Carving Into The Past, A look at the sculpture of Earths surface by weathering and erosion processes.

Subject: Earth Science Kristen Lamake

Grade Level: 8

Theme/Concept There are many visible (directly and indirectly) cycles that can be observed on the planet; the Earths surface is constantly changing- pieces are being broken down and reformed everyday. Enduring Understandings: 1. Water is everywhere and exists in many forms- each form (solid, liquid, and gas) has the ability to cause weathering and erosion. 2. Temperature and pressure are also catalysts in erosion and weathering; often work hand and hand with wind and water in sculpting Earths surface. 3. There are layers upon layers of evidence of chemical and physical erosion and weathering that can be studied if certain patterns are recognized. Essential Questions: 1. What are the most common/ major causes of weathering and erosion? 2. What sorts of features/ evidence are left behind/ created as a result of different weathering and erosion processes (are there also long or short term consequences/ evidences)? 3. What are some common themes between cycles and erosion/weathering patters on Earth? 4. What evidences of weathering and erosion are viable in strata? Related Core Curriculum Standard and Learning Outcomes: STANDARD 1Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process Learning Outcome (Writing Based): The Teacher Will: 1. Model analysis, inquiry and design, in direct instruction and in the format of lab report instructions. 2. Format written material to stylistically represent/ support scientific method procedure and thinking.

The Student Will: 1. Organize similar reports and design written material to encourage further thinking and understanding, provide valid support for ideas and oral presentation, and demonstrate ownership and mastery of knowledge. STANDARD 1 Cont Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. Learning Outcome (Speaking and Listening Based): The Teacher Will: 2. Model good public speaking practices, throughout the school year, (preparing for lecture, making direct eye contact, checking for understanding, engaging the audience, and integrating prior knowledge of audience into deliverance of new material). 3. Introduce new material by fist engaging students with a bell-ringer activity or discussion, follow the bell ringer up with direct instruction, provide real-world examples, model, and/or have students complete a lab activity to reinforce new concepts. 4. Provide evidences and reasoning for the validity of her research and understanding. The Student Will: 1. Student will produce similar, mini, oral presentations in science fair type format, where the class will tour the classroom and listen to presentations as students explain their research, models/ props, and/or experiments to the class. 2. Students will be given a rubric that details the requirements for the assignment and what students may do to go above and beyond the assignments requirements. 3. Students will also be required to submit accompanying essays for their research and understanding as a way to help students organize and review/ prepare for their oral presentation and to also accommodate for students who may not have had much public speaking experience/ training. 4. Students will be encouraged to use and think about science in their everyday lives; will be given practice, as a way to build confidence and improve communication skills in science and their everyday lives. STANDARD 2 Students will access, generate, process, and transfer information, using appropriate technologies. Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. Learning Outcome (Reading Based): The Teacher Will:

1. Use different resources, written literature (books, reference tables etc), electronic resources (private and government), direct observation and experiment, when building knowledge. The Student Will: 1. Model similar behaviors in preparing for class (completing homework), and in preparing and presenting research. 2. Practice developing evidence and synthesizing information during labs and then during the research project activity. STANDARD 6Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. Learning Outcome (Viewing and Visual Representation Based): The Teacher Will: 1. Provide historic and current, examples of weathering and erosion; will provide models of similar phenomenon in labs. The Student Will: 1. Complete lab exercises and also create a presentation that will include a variety of visual evidences (e.g. photographs, topographic maps, drawings etc) to demonstrate knowledge and understanding (e.g. In order to provide evidence for an idea that X boulder at X might have been overturned during a storm event a student could provide a cross-section of a stretch of that outcrop, talk about the law of superposition, and correlate unique stratigraphy in the boulder with those in the outcrop. Similarly, observations about the shape of the rock (are the edges rounded or sharp), or the condition of the rocks surface (is there patina or oxidation? -What does a freshly broken sample look like?) would support the students ideas. Introduction This unit on weathering and erosion follows a subsequent unit on rock and mineral formation and identification (Unit 1) and precedes a unit on stratigraphy and sedimentology (Unit 3). Its placement is such that it seeks to address a common misconception about the planet in that is has been viewed by some students to be old and unchanging. This lesson hopes to broaden those students views to become one that sees the Earth as hot, moving, cyclic, and dynamic. Furthermore, this unit wishes to accomplish this by developing the idea of the rock cycle through rock and mineral destruction; and sets up for future units to delve deeper into Earths history and dynamic processes. Equally important, this unit hopes to create the understanding that there are many variables that act upon the Earth; that not one variable is independent from the rest.

As a result, the Earth has history; although there are observable geologic features that may have taken millions of years to be produced, geologic history is happening everydayno matter how large or trivial a geologic event may seem, everything that happens every day has an effect o the rock record- everything is data its up to the scientist to figure it out and make meaning of it. Lastly, weathering, erosion, and deposition, are constant Earth processes that help shape the crust of the Earth; the reason they are so effective is because they are constant. Culminating Activities The culminating activities for this unit will consist of two summative assessments, one being objective, and the other subjective. The assessments will set the tone for subsequent units throughout the course in that they will explore the relationship of Earth cycles/ processes and relate course content to real-world phenomenon. Also, the two culminating activities will develop students test taking (mainly practice for the New York State Earths Science Regents Exam), analyzing, and data management skills. Schedule/Timeline Lesson Plan Examples: Week 1: 1. (Day 1) Hydraulic Cycle- For this lesson, students will be introduced to one of the most important, Earth processes- the water cycle. Students will watch a video on the three states of water and its abundance on Earth and begin making hypothesize about the correlation between waters reaction/ actions at different states and its effect on Earth materials. Students will complete homework on fast and slow moving bodies of water. Also, students will receive and begin defining vocabulary in a weathering and erosion vocabulary packet of words and definitions they will use throughout the unit. 2. (Day 2) Surface and Ground Water- Here, after students will have had some experience identifying and understanding different states of water and their power, students will formulate an understanding of where and how that water moves on the Earth. Similarly, student will use prior knowledge of rock types (features i.e. sandstone is more porous than quartzite) to assess that relationship (Students will complete end of chapter- higher order blooms problem solving type questions; an accompanying lab assess the compression of this material during soil-formation lab). 3. (Day 3) Glaciers- relevant to NYS topography, this lesson lends itself to the possibility of a min-field trip (depending on location and proximity to glacial erratics (evidence like a drumlin or glacial till of presence of a glacier) or other features), a lab experiment where students use ice-cubes, honey, and flowing water to illustrate glacial movement, features left by glaciers. Similarly many local audio/ visual examples may be used as well as a whiteboard or Smartboard to draw out glacial movement and to label features. This lesson will be taught during the lab time-slot of that week because they have had a large impact on local topography.

Week 2: 1. (Day 1) Wind Erosion- This lesson will be the first lesson taught after week one. The unifying features between week 1 concepts and wind erosion are that both wind and water velocities (the commonality) determine particle/ sediment size movements and deposition patters. None the less, Week 2 will begin with a review of weathering and erosion; progress into soil formation (students will do think, pair, share work in class and complete chapter homework). Students will also be asked to collect a small sample of soil for following soil formation lab. 2. (Day 2) Soil Formation (Please Also See Attached Lesson Plan) - This lesson will introduce a key player in the post lesson- Soil! Students will get to observe a simulation of how soil is made (Mechanical Weathering Lab) and experiment with and touch and analyze different types of soil under different conditions in lab. Also during this lab, the power of water will be re-visited from the Hydraulic cycle lesson, and students will get to witness sediments reaction to agitation and running water, and what stream/ river erosion looks like. 3. (Day 3 part 1) Mass Movement and Deposition- A POWERFULL topic. After students have seen first hand how different soil types behave in previous days lab, students will get to witness (watch a video) and research a current or historic mass-movement event! 4. (Day 3 part 2) Pollution, Human interaction, and Weathering and ErosionEchoing off the importance of environmental conservation and self-awareness, students will use new knowledge of weathering and erosion to make conclusions about the catalytic of human activities on weathering and erosion during class discussion and for homework (note- the mass-movement event and human interaction/ pollution even might correspond to the same event- which is ok because I want students to begin making connections). Week 3: Review week and run over from past week(s) Outdoor activity and practical portion of summative assessment given Week 4: Presentation and unit final/ summative assessment week Week 5: Subject to student progress, if first two weeks of instruction were pulled into week 3, week 4 will become the old week 3 and so on. -I have allowed for this because, I do not know how long each of the lessons delivering content will take; my limited experience has shown me that students can either learn very quickly, or take an extended amount of time to move through material. Additionally, I have not yet perfected or have had many opportunities to do an actual lesson; and I have been having trouble thinning down my content to age appropriate knowledge- I am struggling with not wanting to give the students too much or too little but I want to make sure being challenged is a relatively pleasurable experience.

Also, another reason I structured the unit this way- that the first two weeks have heavy content delivery is because, I want students to be able to get hands-on experience dealing with the content; I want week 3 to be about practical application and review. Similarly, if students are showing progress but that they realistically need more time to complete their summative-unit-practical, I would use week 5 to allow students in-class time to work on their projects in week 4). Time Required: Each week, two available class periods and one lab period is anticipated. It is also anticipated that each class period will last ~45 minutes where a lab period will last ~90 minutes. Additionally, ~120 minutes of prep time are expected to be needed to prepare for each class. Activities Whole Class (1): 1. (inferential comprehension exercise) Week 3 / 4 activity/ field trip - Students and Teacher will take a tour of school property or a nearby NYS park. Teacher will have prior knowledge of location and will create a guided notes style worksheet for students to fill-out/ complete during the field-trip. During the trip the teacher will ask students to make inferences as to what weathering and/or erosion processes might be working on the landscape and if they can on their own identify any features. Small Group (2): 1. Mechanical Weathering Lab (please see attachment for example) (convergent thinking, literal comprehension exercise)- Students will test different minerals e.s. hyalite (mineral salt) chips to simulate weathering and erosion by shaking chips in two jars, one filled with water and the other empty,-rate of weathering and erosion is also explored. Chips are weighed before and after shaking. Students can see change in mass and products created by their actions. Students will make inferences about rock weakens based mineral resistance to chemical and physical weathering and erosion 2. Think, Pair, Share work Students will individually complete a handout (~10n multiple choice questions) asking review questions about weathering and erosion. When finished students will group into small groups of no more than 3 students and share answers. In groups students will debate/ share answers. After a period of ~15 minutes students will be given the right answers; as a class the answers may be discussed and debated as questions will be answered. Individual (2): 1. Research A Rock Outcrop Summative Assessment (divergent thinking, critical/ evaluative comprehension exercise) -Students will be required as part of a final summative assessment to research a rock outcrop or site, write a short essay on its possible origin (e.g. based on information such as rock types present) making predictions and assessments about the weathering and erosion history (past, present, and future). Lastly the students must also present their findings during a mini-science fair like event at their desks.

2. Pre-Test Test Corrections.-For extra credit (~5 points) counted toward the unit final grade (summative objective portion), students will be able to do self corrections (Identifying how/ why he or she got the question wrong) Assessment of Students Formative: Subjective: 1. Active class participation in discussion and during in-class, lab, and field activities (formal and informal) 2. Asking questions in class (informal) 3. Contributing outside knowledge and makes analogies (informal) Objective (both formal and informal): 1. Bell-ringers and Exit Slip in-class notebook writings (formal) 2. Usage of in-class notebook and out-of class notebook (when applicable) (formal) 3. Labs (formal) 4. Homework (formal) 5. Quizzes (formal) 6. Revision of work (formal) Summative: Subjective: (Worth 25% unit final grade, out of 8 points) Students will be required to research an area found in the Roadside Geology of New York handbook, or a local outcrop of their choice (as long as they can find supporting information on the outcrop in a published piece of literature- pre-approved by the teacher), give a science fair type oral presentation (~15-20 minutes), at his/her desk to the class and include a written essay 2-3 pages, about the area/ outcrop/ its history. The students will make interpretations about what types of weathering/erosion have taken place at their site (both in the geologic past- as seen in strata and in recent times ~ 100300 years), what forces could effect that location in the future, and what it might look like, then the students will explain the research they have done, and how they have come to these conclusions. Objective: (Worth 25% unit final grade, out of 70 points) A final paper and pencil type exam will be given in regents test style formatting, incorporating teacher made and original questions from previous regents exams. The test will last one class period with ten minutes to spare for answering questions before the test and for students to get situated (~60 minutes), and consist of 55 multiple choice,1 short answer (constructed response), and (2) extended response questions. Example Evaluation (Analytical Rubric) Analytical Rubric of summative practical assignment: (Worth 25% unit final grade, out of 8 points)

Student Employs Research to Support His/Her Ideas 2 Student used at least two different sources of information (at least one was a paper book). 1 Student reported only one reference and/or did not use a paper book. 0 Students did not cite and sources. Student Includes Data in His/Her Report and Visual Presentation to Support Claims. 2 Student included at least three pieces of supporting data (pictures, rock samples, topographic maps etc). 1 Student had less than three pieces of supporting evidence. 0 Student did not use any supporting evidence. Student Can Discusses and Assess Observations Made About His/ Her Outcrop. 2 Student identified at least three variables (wind, water, mass wasting etc) that affected his/her outcrop. 1 Student could identify one variable affecting his/ her outcrop. 0 Student could not identify and variables affecting his/her outcrop. Student Measures the Validity of His/ Her Argument with Data (Student Is Aware of More than One Explanation For the Observed Phenomenon) 2 Student provided a strong argument for his/her theory by using research, supporting evidence, and organized his/her case well; also discussed alternate possibilities. 1 Student came prepared with supporting data but did not accommodate other ideas. 0 Student was not prepared and did not contribute additional ideas. Accommodations for Students With IEPs and/or Different Learning Styles 1. Students with IEPs will be given accommodations in accordance with their IEPs during the summative assessment. 2. During all other class time, different learning styles will be addressed- through differentiated instruction and formative assessment (For example, students during this lab are asked to visually (with a picture) and verbally (through written word and oral discussion) demonstrate knowledge- allowing for visual as well as auditory learners to participate. Similarly, tactile learners are allowed to show-off their skills in the rockfinding, homework, portion of the lab). 3. More advanced students will be encouraged to be leaders in discussion and group activity; all students in the classroom will be encouraged to try their best and maintain a positive, open, environment. *Specific examples of accommodations for a student with a learning disability that effects processing (e.g. dyslexia) might be: 1. Providing the student with teacher notes and/ or guided notes with answers daily. 2. Reading written information and writing or drawing key written information during class. 3. Allowing the student to do quiet/ individual work in an appropriate environment (if desired) e.g. instead of the student having to work at his or her desk during extended periods of quiet or independent work, he or she would be allowed to

go to the library and the teacher (I) would make myself available to him or her during some other point in time during the day to make sure he/ she could have any questions clarified. 4. Using subtle, unique agreed-upon cues (e.g. standing by his or her desk for a few seconds/ moments) allowing the individual to recognize and prepare for being called on instead of calling on him or her without warning/ randomly. 5. Incorporating or changing characteristics of existing lesson to help processing (e.g. writing notes on the board in a specific color- red or using different color text in electronic presentations). Reflection This unit is the second unit of the year; but is the first that will be exploring dynamic Earth processes. My personal goal for this unit is to gauge students ability to think critically about cycles and their interactions, make observations interpretations about those observations, organize data, and overall assess students contact with his or her environment. During this experience and throughout the year, teachers and students will both practice self-assessment strategies and reflections The Teacher Will: Write daily in a journal- the journal will include notes on formal and informal formative and summative assessments on student progress and behavior, notes on best-practices, lesson modifications, personal reflections, and any other information relevant to the interests of the class. The Student Will: Keep an in-class class notebook. The notebook will include daily-bell-ringer entries, lab notes, in-notebook exit-slip activities, and personal reflections/ writings from the student. The notebook will review by the teacher daily (and student involvement will formally count towards class participation). Students will have unlimited access to their notebooks unless they are collected for grading. Similarly, students may choose to use their in-class, class notebook as their notetaking notebook, which will be allowed until the time that it becomes too difficult to keep track of student progress (e.g. students begin to fail to bring the notebooks back to class everyday). Resources Printed Sources: 1. Anchor Texts (mandated by School/District): Course ext book: Tarbuck & Lutgens (2006). Earth Science (11th ed.).Upper Saddle River, NJ: Pearson Prentice Hall. 2. Expository/Informational Texts (trade books): Van Diver B. B. (2007).Roadside Geology of New York. Missoula, MT: Mountain Press Publishing. 3. Other printed sources: New York State Regents Earth Science Reference Table

4. labs, handouts, guides notes, and other, teacher generated, supporting material Web Sites & Other Technology Used: 1. Projector 2. Laptop or Computer 3. Microsoft PowerPoint 4. Videos (sourced from the internet e.g. from YouTube or nonprofit research/ science-based organizations and textbooks) Videos accompanying teacher textbook: - CD (GEODe:Earth) Tarbuck, E. J., Lutgens, F. K., & Tasa, D. (2005). Earth Science (11thed.). Upper saddle River, NJ: Pearson, Prentice Hall. Video from YouTube: University of Colorado at Boulder. Interactive Geology Project: Geologic Evolution of Colorado National Monument. Retrieved October 28, 2011, from http://igp.colorado.edu/downloads.html ~10 minutes long talks about the geologic history of the Colorado National Monument provides a timeline, talks about the geologic cycle but also the interface between organic and inorganic history; but specifically focuses on erosion and weathering and how Earths surface changes through time: Geologic Evolution of Colorado National Monument. Other: 1. An Earth Science laboratory 2. Access to the outdoors/ ability to take a local field-trip (within ~15 miles of the school).

Attachment 1.

Mechanical Weathering Lab

Type of Lesson: Hands-on activity and discussion Time Needed: ~45 minutes (Teacher guide: answers are in red) Earth and Space Science, Grades 9-12: Interactions among the solid earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as

mountain building and plate movements take place over hundreds of millions of years. Quick Summary of Lesson This experiment will guide students in comparing the weathering of different materials. Materials rock and mineral samples - include two sizes of salt pellets in class comparison plastic jar with lid clock scale student worksheet available in Student Activity Sheet section below Procedure 1. Each group of 2-3 students should obtain a weighed rock or mineral sample in a plastic jar. Record the weight of the sample on the worksheet. 2. Fill the jar 1/4 way with water. Screw the lid on tightly. 3.Shake the jar at a steady rate for ten minutes (you may want to share the shaking!). 4. Open the jar and rinse away the loose sediment. Pat the sample dry and get it weighed (by the teacher or assistant). Record this weight on your worksheet and mark it on the jar. 5. Write down some observations about your sample. (Has the size, shape or color changed at all?) 6. Return your sample to the jar. Clean up your work area. 7. Complete the chart on your worksheet and fill in your result on the blackboard. To figure out the "% change" take the "change in weight" and divide it by the "weight before shaking" and multiply it by 100. (For example, if the sample weighed 100 grams before it was shaken and 75 grams after, its change in weight was 100g-75g=25 g. Now 25 grams divided by 100 grams is . 25. Multiply that by 100 to get 25%. 8. Be sure and copy the results on the board from other groups! 9. Answer all the questions on the worksheet. Student Activity Sheet Weathering Worksheet Name:____________________

Results
Rock or Mineral Weight before shaking Weight after shaking Change in weight % change

Questions 1) Which rock or mineral weathered the most? -The larger mineral, it had more surface area. 2) Which rock or mineral weathered the least? -The smaller one, especially if its edges were more round to begin with- less surface area. 3) What does the shaking in water represent in real life? Saltation, suspension in moving water (there are many acceptable answers- as long as it includes water and movement). 4)In this lab we compared weathering of different materials. How could we change the experiment to measure or compare weathering? List at least two changes.

(Change mineral types, change type of weathering e.g. have solution drop on one mineral and not the other, water is chemical weathering- if you want to isolate physical or chemical weathering break the lab down into sections- just shake the mineral in a dry jar or just put the mineral is a jar of water.) 5)Why did we try two sizes of salt pellets? (think surface area)

(If you increase surface area you increase surface exposed to physical and chemical weathering.) Rocks and minerals undergo physical and chemical weathering. One type of weathering that rocks and minerals undergo is when water dissolves the minerals. Some minerals are more resistant to weathering than others. For instance, quartz is a very resistant mineral. Surface area also affects weathering; the more surface area exposed, the more weathering that will take place.
Last modified March 18, 2002 by the Windows Team
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