C E C U R R I C U L U M I E N S C B L E I T A. i N T E G R A T I N G A R T S i n O N A T I D U C B L I P U. Student Learning Objectives:

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1 Sedimentation E Q U I T A B L E S C I E N C E C U R R I C U L U M Lesson 3 i N T E G R A T I N G A R T S i n P U B L I C E D U C A T I O N NGSS Science Standard: 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. Disciplinary Core Idea: ESS1.C: The History of Planet Earth Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1) Crosscutting Concepts: Patterns: Patterns can be used as evidence to support an explanation. (4-ESS1-1) Student Learning Objectives: Student will be able to describe the process of sedimentation and explain how sedimentation occurs. Students will explain the processes and relationship between weathering, erosion, and sedimentation. Students will predict the long term effects of weathering, erosion, and sedimentation. MISCONCEPTION: Test Form 881, Question #7:According to scientists, the tall mountains in the western U.S. are younger than the low mountains in the eastern U.S. How can the younger mountains be taller? Possible Preconceptions/Misconceptions: Rocks do not change. Weathering and erosion are essentially the same thing. The two words can be used interchangeably. Erosion happens quickly. Erosion is always bad Wind cannot move grains of sand Moving water can only change the surface of the earth over long time periods. Changes are not happening over short time periods STEM Earth Systems Lesson 3 Page 1

2 BRIEF LESSON DESCRIPTION: Concept statement - Sedimentation is the building up of layers of small particles like sand or mud. The easiest place to see this is the beach. A beach is made up of lots of sand which have been deposited by runoff from rivers or streams, or created by wave action in the ocean. Vocabulary Tier 2: deposit- to leave an amount of (something, such as sand, snow, or mud) on a surface or area especially over a period of time transport- to carry someone or something from one place to another cycle- a set of event or actions that happen again and again over a period of time observe- to see and notice someone or something; to make a comment about something you notice shape- to give a particular form or shape to (something) : to work with (a material) in order to make something from it Tier 3: geologist- a scientist who studies Earth, its materials, and its history. mechanical weathering: process by which rock is split or broken into smaller pieces without changing its chemical composition, disintegration. physical weathering- the process by which rocks are broken down by breaking and banging. biological weathering- the process by which rocks are broken down by living things such as tree roots. rock- a solid earth material usually made of two or more minerals. sand- small, loose grains of worn or disintegrated rock. sediment- pieces of weathered rock such as sand, deposited by wind, water, and ice. erosion- the movement of sediments. sedimentation- the settling of weathered rock particles into layers determined by their size and weight. silt- a sedimentary material consisting of very fine particles, intermediate in size compared to sand and clay. weathering- the process by which larger rocks are cracked and broken over time to form smaller rocks. STEM Earth Systems Lesson 3 Page 2

3 Background Information: Sand and mud come from inland areas. Rivers erode weathered rock from the land and carry the sediment towards the sea. As the water slows, it can t carry as much sediment so larger, heavier particles of sand and rock are dropped off. If you look at a cliff, you will often see layers which make the cliff look like a layer cake. These layers are caused by eroded sediment. Over a long period of time, the grains of sand and mud build up and up, forming layers. Sedimentary rocks are formed by the same process as layers of sediment are built up over time. Materials Per group: A ½ or 1 liter plastic bottle with a cap. Water Sand Small gravel Clay or fine dirt 3 oz cup A sheet of construction paper (to make a funnel with) Engage (7-10 minutes): Ask students to describe weathering and erosion. How are they different? Does weathering have to happen first? (Activate prior knowledge and review/reinforce) Ask students to predict what happens to particles after they are eroded and transported? Where do the particles end up? Ask students to justify their answers. Why do particles end where students think they do? Show students photos of the layers of sedimentation found in mountains or canyons. STEM Earth Systems Lesson 3 Page 3

4 Ask students where they think the layers come from? How long did it take for them to get there? Explain that the layers form over thousands of years as sediment is deposited in layers. Let students know that Geologists explore the history of an area by studying the layers of sediment left behind or deposited by the process of erosion. Weathering and erosion break down and move particles that form these layers over thousands of years. This process of building up and eroding away is all part of the Rock Cycle. Explore/Lesson Procedures (30 minutes) Inquiry questions: How does sedimentation occur? What does sedimentation look like? Preparation: Describe and show the materials for the experiment/activity that students will be doing today before handing out or having students get materials. Pass out the materials to each group. Part A: 1. Have students fill the 3 oz cup with gravel and create a paper funnel to get it into the bottle. 2. Have students fill the 3 oz cup with sand and pour it into the bottle. 3. Have students fill the 3 oz cup with clay or dirt and pour it into the bottle. 4. Have students fill the 3 oz cup with water and pour it into the bottle. If the water does not cover all the sediment have students add a little more water such that there is some water above the sediment. 5. Have students cap the bottle securely and shake the bottle vigorously (This process could be much like a big storm or a strong river moving sediment). 6. Once the bottle is well shaken, have student place the bottle on the table and not disturb it. 7. Ask students to illustrate and describe what they see in the bottle right after they stop shaking it. What color do they see? What are the characteristics of the stuff in the bottle? What do they think is going to happen? 8. Let students know they will be making 4 observations in 3 minute intervals (Use lab sheet). 9. Ask students to note any changes at each observation point and have them revise their predictions as needed after each observation. Do their predictions become more detailed and accurate over time? 10. Ask students what settled at the bottom first? Why did this happen? What do they expect to settle last? STEM Earth Systems Lesson 3 Page 4

5 11. Have students complete the 4 square vocabulary sheet for sedimentation ***ELL Modification: Write sentence frames on the board: As time goes by (larger, smaller) pieces of sediment settle at the bottom (first, later). Evaluate (10-15 minutes): Have students refer back to the posters of the Rocky Mountains and the Appalachian Mountains, and the one below. Ask students to look at the picture and determine where weathering, erosion, and sedimentation may be occurring? How are the processes of weathering and erosion and sedimentation connected? What causes these processes? What is the result of the processes? What happens to mountains over time due to erosion? Why might that be important? STEM Earth Systems Lesson 3 Page 5

6 Sedimentation Lab Sheet. STEM Earth Systems Lesson 3 Page 6