Weathering, Soil, Erosion, And Mass Movement Unit Plan .
Weathering, Soil, Erosion, and Mass Movement Unit PlanUnit Plan: Part 1-Weathering (3 days)Objective: To introduce students to the weathering processes that shape our world and allow students tomake connections between these weathering process and those we see on a day to day basis. Key conceptsinclude defining weathering as the breakdown of rock, and distinguishing between mechanical and chemicalweathering. Students should be able to identify and distinguish between the different types of weatheringand their unique features.SOLs:ES.1 The student will plan and conduct investigations in whicha.) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changesin elevation/depth are calculated utilizing the most appropriate toolsES.2 The student will demonstrate scientific reasoning and logic bya) analyzing how science explains and predicts the interactions and dynamics of complex Earthsystems;ES.8 The student will investigate and understand geologic processes including plate tectonics. Key conceptsincludeb) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, andsedimentation) and their resulting features;NSTA Standards:1b, 1c, 3b, 4bMaterials and Resources:Weathering PowerPointSurface Area Weathering Activity GuideSugar Cubes (3 per group)10-500 mL beakerWaterGlass StirrersStopwatchWeathering Scavenger Hunt Activity GuideColored //www.kineticcity.com/mindgames/warper/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 sureguidelines and boundaries are in place. Remind students of the rules and acceptable behavior when goingoutside 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 studentswill pair up and answer questions about what they think has happened to form this canyon. There is a list of5 questions that the students will answer and turn in as a participation grade. The students will be given theopportunity 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. In1
this activity, students will be asked to come up to the board and participate in an activity called “Shape ItUp”. In this activity students are given a picture of a landform and then a picture of that same landformthat has been altered due to some form of weathering and time. The students will be asked to select tocorrect method of weathering and the time it took for it to form. This activity will be a fun and interactiveway to get them involved with the weathering process. As another explore activity students will participatein a “Weathering Scavenger Hunt”. The students will go outside to an area that I designate and look for signsof weathering. Students will draw and describe the weathering they see. They will also have to answer somefollow-up questions after completing the activity.Explain: (30 minutes)Students will take notes on both the chemical and mechanical weathering process. The students willalso read and answer questions from their textbook pertaining to the weathering section. The students willturn the work in as a homework grade. It will be graded for completion and correctness and returned to thestudent 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 onWeathering Rate”. The students will work in pairs and try to determine the relationship between weatheringrate and the amount of area that is exposed to weathering. The students will be given sugar cubes, water, a500 mL beaker, stirrer, and stopwatch to complete the lab. They will also complete the activity guide inwhich they will answer questions and create both a line and bar graph. The goal is to get students todetermine 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 CriteriaEvidencePointsStudent understands the definition ofweathering as it relates to thebreaking down of rockStudents will answer questions ontheir quiz, define the word as part oftheir notes, answer critical thinkingquestions in the book, review thematerial as part of the review gameand answer questions on the chaptertest.Students will answer questions ontheir quiz, define the word as part oftheir notes, answer critical thinkingquestions in the book, review thematerial as part of the review gameand answer questions on the chaptertest.Students will answer questions ontheir quiz, define the word as part oftheir notes, answer critical thinkingquestions in the book, review thematerial as part of the review gameand answer questions on the chaptertest.Completion of the Weathering Ratelab and completion of weatheringnotes. Students will also answercritical thinking questions from thetextbook, will review these conceptsas part of the review game, and beable to answer questions on thechapter test.Points will be rewarded according toeach individual assignment:Weathering Rate Lab-30 pointsWeathering Scavenger Hunt-50 ptsNotes Quiz-24 pointsHW pg 263-16 ptsStudent will be able to differentiatebetween chemical and mechanicalweathering. (can differentiate bydefinition and graphically)Students will be able to understandthe mechanics and example of bothchemical and mechanical weatheringStudents will be able to understandthe factors that influence weatheringrates2
Weathering Scavenger HuntObjective: Obtain & identify pictures/drawings of the different types of weathering. As a team you will worktogether to find and identify areas around Blacksburg High School that have undergone weathering.Record theexact location of the site, draw the site and note any special characteristics around the site. Next, identify thetype of weathering, mechanical or chemical, and specify the kind of weathering that has taken place, i.e. Mechanicalweathering – biological activity. Answer the follow up questions when you are done observing.Location 1 -Type of weathering –Unique characteristics –Picture –Location 2-Type of weathering –Unique characteristics –Picture -Location 3-Type of weathering –3
Unique characteristics –Picture -Location 4 -Type of weathering –Unique characteristics –Picture -Location 5 -Type of weathering –Unique characteristics –Picture -4
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 ofclimate 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 youthink 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 thisbe? 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 thinkthis statue has been for the last 50 years? Describe the climate.5
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, andsubsoil. Such concepts include getting students to realize that soil is weathered rock. Students will also gainan 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 bya) analyzing how science explains and predicts the interactions and dynamics of complex Earthsystems;ES.9 The student will investigate and understand how freshwater resources are influenced by geologicprocesses and the activities of humans. Key concepts include:a. Processes of soil developmentNSTA Standards:1b, 1c, 2c, 3b, 4b, 6b, 7bMaterials and Resources:Activity GuideTexture TriangleSoil SamplesIntroduction PPT with interesting factsSmall CupsDesertification articleSpray BottlesDirt! The MovieSoil ID ChartsDirt! The Movie question sheetClassroom 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, aluminumcans, penicillin, or food. It will then be linked to the concept, that without soil we would not have any ofthese 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 thisactivity guide students will use their textbook to become familiar with basic terms and concepts. Studentswill then get to work with a soil sample. The students will be given a small sample of soil that they will haveto identify. They will be using an ID chart, textural triangle, ribbon test, and ball test to help them identifytheir 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 formedand its main components. There are questions asking the students to define, compare, and think criticallyabout the components of soil. Within the elaborate section students will watch a film which focuses on howimportant soil is as a natural resource. While the students are watching the film they will be answering thequestions on the movie activity sheet which will also serve as notes.Elaborate (80 minutes):6
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 ofwatching this movie is to get students to think more critically about soil and the hope is that they see itmore 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 isformed and its main components, how soil can be defined as a natural resources, and the importance ofmaintain soil from a societal stand point.PerformanceStudent understands the keyvocabulary associated with soilformation and soil conservationStudents understand how soil isformed and that soil is the resultof weatheringStudents understand that soil is avaluable natural resource thatneeds conservation.EvidenceCompletion of the Soil ActivityGuide/Lab and Dirt! The Movieworksheet. Participation in thereview game and completion ofchapter test questionCompletion of Soil Activity Guide,participation in the review game,and completion of chapterquestions associated with topic.Completion of the Soil ActivityGuide/Lab and Dirt! The Movieworksheet. Participation in thereview game and completion ofchapter test questionPointsPoints will be awarded onindividual assignments:Soil Activity G ith those found in the rural villages of India.24. How long did it take to compost the liquid fish waste into usable soil?25. What are possible applications of the microbial fuel cells?26. The movie ends with examples of how working with the soil of the Earth can change someone’s life. Describe one ofthese examples.15
Unit Plan: Part 3- Erosion and Mass Movement (2 Days)Objective: The students will expand their knowledge of weathering and soil formation and learn abouterosional and mass movement process. The students will be able to link that weathering is the breakingdown of rock and material, in which soil is formed, and then erosion is the transport of materials and massmovement is the transportation of material by gravity.SOLs:ES.8 The student will investigate and understand geologic processes including plate tectonics. Key conceptsincludeb) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, andsedimentation) and their resulting features;NSTA Standards:1b, 1c, 3bMaterials and Resources:Erosion and Mass Movement PowerPointMass movement Internet Activity GuideComputer LabErosion Worksheet (Categorize Types of Erosion)TextbookClassroom Management and Safety Concerns:-Students will be reminded of appropriate behavior in the computer labs as well as rules of the computerlab.Procedure:Engage: (5 minutes)Students are asked general discussion questions that can link weathering process, soil formation,erosion, and mass movement together. Students will be asked to pair and share. This discussion will get thestudents thinking about putting all that they have learned together.Explore: (10 minutes)Students will explore erosion by participating in the “Categorize the Erosional Process” worksheet.Students will be given 4 types of erosion (wind, running water, waves, and glaciers) and are asked to sortspecific terms and places that go in each category. Students will be able to use their notes, but they willhave to put what they have just learned about erosion and the processes to complete the activity.Explain: (35 minutes)Students will take notes on the important erosional processes. Students will also take notes on massmovement, what causes it, and how humans have impacted slope’s stability. Students will also read andanswer questions from the textbook to help make concepts.Elaborate: (50 minutes)Students will elaborate on their notes and book work to complete their Mass Movement InternetActivity. Students will go to this website and complete the questions.Evaluation:Students will take notes, complete a notes quiz, erosion worksheet and a mass movement internetactivity.16
Performance CriteriaStudents understand the definitionof erosion and how it differs fromweathering.Students understand the variouscategories and process associatedwith erosion.Students are able to define massmovement and distinguish it fromother definitionsStudents understand how humanscan impact mass movement eventsby affecting a slope’s stabilityEvidenceCompletion of notes,corresponding review questions,corresponding quiz questions andtest questions.Completion of Erosion Worksheetand completion of notes. Also thecompletion of review questionsand corresponding test questions.Completion of notes, completionof the Mass Movement InternetActivity, completion of reviewquestions, and completion ofcorresponding chapter testquestions.Completion of notes, completionof the Mass Movement InternetActivity, completion of reviewquestions, and completion ofcorresponding chapter testquestions.PointsPoints will be awarded onindividual assignments:Mass Movement Internet-55 ptsErosion and MM Quiz-24 pts17
Mass Movement Internet ActivityGo to: http://tinyurl.com/89tf69x1. Under HOME, read the text in the right column. Define mass movement.2. Click the START button at the bottom of this page. Describe what happened. In your own words define slump.3. Click OVERVIEW. What is the driving force of mass movement?4. What happens when driving forces exceed resisting forces?5. What are 4 factors that influence the balance between driving and resisting forces?6. Roll your mouse over the yellow circles in the diagram.a. Does soil have more of less strength that rock? Why?b. Movement along faults causes earthquakes. How do earthquakes influence resisting forces?7. Click the arrow in the upper right corner. You should be on a page that says CONTROLS-SLOPE. What are the 3components of the force of gravity?8. When Gp G and Gd 0 is the boulder in the diagram likely to move? Raise the slope 3 times. Is Gd lessthan Gp? ?9. Click the next arrow in the upper right corner. You should be on CONTOLS-Slope Material. What is one of the mainfactors in the type of mass movement that will occur? (hint: slump v. landslide v. mudflows)10. What type of crystalline rock are the most resistant to mass movement?11. Describe a dip slope.18
12. Press START. What factors could have led to the mass movement?13. Click the arrow in the right corner to go to CONTROLS-WATER. Does dry sand or damp sand have a greater angle ofresponse? Why?14. When water was added, making the sand saturated—what is going on with the resisting and driving forces?15. Select rainstorm—what happens?16. Click next and go to CONTROLS-VEGETATION. What are 3 advantages to having plants/trees/vegetation on a slope?17. How do humans affect the vegetation on slopes?18. Click next and go to CONTROLS-TRIGGERS. What type of damage did Hurricane Mitch cause in 1998?19. Describe the 2 mechanisms in which earthquakes cause mass movement events?20. Click next. Go to FALLS. What is the name given to a pile of loose material at the bottom of a cliff?21. What is their angle of response? Why does it have a high angle of response?22. Click next. Go to Slides. Where are slides likely to occur? Why?23. Describe slumps. How are they different from other slides?24. What is typically left on a mountain after a landslide?19
25. Click next. Go to FLOWS. How does the material behave in a mass movement flow?26. What are 3 examples of flows?27. Describe creep. How long does it take to creep to become visible?28. Click MODEL. Read the story to the right and complete the assignment. Describe your results here: (whichcombination created the most damage and the least damage? Why?)29. If you are finished and class isn’t over. Go to http://education.jlab.org/solquiz/index.htmlClick 20 questions and click earth science. Tell me your score when you are done.20
Unit Plan: Part 4-Review and Chapter TestObjective: To give students an opportunity to review all the material over the past 2 weeks and to providethem with a time to ask questions to help clarify any areas of confusion. Also the chapter test will serve as aformal assessment of learning objectives.SOLs:ES.8, ES.9NSTA Standards:8aMaterials:TextbookJeopardy PowerPoint Review GameWeathering, Soil, Erosion and Mass Movement Chapter TestProcedure:1. Students will complete the chapter review questions as a part of their review.2. The students will also participate in a Jeopardy Review Game.3. Students will take the Chapter TestEvaluation:Completion of Chapter Test-100 pts.Key Concepts-Understanding and differentiation between weathering, erosion, soil formation, and massmovement. Also understanding that they are all interconnected.21
Test: Weathering, Soil, Mass Movement (Ch.12)Multiple Choice: Identify the letter of the choice that best completes the statement or answers thequestion. Circle the appropriate answer on your test. (2 pts each)1.The breaking down and changing of rocks at or near Earth’s surface is calledA. Mass movementB. ErosionC. WeatheringD. Uplift2. This is the type of chemical weathering that is a reaction of water with other substances.A. AbrasionB. ExfoliationC. HydrolysisD. Oxidation3. The removal and transport of materials by wind, water, or glaciers.A. Chemical WeatheringB. ErosionC. HydrolysisD. Mass Movement4. Another name of the Subsoil layer is .A. Horizon AB. Horizon BC. Horizon CD. Bedrock5. What is usually found in the subsoil layer?A. Organic MaterialB. Clay and Iron-oxideC. HumusD. Large Rock Fragments6. Type of mass movement in which blocks of land tilt and move downhill along a curved slope.A. CreepB. MudflowC. SlumpD. Talus7. Carbonic acid mixed with rain is this type of chemical weathering.A. AbrasionB. ExfoliationC. HydrolysisD. Oxidation22
8. Soil that has been moved from the place it originally formed is called .A. Residual SoilB. Soil HorizonC. Transported SoilD. Tropical Soil9. Chemical weathering is most rapid inA. Hot, dry climatesB. Cold, dry climatesC. Cold, wet climatesD. Hot, wet climates10. The process of physical weathering and erosion shape Earth’s landforms byA. Expanding the elevation of the Earth’s surfaceB. Decreasing the elevation of the Earth’s surfaceC. Changing the composition of Earth’s surfaceD. Bending rock layers near Earth’s surface11. WhichA.B.C.D.of the following rocks is most likely to weather quickly?A buried rock in a mountainAn exposed rock on a plainA buried rock in a desertAn exposed rock on a slope12. The red color of rocks and soil containing iron-rich minerals is caused byA. Chemical weatheringB. Mechanical weatheringC. AbrasionD. Erosion13. WhichA.B.C.D.of the following has the greatest impact on soil composition?The activities of plants and animalsThe characteristics of the parent rockThe amount of precipitationThe shape of the land14. WhichA.B.C.D.of the following is least dangerous to people walking below?RockslideEarthflowCreepTalus23
Use the table below to answer Questions 15-16Texture Data for a Soil .550.239.3C31.448.420.2R (bedrock)31.750.118.215. According to the table, which horizon in this soil has the lowest percentage of sand?A. A horizonB. B horizonC. C horizonD. R horizon16. WhichA.B.C.D.of the following is the best description of the soil represented by the table?SandySiltyClayeyOrganic17. WhichA.B.C.D.of the following statements is true?Increasing the surface area of an exposed rock increases the rate of weathering.Decreasing the surface are of an exposed rock increases the rate of weathering.Increasing the surface area of an exposed rock decreases the rate of weathering.The surface area of an exposed rock has no affect in the rate of weathering.18. Organic matter in soil is made fromA. Weathered parent rockB. Decayed plants and animalsC. Acid rainD. Carbon dioxide19. V-shaped valleys, canyons, and deltas are all the result of which type of erosion?A. WaveB. GlacialC. WindD. Running water20. WhichA.B.C.D.of the following does NOT usually trigger mass movement?Growth of native vegetation on slopesFormation of over-steepened slopesSaturation of surface materials with waterVibration of the ground during an earthquake24
21. Exfoliation of granite at Earth’s surface occurs becauseA. The granite has undergone upward expansionB. The granite contains quartzC. The granite is not very porousD. The granite is impermeableIdentification: Identify whether the following statements are examples of mechanical or chemicalweathering. (M) for mechanical and (C) for chemical. (2 pts each)22. Tree roots wedging into a layer of sedimentary rock.23. The oxidation of minerals that contain iron.24. Carbonic acid weathering limestone.25. Animals digging burrows for homes in rock.26. Leaves decaying in a forest.27. Rocks falling off a cliff.Matching: Match the correct type of erosion to the term on the left. Answers may be used more than once.28. U-Shaped Valleysa. Running Water29. Grand Canyonb. Waves30. Weathered Cliffsc. Wind31. Smooth shells at beachd. Glaciers32. Fjords33. Loess deposits34. DeltasShort Answer: Read each question carefully and make sure you answer all parts of the question.35. What is the difference between weathering, erosion, and mass movement? Give an example of each.25
36. Soil depletion and the loss of soil has become a major problem across the world. How and why does soildepletion occur? What are 2 ways in which humans can work to conserve soil from loss of fertility and soil erosion?37. Humans can greatly impact the likelihood of a mass movement event. What are 4 examples of how humans cannegatively impact a slope’s stability?Extra Credit: Draw an ocean animal!26
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 Evidence Points Student understands the key vocabulary associated with soil formation and soil conservation Completion of the Soil
WEATHERING, EROSION & DEPOSITION MODULE Lesson 5 – WEATHERING, EROSION AND DEPOSITION IN THE LOCAL ENVIRONMENT page 4 Schoolyard Weathering and Erosion Treasure Hunt Date: _ Your Name(s): _ This activity is intended to guide you in searching the schoolyard for good evidence of weathering and
Section 1 Rocks and Weathering Objectives After this lesson, students will be able to G.4.1.1 Explain how weathering and erosion affect Earth’s surface. G.4.1.2 Identify what causes mechanical weathering and chemical weathering. G.4.1.3 Describe the factors that determine how fast weathering occurs. Target Reading Skill Relating Cause and Effect
Weathering, Erosion, and Deposition in the Texas Ecoregions: Weathering, erosion, and deposition shape the topography and soil characteristics of Earth's surface. For example, in Texas, these processes have formed a variety of landforms (beaches, plateaus, mountains, and canyons) as well as soil types (fertile soil, clay rich soil,
land may be removed, weathering brings about new soil. Approximate Grade Level: 3 - 4 Objectives: The students will be able to define weathering and erosion and observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; explore and record how
Types of Soil Erosion Rain drop or splash erosion: Erosion preceded by the destruction of the crumb structure due to the impact of falling raindrop on the surface of soil is termed as splash erosion. Sheet erosion: It is the fairly uniform removal of soil in thin layers from the land surface, of
Weathering, Erosion and Deposition . Shaping the Earth's Surface Weathering the process of breaking down rocks into smaller fragments Erosion the transport of rock fragments from one location to another Deposition . Clay-rich soil holds water, forming a thick muc Soil with some clay and some sand is called
The susceptibility to weathering is a concept that is frequently addressed by "the" weathering rate of a rock material or mass. Weathering rates may be expected to decrease with time, as the state of the rock mass becomes more and more in equilibrium with its surroundings. Weathering SSPC levee - Minnesota - Hack 23/09/2016 40
Obtaining Weathering, Erosion, and Deposition Use this as an individual lab using small rectangular pans or as a class demonstration to determine how weathering, erosion, and deposition occur. Does having ground cover help prevent weathering, erosion, and deposition.
