessed

Intelligences)

Verbal-Linguistic

Logical-Mathematical

Visual-Spatial

Bodily-Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

Name:__________________________________ Date:__________ Pd:___

Unpacking the Standards ( Unit 5-Weathering, Erosion, and Soil Formation )

Standard S6E5: (Circle the noun(s) and underline the verb(s).)

S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

Essential Questions 1. What are the characteristics of weathering?

2. What is the difference between weathering and erosion?

3. What are the similarities and differences between physical and chemical weathering?

4. How does weathering and erosion help to shape land?

5. How does soil form?

6. What are the characteristics of the soil layers (horizons)

Enduring Understandings

Students will understand that

• Weathering is the process that breaks down rock and other substances at Earth’s surface.

• Erosion is the movement of rock particles by water and wind.

• Deposition occurs where the agents (forces) of erosion lay down sediment.

• Weathering and erosion wear down, and deposition fills in the Earth’s surface.

• Weathered rock is the basic component of soil.

• Soil fertility and resistance to erosion are influenced by plants and other organisms.

• Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plants and other organisms.

• Human activities, such as reducing forest cover and intensive farming have changed the Earth’s surface.

Do (Verbs-from the

standards)

Know (Nouns-From the

standards)

d. describe d. processes that change rock and surface

h. describe h.

i. explain i.

j. describe j.

My Essential Question:

S6E5. Students will investigate the scientific view of how the earth’s surface is formed.

a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.

b. Investigate the contribution of minerals to rock composition.

c. Classify rocks by their process of formation.

d. Describe processes that change rocks and the surface of the earth.

e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.

f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).

g. Describe how fossils show evidence of the changing surface and climate of the Earth.

h. Describe soil as consisting of weathered rocks and decomposed organic material.

i. Explain the effects of human activity on the erosion of the earth’s surface.

j. Describe methods for conserving natural resources such as water, soil, and air.

Key Vocabulary Weathering, Erosion,

Deposition, and

Human Effects

Soil Soil

Conservation

Techniques

Weathering Soil Soil

Conservation

Erosion Organic matter No-Till

Farming

Deposition Inorganic Contour

Plowing

Gravity Soil horizon Terracing

Chemical weathering Top soil Cover Crop

Oxidation Sub soil Crop Rotation

Acid precipitation Bedrock Dryland

Farming

Mechanical/Physical

weathering

Sand Renewable

Resource

Ice wedging Silt Nonrenewable

Resource

Abrasion Clay

Construction forces Loam

Destruction forces Humus

Iron Biological weathering

Name: _______________________________Date: _______________Period: ________

Weathering Lab

Purpose: To investigate the processes of physical and chemical weathering.

Materials:

Sugar Cubes (5)

Shaker Bottle

Hot Water

Cold Water

Alka-seltzer

Triple Balance

Blank paper

2 Thermometers

2 250 ml Beakers

2 Stop watches

Part 1 Physical Weathering

1.) Take the mass of 5 sugar cubes together using your triple beam balance. Record

this mass in grams in the data table (attached to this sheet).

2.) Sketch a drawing of what the average sugar cube looks like in the

data table. 3.) Place the sugar cubes in the jar.

4.) Shake the jar 20 times.

5.) Pour the contents of your jar out on your blank sheet of paper. Separate the sugar

cubes and the crumbs.

6.) Take the mass of all your sugar cubes together and sketch the general appearance of

one of the sugar cubes in your data table.

7.) Repeat this four more times.

Analysis Questions

1.) Describe in detail how the sugar cubes have changed throughout the experiment.

Physical Weathering Data Table

Shaking Trial Drawing of Sugar Cube Mass of Sugar Cubes (g) 0 Shakes

After 20 Shakes

After 40 Shakes

After 60 Shakes

After 80 Shakes

After 100 Shakes

Part 2 Chemical Weathering

Purpose: Temperature has an effect on the rate of weathering rocks. In a hot, moist

climate chemical weathering occurs rapidly while in a cool, moist climate physical

weathering occurs faster.

1.) You will be given 2 beakers, one with hot water and the other with cold water.

2.) For a minute, take the temperature for both the hot water and cold water. Record

this in the data table.

3.) Drop an alka-seltzer tab in each of the containers. And time how long it takes each to

dissolve. 4.) Record your information in the data table (on the back of this sheet).

5.) Repeat this two more times and record all information in the data table.

Analysis

1.) How does temperature affect the rate of chemical weathering?

Data Table

Trial Hot water temperature (Celsius)

Hot water time (seconds)

Cold water temperature (Celsius)

Cold water time (seconds)

1

2

3

Name: Date: Period:_

Graphing Physical and Chemical Weathering

Part 1 Physical Weathering

1.) Create a line graph that demonstrates the relationship between the amount of shakes

and the masses of the sugar cubes.

2.) Label your x axis (horizontal axis) with the number of shakes (0 shakes to 100 shakes)

3.) Label your y axis (vertical axis) with possible masses of your sugar cubes (start low and

increase, provide steady increments).

4.) Draw a line graph that illustrates the change in mass of the cubes after each shake.

Draw this below:

Part 2: Chemical Weathering

1.) Create a double bar graph for the amount of time taken to dissolve the alka-seltzer in

both hot and cold water.

2.) Label the x axis with your three trials.

3.) Label the Y axis with the time (start low and increase, provide steady

increments). 4.) Draw your double bar graph on the back. See the board for

examples.

Post Lab Questions

Directions: Answer these questions to the best of your ability. These are for a grade, do your best. You can

use your book, your notes, or your lab results for the answers. Work together with your group to come up

with the best answers.

1.) In what type of climate/biome would chemical weathering have the greatest affect on rocks and why?

(2 points)

2.) Describe in detail how weathering and erosion work together as destructive forces to create

geologic landforms. Explain what weathering and erosion are and how they work together. Finally

give a specific example of a landform they created. (4 points).

3.) Explain how ice wedging (frost wedging) and plant roots as a form of physical weathering can

damage a driveway (2 points).

Erosion National Geographic Education

Erosion is the act in which earth is worn away, often by water, wind, or ice. A similar process, weathering, breaks

down or dissolves rock, weakening it or turning it into tiny fragments. No rock is hard enough to resist the forces

of weathering and erosion. Together, they shaped the sharp peaks of the Himalaya Mountains in Asia and sculpted

the spectacular forest of rock towers of Bryce Canyon, in the U.S. state of Utah.

The process of erosion moves bits of rock or soil from one place to another. Most erosion is performed by water,

wind, or ice (usually in the form of a glacier). These forces carry the rocks and soil from the places where they

were weathered. If water is muddy, it is a sign that erosion is taking place. The brown color indicates that bits of

rock and soil are suspended in the water and being transported from one place to another. This transported material

is called sediment.

When wind or water slows down, or ice melts, sediment is deposited in a new location. As the sediment builds up,

it creates fertile land. River deltas are made almost entirely of sediment. Delta sediment is eroded from the banks

and bed of the river.

Erosion by Water Moving water is the major agent of erosion. Rain carries away bits of soil and slowly washes away rock fragments.

Rushing streams and rivers wear away their banks, creating larger and larger valleys. In a span of about 5 million

years, the Colorado River cut deeper and deeper into the land in what is now the U.S. state of Arizona. It

eventually formed the Grand Canyon, which is more than 1,600 meters (1 mile) deep and as much as 29 kilometers

(18 miles) wide in some places.

Erosion by water changes the shape of coastlines. Waves constantly crash against shores. They pound rocks into

pebbles and reduce pebbles to sand. Water sometimes takes sand away from beaches. This moves the coastline

farther inland.

The Cape Hatteras Lighthouse was built in 1870, on the Outer Banks, a series of islands off the coast of the U.S.

state of North Carolina. At the time, the lighthouse was nearly 1,000 meters (3,300 feet) from the ocean. Over

time, however, the ocean eroded most of the beach near the lighthouse. By 1999, the surf endangered the structure.

Many people thought it would collapse during a strong storm. The lighthouse was moved 880 meters (2,900 feet)

inland.

The battering of ocean waves also erodes seaside cliffs. It sometimes bores holes that form caves. When water

breaks through the back of the cave, it creates an arch. The continual pounding of the waves can cause the top of

the arch to fall, leaving nothing but rock columns. These are called sea stacks. All of these features make rocky

beaches beautiful, but also dangerous.

Erosion by Wind Wind is also an agent of erosion. It carries dust, sand, and volcanic ash from one place to another. Wind can

sometimes blow sand into towering dunes. Some sand dunes in the Badain Jaran area of the Gobi Desert in China

reach more than 400 meters (1,300 feet) high.

In dry areas, windblown sand blasts against rock with tremendous force, slowly wearing away the soft rock. It also

polishes rocks and cliffs until they are smooth.

Wind is responsible for the dramatic arches that give Arches National Park, in the U.S. state of Utah, its name.

Wind can also erode material until nothing remains at all. Over millions of years, wind and water eroded an entire

mountain range in central Australia. Uluru, also known as Ayers Rock, is the only remnant of those mountains.

Erosion by Ice Ice can erode the land. In frigid areas and on some mountaintops, glaciers move slowly downhill and across the

land. As they move, they pick up everything in their path, from tiny grains of sand to huge boulders.

The rocks carried by a glacier rub against the ground below, eroding both the ground and the rocks. Glaciers grind

up rocks and scrape away the soil. Moving glaciers gouge out basins and form steep-sided mountain valleys.

Several times in Earth's history, vast glaciers covered parts of the Northern Hemisphere. These glacial periods are

known as ice ages. Glaciers carved much of the northern North American and European landscape. They scoured

the ground to form the bottom of what are now the Finger Lakes in the U.S. state of New York. They also carved

fjords, deep inlets along the coast of Scandinavia.

Today, in places such as Greenland and Antarctica, glaciers continue to erode the earth. These ice sheets,

sometimes more than a mile thick, carry rocks and other debris downhill toward the sea. Eroded sediment is often

visible on and around glaciers. This material is called moraine.

Erosion and People Erosion is a natural process, but human activity can make it happen more quickly. Trees and plants hold soil in

place. When people cut down forests or plow up grasses for agriculture or development, the soil washes away or

blows away more easily. Landslides become more common. Water also rushes over exposed soil rather than

soaking into it, causing flooding.

Erosion control is the process of reducing erosion by wind and water. Farmers and engineers must regularly

practice erosion control. Sometimes, engineers simply install structures to physically prevent soil from being

transported. Gabions are huge wire frames that hold boulders in place, for instance. Gabions are often placed near

cliffs. These cliffs, often near the coast, have homes, businesses, and highways near them. When erosion by water

or wind threatens to tumble the boulders toward buildings and cars, gabions protect landowners and drivers by

hold“Erosion” is an encyclopedic entry at the National Geographic Education website. It was accessed on July 25, 2012, at this website

address:http://education.nationalgeographic.com/education/encyclopedia/erosion/kd/?ar_a=5&ar_r=3#page=1

Guiding Question: Using evidence from the article, do weathering and erosion help people or hurt people?

Paragraph # Notes

Check relevant categories below.

can help

people

can hurt

people

no impact

on people

Question Generation “Erosion”

http://education.nationalgeographic.com/education/encyclopedia/erosion/kd/?ar_a=5&ar_r=3#page=1

Directions: Generate additional questions that are unanswered from your text reading and based on discussion with your partner(s). Record your

questions in the chart and check the relevant category.

Paragraph # Questions

Check relevant categories below.

Impacts Florida

Scientific Fact

Code Description

W describes where an agent is breaking apart rock (weathering)

E describes where an agent is moving rock, sediment, sand, etc.

(erosion)

+ describes when weathering and erosion are helpful to humans

- describes when weathering and erosion are harmful to humans

3 Things I Learned Today …

2 Things I Found Interesting …

1 Question I Still Have …