Weathering, Soil, Erosion, and Mass Movement Unit Plan ...

[Pages:26]Weathering, Soil, Erosion, and Mass Movement Unit Plan

Unit Plan: Part 1-Weathering (3 days)

Objective: To introduce students to the weathering processes that shape our world and allow students to make connections between these weathering process and those we see on a day to day basis. Key concepts include defining weathering as the breakdown of rock, and distinguishing between mechanical and chemical weathering. Students should be able to identify and distinguish between the different types of weathering and their unique features.

SOLs: ES.1 The student will plan and conduct investigations in which

a.) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools

ES.2 The student will demonstrate scientific reasoning and logic by a) analyzing how science explains and predicts the interactions and dynamics of complex Earth systems;

ES.8 The student will investigate and understand geologic processes including plate tectonics. Key concepts include

b) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, and sedimentation) and their resulting features;

NSTA Standards: 1b, 1c, 3b, 4b

Materials and Resources:

Weathering PowerPoint

Surface Area Weathering Activity Guide

Sugar Cubes (3 per group) 10-500 mL beaker

Water

Glass Stirrers

Stopwatch

Weathering Scavenger Hunt Activity Guide

Colored Pencils

Textbooks

Clipboards







Classroom Management and Safety Concerns: -Remind students to not eat the sugar cubes or drink the sugar water. -Map out the area in which the students will go in completing the Weathering Scavenger Hunt. Make sure guidelines and boundaries are in place. Remind students of the rules and acceptable behavior when going outside and walking in the hallways. -In case inclement weather have a backup activity for students.

Procedure: Engage: (10 minutes)

The student will be engaged in weathering by looking at a picture of Bryce Canyon, UT. The students will pair up and answer questions about what they think has happened to form this canyon. There is a list of 5 questions that the students will answer and turn in as a participation grade. The students will be given the opportunity to share their predictions about what geologic processes are going on.

Explore: (60 minutes) Students will be able to explore weathering through taking notes on the weathering process. Notes,

although not considered a explore activity; will be incorporated into an interactive classroom activity. In

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this activity, students will be asked to come up to the board and participate in an activity called "Shape It Up". In this activity students are given a picture of a landform and then a picture of that same landform that has been altered due to some form of weathering and time. The students will be asked to select to correct method of weathering and the time it took for it to form. This activity will be a fun and interactive way to get them involved with the weathering process. As another explore activity students will participate in a "Weathering Scavenger Hunt". The students will go outside to an area that I designate and look for signs of weathering. Students will draw and describe the weathering they see. They will also have to answer some follow-up questions after completing the activity.

Explain: (30 minutes) Students will take notes on both the chemical and mechanical weathering process. The students will

also read and answer questions from their textbook pertaining to the weathering section. The students will turn the work in as a homework grade. It will be graded for completion and correctness and returned to the student to keep in their notebook as notes.

Elaborate: (45 minutes) In the elaborate section students will participate in a lab called "The Effect of Surface Area on

Weathering Rate". The students will work in pairs and try to determine the relationship between weathering rate and the amount of area that is exposed to weathering. The students will be given sugar cubes, water, a 500 mL beaker, stirrer, and stopwatch to complete the lab. They will also complete the activity guide in which they will answer questions and create both a line and bar graph. The goal is to get students to determine that the more surface area that is exposed to the elements the faster the rate of weathering.

Evaluation: In this section students will turn in their weathering rate lab, weathering scavenger hunt, homework on pg. 263 of their textbook, and they will also complete a notes quiz.

Performance Criteria

Student understands the definition of weathering as it relates to the breaking down of rock

Student will be able to differentiate between chemical and mechanical weathering. (can differentiate by definition and graphically)

Students will be able to understand the mechanics and example of both chemical and mechanical weathering

Students will be able to understand the factors that influence weathering rates

Evidence

Students will answer questions on their quiz, define the word as part of their notes, answer critical thinking questions in the book, review the material as part of the review game and answer questions on the chapter test. Students will answer questions on their quiz, define the word as part of their notes, answer critical thinking questions in the book, review the material as part of the review game and answer questions on the chapter test. Students will answer questions on their quiz, define the word as part of their notes, answer critical thinking questions in the book, review the material as part of the review game and answer questions on the chapter test. Completion of the Weathering Rate lab and completion of weathering notes. Students will also answer critical thinking questions from the textbook, will review these concepts as part of the review game, and be able to answer questions on the chapter test.

Points

Points will be rewarded according to each individual assignment: Weathering Rate Lab-30 points Weathering Scavenger Hunt-50 pts Notes Quiz-24 points HW pg 263-16 pts

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Weathering Scavenger Hunt

Objective: Obtain & identify pictures/drawings of the different types of weathering. As a team you will work

together to find and identify areas around Blacksburg High School that have undergone weathering. Record the exact location of the site, draw the site and note any special characteristics around the site. Next, identify the type of weathering, mechanical or chemical, and specify the kind of weathering that has taken place, i.e. Mechanical weathering ? biological activity. Answer the follow up questions when you are done observing.

Location 1 -

Type of weathering ?

Unique characteristics ?

Picture ?

Location 2Unique characteristics ? Picture -

Type of weathering ?

Location 3-

Type of weathering ?

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Unique characteristics ? Picture -

Location 4 Unique characteristics ? Picture -

Type of weathering ?

Location 5 Unique characteristics ? Picture -

Type of weathering ?

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1. Count the number of mechanical and chemical weathering observations you've made. How many were Mechanical? _______ Chemical? _______ 2. Did you observe more mechanical or chemical weathering observations? Explain (Hint: Think about the role of climate in the weathering process).

3. What type of weathering do you think caused the formation of most of the soil around our school? Why do you think this?

4. How might animals have contributed to the weathering of rock around our school?

Application Questions: 5. Let's say you are sanding a rough board to make shelves for your bedroom. What type of weathering would this be? How do you know?

6. You are looking at an old statue. It has lots of acid rain damage. Lichens grow on its surface. Where do you think this statue has been for the last 50 years? Describe the climate.

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Unit Plan: Part 2- Soil (3 days)

Objective: To introduce students to how soil is formed and the corresponding key terms and key concepts. Such terms include soil, parent material, residual soil, transported soil, soil profile, soil horizon, topsoil, and subsoil. Such concepts include getting students to realize that soil is weathered rock. Students will also gain an understanding of soil as a natural resource is being used and efforts to conserve this natural resource.

SOLs: ES.2 The student will demonstrate scientific reasoning and logic by

a) analyzing how science explains and predicts the interactions and dynamics of complex Earth systems; ES.9 The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include: a. Processes of soil development

NSTA Standards: 1b, 1c, 2c, 3b, 4b, 6b, 7b

Materials and Resources:

Activity Guide

Texture Triangle

Soil Samples

Introduction PPT with interesting facts

Small Cups

Desertification article

Spray Bottles

Dirt! The Movie

Soil ID Charts

Dirt! The Movie question sheet

Classroom Management and Safety Concerns: -Remind students to not throw soil, spray each other with a water bottle, or taste the soil sample. -Make sure no student is allergic to sulfur because traces could be found in the soil sample.

Procedure: Engage (5 minutes):

Students will be engaged by thinking about living in a world where we did not have jeans, aluminum cans, penicillin, or food. It will then be linked to the concept, that without soil we would not have any of these things. Students will then learn several interesting facts about soil.

Explore (35 minutes): Students will be able to explore the world of soil by completing the Soil Activity Guide. In this

activity guide students will use their textbook to become familiar with basic terms and concepts. Students will then get to work with a soil sample. The students will be given a small sample of soil that they will have to identify. They will be using an ID chart, textural triangle, ribbon test, and ball test to help them identify their soil sample.

Explain (Mix in with explore and elaborate): In completing the Soil Activity Guide students will gain a basic understanding of how soil is formed

and its main components. There are questions asking the students to define, compare, and think critically about the components of soil. Within the elaborate section students will watch a film which focuses on how important soil is as a natural resource. While the students are watching the film they will be answering the questions on the movie activity sheet which will also serve as notes.

Elaborate (80 minutes):

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Students will watch Dirt! The Movie, a documentary on soil and its important role in plays in society. The students will complete the movie activity guide, and write a reflection on the documentary. The goal of watching this movie is to get students to think more critically about soil and the hope is that they see it more than just dirt.

Evaluate: Students will be evaluated through the completion of their activity guide, movie activity guide,

reflection, quiz, and chapter test. The performance criteria is for students to be able to describe how soil is formed and its main components, how soil can be defined as a natural resources, and the importance of maintain soil from a societal stand point.

Performance Student understands the key vocabulary associated with soil formation and soil conservation

Students understand how soil is formed and that soil is the result of weathering

Students understand that soil is a valuable natural resource that needs conservation.

Evidence

Completion of the Soil Activity Guide/Lab and Dirt! The Movie worksheet. Participation in the review game and completion of chapter test question Completion of Soil Activity Guide, participation in the review game, and completion of chapter questions associated with topic. Completion of the Soil Activity Guide/Lab and Dirt! The Movie worksheet. Participation in the review game and completion of chapter test question

Points

Points will be awarded on individual assignments: Soil Activity Guide-60 pts Dirt! The Movie worksheet-56 pts

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Soil Activity Guide Part 1: Notes-- Using your textbook, pages 264-266, answer the following questions: 1. In your own words define soil. 2. How are weathering and soil formation related? 3. Define parent material. 4. Compare transported soil and residual soil.

5. What is the difference between a soil profile and a soil horizon?

6. What horizons make up the topsoil? What horizons make up the subsoil? What are the characteristics of each soil horizon?

7. Sketch a soil profile and label the A, B, and C horizons. Describe what you are likely to find in each soil horizon.

8. What are the three main/noticeable components of soil? 8

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