WEATHERING AND EROSION
Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
ESS2.A: Earth’s Materials and Systems ESS2.C: The Roles of Water in Earth's Surface Processes
Day 1: Essential Question: How has geoscience processes shaped geographic features of Earth?
Activity: Using this Weathering and Erosion PPT. Create a google doc using this worksheet.
Knowledge Probe: Mechanical and Chemical Weathering Page 238 in your textbook
Make a Google Doc with information on Weathering and Erosion. Demonstrate your knowledge of all types processes that contribute to Mechanical and Chemical Weathering by identifying all the various ways each process affects the Earth.
1. First, provide a definition of weathering and erosion.
2. Then provide a definition of Chemical and Mechanical Weathering each,
3. then provide a picture and description of each Weathering (chemical and mechanical) process. You may use the internet to gather picture or you may draw the pictures. Put as many pictures on one page as possible. Glue the picture next to the definition and put all into the correct Schoology Assignment
NOTE: The following should appear in you doc:
Use: What are examples of Mechanical Weathering?
Use: Physical and Chemical Weathering
Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
ESS2.A: Earth’s Materials and Systems ESS2.C: The Roles of Water in Earth's Surface Processes
Day 1: Essential Question: How has geoscience processes shaped geographic features of Earth?
Activity: Using this Weathering and Erosion PPT. Create a google doc using this worksheet.
Knowledge Probe: Mechanical and Chemical Weathering Page 238 in your textbook
Make a Google Doc with information on Weathering and Erosion. Demonstrate your knowledge of all types processes that contribute to Mechanical and Chemical Weathering by identifying all the various ways each process affects the Earth.
1. First, provide a definition of weathering and erosion.
2. Then provide a definition of Chemical and Mechanical Weathering each,
3. then provide a picture and description of each Weathering (chemical and mechanical) process. You may use the internet to gather picture or you may draw the pictures. Put as many pictures on one page as possible. Glue the picture next to the definition and put all into the correct Schoology Assignment
NOTE: The following should appear in you doc:
- Mechanical Weathering should include: freezing and thawing (ice wedging), release of pressure, plant growth, actions of animals and abrasion.
- Chemical Weathering should include: the action of water, oxygen, carbon dioxide, living organisms and acid rain.
- Submit your Google Doc in this Schoology link.
- LINKS:
Use: What are examples of Mechanical Weathering?
Use: Physical and Chemical Weathering
Activity: Weathering, Erosion and Deposition Lab
This is a station lab. You will be divided up into 6 groups (there are 7 stations). Use the worksheet to write your answers.
Follow up activity: Listen to the Study Jams; Weathering and Erosion and then take the 7 question quiz.
This is a station lab. You will be divided up into 6 groups (there are 7 stations). Use the worksheet to write your answers.
Follow up activity: Listen to the Study Jams; Weathering and Erosion and then take the 7 question quiz.
Activity: The Effect of Temperature and Surface Area: A Weathering Lab
Activity: Look at these Weathering slides. Put answers in your ISN #1-11. Decide if it is chemical or mechanical weathering. Then say what kind it is.
Activity: Landslides: Watch the movie: Killer Landslides and complete the worksheet
ACTIVITY: WEATHERING GIZMO
Log onto explorelearning.com to do the following gizmo:
Gizmo: Weathering Complete the worksheet that goes with the gizmo
Watch the youtube video: Let's Scan the Whole Planet with LiDAR |
Erosion and Deposition |
Knowledge Probe: Read the chapter in your book, Changing Earth's Surface on pages 266-269.
Complete the Review and Reinforce/Its Creepy
Activity: Watch the Mass Movement PPT and fill out the worksheet.
Knowledge Probe: Read the chapter, Water Erosion on pages 271-281
Complete the Review and Reinforce
Activity: View the Erosion_and_deposition_by_water.pptx and fill in the worksheet.
Activity: Use 1 piece of copy paper and draw/label the picture on pages 278-279. COLOR IT!
Knowledge Probe: Read The Force of Moving Water on pages 286-290
Activity: Watch this Youtube video: Stream Erosion and Deposition-take notes in your ISN
Activity: Watch this Youtube video: The Force of Moving Water-take notes in your ISN
In your ISN draw and label the picture on page 290 Below the picture explain the factors that affect Erosion and Deposition.
Activity: View this WIND AND WAVES PPT and complete the worksheet
Final Activity: Complete this Weathering, Erosion and Deposition Packet as your review sheet for the unit exam.
REVIEW: PLAY JEOPARDY
Complete the Review and Reinforce/Its Creepy
Activity: Watch the Mass Movement PPT and fill out the worksheet.
Knowledge Probe: Read the chapter, Water Erosion on pages 271-281
Complete the Review and Reinforce
Activity: View the Erosion_and_deposition_by_water.pptx and fill in the worksheet.
Activity: Use 1 piece of copy paper and draw/label the picture on pages 278-279. COLOR IT!
Knowledge Probe: Read The Force of Moving Water on pages 286-290
Activity: Watch this Youtube video: Stream Erosion and Deposition-take notes in your ISN
Activity: Watch this Youtube video: The Force of Moving Water-take notes in your ISN
In your ISN draw and label the picture on page 290 Below the picture explain the factors that affect Erosion and Deposition.
Activity: View this WIND AND WAVES PPT and complete the worksheet
Final Activity: Complete this Weathering, Erosion and Deposition Packet as your review sheet for the unit exam.
REVIEW: PLAY JEOPARDY
America’s Geologic Legacy
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Glacier Ice Timeline QPOE Lab
NGSS Connection HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Learning Objectives
• Students explain characteristics of the glacial life cycle.
• Students collect and display historical glacial ice volume on an evidence-based timeline.
• Students write an explanation that describes the effect of temperature on glacial ice volume.
KNOWLEDGE PROBE: CLICK ON: extremeicesurvey.org
SCROLL DOWN TO: Explore the work of the Extreme Ice Survey in the time-lapse videos below:
and watch the 2 videos.
Assignment: In your ISN Write a paragraph on how you think the shrinking of the glacier impacts Earth.
Read this article: In Sign of Warning, 1,600 years of Ice in Andes Melted in 25 years
After reading the article
1. Write an Essential Question for this article. An essential question is a broad based question that can have multiple answers.
2. Next, Make a CLAIM Ask yourself what is the author trying to say about this glacier?
3. Then, Show your EVIDENCE Hint: you may want to create a data table to collect information that supports your claim.
3. And finally, provide a reasoning as to why your evidence proves your claim. Create this on a google doc, copy the URL link and submit that link in this Schoology Assignment.
KNOWLEDGE PROBE: Read the following information:
How does global temperature affect glacial ice volume over time? In July 2017, a block of ice the size of Delaware broke off the Larsen C Ice Shelf in Antarctica. This was the end result of the crack scientists observed in 1960 when they first photographed the thousand-foot-thick shelf of ice floating on the sea. A new trillion-ton iceberg named A-68 broke off and began floating in the Weddell Sea. Scientists observed more cracks in the iceberg and predict it will break into smaller bergs as it moves farther out to sea.
Glaciers all over the world accumulate new ice and shed old ice as seasons change. Calving, the process of an ice chunk breaking off a glacier, occurs in glaciers of all sizes, so the action itself wasn’t surprising. The timing was the concern. In 2014, the crack on Larsen C began to grow rapidly, alarming scientists. On May 31, 2017, the crack’s leading edge was 8 miles from the edge. By July 12, 2017, the crack’s 25-mile journey was complete. Was this rapid change due to rising temperatures or just a normal part of a glacier’s lifecycle? In this investigation, you will construct an evidence-based
timeline and forecast the relationship between temperature and glacial ice volume over time. You will then share your findings in a classroom gallery walk.
ESSENTIAL QUESTION: How does temperature affect glacial ice volume over time for______(YOUR SPECIFIC GLACIER)________?
Each small group will be assigned a different region to study using this enlarged Mapping the World’s Glaciers figure or the National Snow and Ice Data Center’s Where are glaciers located chart.
CURIOSITY: To promote curiosity, LOOK AT THESE IMAGES OF GLACIERS AND GLACIAL FEATURES images of glaciers and glacial features (below) . In your ISN ask questions about what you are seeing.
Learning Objectives
• Students explain characteristics of the glacial life cycle.
• Students collect and display historical glacial ice volume on an evidence-based timeline.
• Students write an explanation that describes the effect of temperature on glacial ice volume.
KNOWLEDGE PROBE: CLICK ON: extremeicesurvey.org
SCROLL DOWN TO: Explore the work of the Extreme Ice Survey in the time-lapse videos below:
and watch the 2 videos.
Assignment: In your ISN Write a paragraph on how you think the shrinking of the glacier impacts Earth.
Read this article: In Sign of Warning, 1,600 years of Ice in Andes Melted in 25 years
After reading the article
1. Write an Essential Question for this article. An essential question is a broad based question that can have multiple answers.
2. Next, Make a CLAIM Ask yourself what is the author trying to say about this glacier?
3. Then, Show your EVIDENCE Hint: you may want to create a data table to collect information that supports your claim.
3. And finally, provide a reasoning as to why your evidence proves your claim. Create this on a google doc, copy the URL link and submit that link in this Schoology Assignment.
KNOWLEDGE PROBE: Read the following information:
How does global temperature affect glacial ice volume over time? In July 2017, a block of ice the size of Delaware broke off the Larsen C Ice Shelf in Antarctica. This was the end result of the crack scientists observed in 1960 when they first photographed the thousand-foot-thick shelf of ice floating on the sea. A new trillion-ton iceberg named A-68 broke off and began floating in the Weddell Sea. Scientists observed more cracks in the iceberg and predict it will break into smaller bergs as it moves farther out to sea.
Glaciers all over the world accumulate new ice and shed old ice as seasons change. Calving, the process of an ice chunk breaking off a glacier, occurs in glaciers of all sizes, so the action itself wasn’t surprising. The timing was the concern. In 2014, the crack on Larsen C began to grow rapidly, alarming scientists. On May 31, 2017, the crack’s leading edge was 8 miles from the edge. By July 12, 2017, the crack’s 25-mile journey was complete. Was this rapid change due to rising temperatures or just a normal part of a glacier’s lifecycle? In this investigation, you will construct an evidence-based
timeline and forecast the relationship between temperature and glacial ice volume over time. You will then share your findings in a classroom gallery walk.
ESSENTIAL QUESTION: How does temperature affect glacial ice volume over time for______(YOUR SPECIFIC GLACIER)________?
Each small group will be assigned a different region to study using this enlarged Mapping the World’s Glaciers figure or the National Snow and Ice Data Center’s Where are glaciers located chart.
CURIOSITY: To promote curiosity, LOOK AT THESE IMAGES OF GLACIERS AND GLACIAL FEATURES images of glaciers and glacial features (below) . In your ISN ask questions about what you are seeing.
PERSONAL KNOWLEDGE: You will capture what you already know about glaciers and how temperature affects glaciers over time by completing the following:
- Share and discuss within your small groups what you already know about glaciers and the effect of temperature on glaciers. Discuss where glaciers exist on Earth and how they form and change over time.
- COLLABORATION: I will give you an index card and you should personally reflect on the prompt listed above.
- After the initial independent brainstorm, the group will compile a list from the individual cards and records additional ideas. Each group will share their list with the class.
INVESTIGATION PLAN:
Read the entire Investigation Plan before you begin working.
EACH SMALL GROUP OF THREE WILL:
• conduct preliminary research to select one or more glaciers in your assigned region that will provide you with enough data to write an explanation and construct a timeline for your classroom gallery poster board presentation.
• choose a topic (glacial ice volume, glacial life cycle, or temperature) that you will research about your chosen glacier(s) and present to your own group and eventually to the class.
• research and collect enough data (information and images) to be able to explain your chosen topic and answer the investigation question.
• You must cite their sources as you are gathering information. You must be ensured that information collected is valid and reliable. This means you must provide the article name, the author, the publication, the date written (if provided) and the web address. Put the information next to the information/picture collected.
AFTER THE INITIAL RESEARCH PHASE IS COMPLETED, STUDENTS WILL:
• will meet with members of the other class groups in their topic category (glacial life cycle, ice volume, or temperature) to compare notes and share ideas.
• complete your research and compile the data (information and images) and share within your small group. This combined information will be used in your data analysis.
CRITICAL THINKING: Use the Fair Test checklist to think critically about the investigation plan. This rubric will help you to understand that a good investigation plan must include a test that is repeatable, generates quality data, and minimizes error. The more critically you think about your investigation plan, the more confident you can be in their results.
OBSERVATION: Students will record information about glacial life cycle, temperature, and glacial ice volume over time.
Record their findings in your journals. Organize your data in a way that allows you to analyze your data. This analyzed data will be used in your explanation.
SELF-DIRECTION As you work in your small groups to investigate the glacier(s) in your assigned region, you will encounter diagrams, photographs, and satellite images during your research. Some show changes over centuries while others show changes over decades. Each group will decide which images best show their glacier(s) over time.
PERSEVERANCE The students in each group researching the temperature category will need to compare data by years, not by the date an image was taken, as temperatures during the accumulation and the ablation seasons both affect the size of a glacier. Historical weather data is recorded as monthly averages for an entire year. The lack of weather data for an older image may require replacing that image or using temperature data that may or may not accurately reflect the weather at the glacier site
DATA ANALYSIS
- Analyze your data. You may wish to use the Data Analysis prompt as a guide.
- Evaluate your data for trustworthiness. Ask: Are you confident in the data you collected? How confident are you in the sources you used?
- Analyze your data to find patterns and trends. You may re-organize the data and/or represent it visually to construct meaning. •
- Interpret what the identified patterns or trends mean.
- Remember to consider the natural life cycle of a glacier. The type of weather data used (on site, regional, or global) also needs to be taken into consideration. •
- Make sure that you have enough data so that it can be used as evidence to support a claim.
COLLABORATION:
To interpret patterns in their data, you must work together to share and analyze the data you have collected individually. You will meet with other members of the assigned region group to determine how temperature affects glacial ice volume over time. The students in each small group must work together and review all of their data to analyze for evidence to make a claim.
Watch these secondary sources to gain a deeper understanding of the science of glaciers:
Alaska Satellite Facility: How do glaciers move?
AntarcticGlaciers.org: Mapping the World’s Glaciers
National Snow and Ice Data Center: Where are glaciers located?
After reviewing these glacier websites, you should understand how temperature affects glacial ice volume over time. You can use this information in the reasoning portion of your explanation.
EXPLANATION:
• Use what you’ve discovered from your analyzed data to write an explanation that answers your investigation question. You may wish to use the Explanation prompt as a guide. Write your explanation in your ISN.
• Develop a Claim to answer the question: How does temperature affect glacial ice volume over time for______________?
• Then, add Evidence (the analyzed data) to support your claim. • Finally, add Reasoning to your claim. Reasoning should include the information obtained from this investigation as well as science principles you have learned.
EVALUATION:
Suggest alternative explanations for your results. Provide evidence to support your ideas. • Think back to the things you learned in your research. Then, name one thing you found surprising.
APPLICATION:
Create a 3-panel poster presentation of your findings to share in the classroom gallery walk.
• Each small group will conduct a Present and Defend to the class during the gallery walk. Research partners will present a summary of their investigation to the class. The class analyzes the information presented and asks clarifying questions, challenges and/or supports the arguments made, and even presents alternative explanations as appropriate. Research teams need to be able to defend their explanation with evidence and reasoning.