S6E5. Students will investigate the scientific view of …peachtreems.dekalb.k12.ga.us/Downloads/Lesson Plan... · Unpacking the Standards ( Unit 5-Weathering, Erosion, and Soil Formation

Lesson Plan

Subject: Earth Science Grade Level: Gifted 6th

2-16 to 2-5-16

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

Choice Board Due

February 12th

What is weathering? Task1: Student will “Unpack the

Standard” by identifying the verb

and noun of S6e5 h and i.

Task 2: Student groups will read

and discuss section 1 of chapter

10 and review questions already

completed for homework last

week-final discussion with

teacher

Task 3: Student will choose 1

question to put on Question Quilt

and explain question

Ticket out the door

Explain weathering

Tuesday

What are the two

types of weathering?

Task 1: student will create a

informational flipbook about

weathering based on powerpoint

and rubric

3-2-1

Wednesday What are the 2 types

of weathering?

Task 1: Students begin lab of

physical and chemical weathering.

Math connection of graphing and

charting

Class discussion

Thursday

Quiz

Quiz

Task 1: Students begin lab of

physical and chemical weathering.

Math connection of graphing and

charting

Class reflection

Friday

Honors Day

STEM-

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).

Weathering Types Flipbook

Mark off six equal spaces on bottom two flaps.


On the second flap, mark off one space as wide as

the first two spaces below it.


On the top flap, write Weathering.

Weathering


Write Chemical and Mechanical in the next spaces.

Weathering

Chemical Mechanical


Under Chemical, write Carbonation and Oxidation.

Weathering

Chemical Mechanical


Under Mechanical, write Biotic, Exfoliation, Ice

Wedging, and Thermal.

Weathering

Chemical Mechanical


On middle two sheets, cut the lines to create flaps. Only cut up to where line touches sheet above.

Weathering

Chemical Mechanical

Weathering


Underneath the Weathering flap, write:

First step to forming soil and sedimentary rock.

Breakdown of rock into smaller pieces. Smallest pieces do

not move to a new location until erosion carries them away. Chemical Mechanical

Chemical


Underneath the Chemical flap, write: Chemical reactions break down the

bonds holding the rocks together, causing them to fall apart.

Weathering

Mechanical

Mechanical


Underneath the Mechanical flap, write: Breakdown of rock into smaller pieces

without any change in the chemical composition of its minerals. Also called physical weathering.

Weathering Chemical


Underneath the Carbonation flap, write: Carbon dioxide (CO2) dissolves in

water, making carbonic acid that “eats away.”

Weathering Chemical Mechanical


Underneath the Oxidation flap, write: Oxygen combines with other elements

in rocks to form new types of rock. Causes “rusting” of the rock (or color change).



Underneath the Biotic flap, write: Biotic means life. Caused by living

organisms. Plant roots or burrowing animals act as a wedge.



Underneath the Exfoliation flap, write: Rock breaks off into sheets. Caused by

expansion of rock

due to uplift.



Underneath the Ice Wedging flap, write: Water fills joints of rocks and freezes.

Water expands 10% when it freezes, pushing rock apart.



Underneath the Thermal flap, write: Repeated daily heating and cooling

of rock .



Now, draw your own pictures in the spaces at the bottom of the page to show what the

weathering type

above looks like.

Weathering

Mechanical

Chemical

3 Things I Learned Today …

2 Things I Found Interesting …

1 Question I Still Have …

Documents

S6E5. Students will investigate the scientific view of …peachtreems.dekalb.k12.ga.us/Downloads/Lesson Plan... · Unpacking the Standards ( Unit 5-Weathering, Erosion, and Soil Formation