Erosion and Deposition
Unit Learning Goals: Erosion and Depostion:
Scientific Practices (What should the students learn to do or do better?)
GLCE'S
- Evaluate data, claims, and personal knowledge through collaborative science discourse. (S.IA.06.12)
- Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. (S.RS.06.15)
Using Scientific Knowledge
- Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments. (E.SE.06.11)
- Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. (E.SE.06.12)
- Analyze characteristics of physical and chemical weathering.
- Determine how soils and sediments are formed.
- Determine the effect of rainfall on various rock sediments.
- Analyze the processes of how rocks are eroded and deposited.
Constructing Scientific Knowledge
- Collaborate in groups to determine erosion’s effects in cliff models, how deposition works in river systems and varying levels of erosion of multiple earth materials.
- Evaluate challenge questions by analyzing the given information from the textbook.
Reflecting on Scientific Knowledge
- Analyze the effects of erosion and weathering by building a model of a landform such as a waterfall, mudslide, glacier etc. that depicts these processes.
Knowledge EPE Chart For Erosion and Deposition: How do erosion and deposition change the earth’s surface over time?
Experiences
- Observe various locations before and after the construction of buildings.
- Examine topographical maps for changes in roads and buildings, waterways and landforms.
- Assemble and model how sediments can be moved by rainfall (weathering).
- Define destructive and constructive earth processes.
- Identify the processes of weathering, erosion and deposition.
- Study the Mississippi River Delta and how erosion and deposition affect it
- Analyze various earth materials and the rate at which they erode
- Model how ocean waves affect a cliff
Patterns
- Rocks are broken down into smaller pieces. These pieces become sediments.
- When water moves from one location to another, it carries sediments.
- Structures or surfaces outside are damaged by erosion.
- Consistent water movement, such as waves created in a cliff model, cause sediments to break off.
- The Mississippi River Delta has experienced an expanding coastline because of the ricer carrying sediments and depositing them. This also occurs in Boomtown.
Explanations
- The processes of eroding and depositing rock consistently change landforms, buildings and locations. Sometimes these processes, especially erosion, have a negative effect on the existing structures.
- There are various weathering agents, including rain, waves, ice, chemicals, animals and plants. Weathering creates sediments that can be carried away though the process of erosion.
- Erosion is a destructive process. It carries sediments away from their location. Deposition is a constructive process that builds up sediments in a new location.
Central Question and Model Response
How is the earth’s surface changed over time by natural processes?
Students will gather their evidence for a geologist’s report. Using this data, they will create a group narrative using evidence to explain the advantages and disadvantages of building in an area of Boomtown. This is one example of a model response.
Seaside Cliff is a cliff located on the coast of Boomtown. Currently, building has not taken place on the cliff but there is building nearby to the west. Seaside Cliff has compact, sticky soil that is erosion resistant. The soil would be sturdy enough to support structures like the housing development.
Because of Seaside Cliff’s location next to East Bay, it experiences some erosion and weathering from the waves. The waves consistently crashing along the shore cause sediments to break off, or become eroded. The cliff also experiences weathering, such as rainfall, that further erodes sediments. When it rains, the rain runs off over the cliff. This causes sediments to be carried away from the cliff and into the ocean. However, because of the cliff’s height, there is very little rick of flooding if structures where built in this location.
When the topography of Seaside Cliff is considered, there have been no changes in the last 20 years. This is a positive indicator that very little erosion has taken place. When viewing the topographical map of Boomtown from 100 years ago, it is apparent that there is some erosion that took place, but nothing significant. Recently, the land stability has been good but this has not been entirely consistent long term.
When considering the geological issues that can affect construction, the only worry for building on Seaside Cliff is the possibility of wave erosion. If the waves erode enough of the cliff, this will cause an undercutting effect that could create a significant amount of damage to the structures in place. Ensuring that this be monitored frequently would be crucial for maintaining the safety of the structure and people who inhabit them.
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Rubric for Geologist’s Report
Names: ____________________________________________________________________________
Date: _________________________________________
Location: ____________________________________
The students have included:
_____ The type of landform
_____ Current building taking place on or near the site
_____ The composition of the landform (i.e. earth materials)
_____ Earth processes that affect the landform
_____ Water sources and flow that affect the landform
_____ Flood risk
_____ Changes in topography over time (20, 100 years)
_____ Land stability
_____ Potential geological problems for construction
Comments:
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Instructional Approach for Erosion and Deposition: How do erosion and deposition change the earth’s surface over time?
1: Where should we build? (24)
Students will be introduced to Boomtown and the three locations set for building. Students will discuss the three sites and how they have changed over time.
Establishes a question: how has Boomtown changed over time?
2: Making topographical maps (25)
Students will be introduced to topographical maps. They will create their own by tracing the ripples of dye in water. Afterwards, students will discuss its features.
Exploration of topographical maps teaches students their features through active engagement.
3: Boomtown’s Topography (26)
Students will view the street and topographical maps of Boomtown. They will analyze changes to Boomtown over time by comparing various maps.
Exploration of topographical maps in the context of Boomtown. Observe changes over time to look for patterns.
4: Investigating Boomtown’s Weather (27)
Students will be introduced to weathering agents, specifically water and rainfall, and how they affect building sites. Students will determine the mean, median and mode of various sets of data.
Use weather data to look for patterns by looking at rainfall data and how this affects various building sites.
5: Investigating Boomtown’s Weather (27)
Students will graph their data and analyze their findings. Students will then use this information to consider which site to build on.
Use weather data to look for patterns by looking at rainfall data and how this affects various building sites.
6: Cutting Canyons and Building Deltas (28)
Students will learn about the role of water in creating topography. Students will make predictions prior to the activity and then will observe how landforms are created from flowing water. Students will use this information to understand topographical changes.
Explore water flow and how this creates landforms. Students will share what they find to explain this pattern.
7: Weathering, Erosion and Deposition (29)
Students will discuss earth processes in Boomtown. They will read about weathering, erosion and deposition. Students will then discuss how humans affect these processes.
Introduce processes of erosion, deposition and weathering.
8: Challenges of the Mississippi Delta (30)
Students will discuss the ancient Mississippi River and its delta. Students will participate in a role-play about New Orleans.
Explain a real world example, the Mississippi Delta, and apply it to erosion and deposition.
9: Challenges of the Mississippi Delta (30)
Students will discuss the professions in the play and their differing stance on the delta. Students will decide their beliefs regarding building on the delta, flooding of the river and living near the river.
Explain a real world example, the Mississippi Delta, and apply it to erosion and deposition.
10: Resistance to Erosion (31)
Students will discuss how some materials are more resistant to erosion than others. Students will observe the effect of erosion on various materials. Students will discuss the earth materials in Boomtown.
Explain a variety of earth materials in relation to erosion. Relate back to Boomtown.
11: Investigating a Cliff Model (32)
Students will learn about coastlines and how the land and water work in the processes of erosion and deposition. Students will investigate a cliff model.
Introduce how coastlines are affected by erosion and deposition and use these explanations in a cliff model.
12: Earth Processes and Boomtown’s Coast (33)
Students will be introduced to the coast of Boomtown. Students will read about the interaction of processes at the beach. Students will analyze advantages and disadvantages for managing erosion and deposition around beaches.
Create explanations for managing erosion and deposition at a coastline in Boomtown.
13: Preparing the Geologist’s Report (34)
Students will use what they have learned to create a report about the geology of each location in Boomtown. These reports will be used as a deciding factor for where the houses will be built.
Create a report about geological features. Receive a model on this day for support.
14: Preparing the Geologist’s Report (34)
Students will use what they have learned to create a report about the geology of each location in Boomtown. These reports will be used as a deciding factor for where the houses will be built. Students will present their reports on this day.
Create a report about geographical features and decide where housing units should be built.
* Functions described in terms of the Inquiry and Application Instructional Model (I-AIM).