Chapter Resources for Differentiated Instruction Weathering and Soil

Transcription

1 Chapter Resources for Differentiated Instruction Weathering and Soil Title Page Lesson 1 Lesson 2 Level Get Ready to Read 1 all students Quick Vocabulary 3 all students Student Lab Safety Form 5 all students Launch Lab 8 28 all students Content Vocabulary ELL 9 29 all students Lesson Outline ELL all students MiniLab all students Content Practice A AL OL BL Content Practice B AL OL BL Language Arts Support 35 all students Math Skills 15 all students School to Home all students Key Concept Builders AL OL BL Enrichment all students Challenge AL OL BL Lesson Quiz A AL OL BL Lesson Quiz B AL OL BL Skill Practice 23 all students Lab A AL OL BL Lab B AL OL BL Lab C 52 AL OL BL Chapter Key Concepts Builder 53 AL OL BL Chapter Test A AL OL BL Chapter Test B AL OL BL Chapter Test C AL OL BL Answers (with Lesson Outlines) T2 T13 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level.

2 page 39: Matthew Ward/Getty Images Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Middle School Science program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN: MHID: Printed in the United States of America MAL

3 To The Teacher This book contains reproducible pages that support the Student Edition. Descriptions and frequencies of these resources are listed in the table that follows. Title Frequency Overview Get Ready to Read: What do you think? 1/Chapter Using the Get Ready to Read anticipation guide in the Student Edition? This page matches the anticipation guide in the Student Edition. Students can complete this at the beginning of a chapter and check their responses at the end. Appropriate For all students Quick Vocabulary 1/Chapter Need some options to preteach vocabulary and help students with vocabulary development? By folding the Quick Vocabulary sheet in half, students will have an easy reference tool. Lesson vocabulary, along with academic vocabulary, review vocabulary, or multiple-meaning words, are listed and defined. Students can add other words that they need to remember as well. all students Student Lab Safety Form 1/Chapter Need a standard lab safety form? Each FastFile includes this form that students can complete prior to each lab. Students indicate that they understand all aspects of the lab. There is a place for the student and you to sign it. all students Launch Lab Content Vocabulary* Lesson Outline* MiniLab 1/Lesson 1/Lesson 1/Lesson 1/Lesson Want a lab recording page for Student Edition Launch Labs? Each recording page matches the Student Edition Launch Labs, so students do not need to use their textbooks in the lab. Want to help students who need more vocabulary practice? Content Vocabulary pages provide review and reinforcement activities. Use these pages to help students master content terms. Want an outline of the chapter for a substitute teacher, for absent students, or for students to use for review? Lesson outlines follow the head and subhead structure of the Lesson, emphasizing the major content objectives. They can be used in many ways. In addition to those listed above, they can help you organize teaching notes and accompany student reading. Want a lab recording page for Student Edition MiniLabs? This recording page matches the Student Edition MiniLab, so students do not need to use their textbooks in the lab. all students all students all students all students AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Weathering and Soil iii

4 Title Frequency Overview Appropriate For Content Practice (Leveled) 1/Lesson Need more options for content review? Content Practice A is designed to help students who have difficulties learning and understanding the vocabulary and Key Concepts of each lesson: Form A helps struggling students grasp lesson content AL AL AL Form B provides on-level and beyond-level reinforcement of lesson content AL OL BL Language Arts Support 1/Chapter Looking for a way to help students build reading and writing skills in science? Language Arts Support pages provide practice using vocabulary, language structure clues, and writing skills with science content. all students Math Skills 1/Chapter Want help for students who need to practice math skills? This page provides additional practice of the Math Skill in the Student Edition. all students School to Home 1/Lesson Looking for a way to help students with the content? The School to Home page provides support for a home-learning partner to help a student better understand the Big Idea of a chapter. all students Key Concept Builders Enrichment Challenge Lesson Quiz (Leveled) 4/Lesson 1/Lesson 1/Lesson 1/Lesson Have students who need more practice with Key Concepts? Key Concept Builders present the content in a context different from the Student Edition. These pages can be used whenever a student is struggling with any of the lesson s Key Concepts. Looking for ways to help students to broaden their understanding of lesson concepts? Use Enrichment pages to further explore information and Key Concepts introduced in a lesson. Want to motivate the independent learner? The Challenge activity extends information in the Student Edition and challenges a student s abilities. The activity can be completed in class or at home. Need options to evaluate students after each lesson? These quizzes are developed around the Key Concepts of a lesson: Quiz A provides more guided questions Quiz B provides more short-answer and completion questions AL AL AL all students AL AL BL AL AL OL BL AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. iv Weathering and Soil

5 Title Frequency Overview Skill Practice 1/Chapter Need a lab recording page for the Skill Practice? This corresponds to the Skill Practice in the Student Edition. Write-on lines are included for answers. Tables/ charts/graphs are included for recording observations, or space is provided for drawing tables/charts/graphs. Students do not need to use their textbooks in the lab. Appropriate For all students Want leveled lab recording pages for the Lab in the Student Edition? These pages provide leveled versions of the Student Edition Lab. Write-on lines are included for answers. Tables/charts/graphs are often included for recording observations, or space is provided for creating tables/charts/graphs: Lab (Leveled) 1/Chapter Version A This version follows the student edition lab but each step of the procedure is broken down sentence by sentence. Included are check-off boxes that provide easier processing for struggling learners. AL AL AL Version B This version is the student edition lab. AL OL BL Version C This version is designed to be a challenge for independent learners. Students must complete version B before doing version C. AL AL BL Chapter Key Concepts Builder Chapter Test (Leveled) Teacher Pages 1/Chapter 1/Chapter Have students who need more practice with Key Concepts related to the Big Idea? This practice page is designed to reinforce chapter content for struggling students before they take the chapter test. Need options to assess each student according to his or her abilities? These leveled chapter tests accommodate all students: Version A provides students with more guided questions Version B more short-answer and completion questions Version C challenges students with more difficult and open-ended questions Want all the answers in one place? These pages contain the answers for all the practice pages. AL AL AL AL AL AL AL OL AL AL AL BL AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Weathering and Soil v

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7 Get Ready to Read Weathering and Soil What do you think? Before you read, decide if you agree or disagree with each of these statements. On the line before each statement, place an A if you agree or a D if you disagree. As you read this chapter, see if you change your mind about any of the statements. Before You Read Statements After You Read 1. Any two rocks weather at the same rate. 2. Humans are the main cause of weathering. 3. Plants can break rocks into smaller pieces. 4. Air and water are present in soil. 5. Soil that is 1,000 years old is young soil. 6. Soil is the same in all locations. What have you learned? After you read each lesson, return to this worksheet to see if you have changed your mind about any of the statements related to that lesson. Place a C after each statement that is correct or an I for those that are incorrect. Weathering and Soil 1

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9 Quick Vocabulary Lesson 1 Lesson 2 chemical weathering processes by which the materials in a rock are changed into new materials environment physical, chemical, and biotic factors acting in a community mechanical weathering processes by which rock is broken into smaller pieces oxidation cause of chemical weathering; combines the element oxygen with other elements or molecules weathering mechanical and chemical processes that change objects on Earth s surface over time biota all the organisms living in a region climate average weather of an area decomposition process that changes once-living material into organic matter horizon layer of soil formed from the movement of the products of weathering organic matter remains of something that was once alive parent material starting material rock or sediment that weathers and forms soil pore small hole or space in soil sediment rock material that has been broken down or dissolved in water soil mixture of weathered rock, rock fragments, decayed organic matter, water, and air topography shape and steepness of the landscape Weathering and Soil 3

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11 Student Lab/Activity Safety Form Teacher Approval Initials Date of Approval Student Name: Date: Lab/Activity Title: Carefully read the entire lab and answer the following questions. Return this completed and signed safety form to your teacher to initial before you begin the lab/activity. 1. Describe what you will be doing during this lab/activity. Ask your teacher any questions you might have regarding the lab/activity. 2. Will you be working alone, with a partner, or with a group? (Circle one.) 3. What safety precautions should you take while doing this lab/activity? 4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that you do not understand. Student Signature Weathering and Soil 5

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13 Lesson 1 Weathering Student Labs and Activities Page Appropriate For: Launch Lab 8 all students Content Vocabulary ELL 9 all students Lesson Outline ELL 10 all students MiniLab 12 all students Content Practice A 13 AL AL AL Content Practice B 14 AL OL BL Math Skills 15 all students School to Home 16 all students Key Concept Builders 17 AL AL AL Enrichment 21 all students Challenge 22 AL AL BL Skill Practice 23 all students Assessment Lesson Quiz A 25 AL AL AL Lesson Quiz B 26 AL OL BL Teacher Support Answers (with Lesson Outlines) T2 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Weathering and Soil 7

14 Launch Lab LESSON 1: 10 minutes How can rocks be broken down? Have you ever looked at the rocks in a stream? What makes some rocks look different from other rocks? Procedure 1. Read and complete a lab safety form. 2. Obtain 12 pieces of candy-coated chocolate candies. Put four of them in a plastic cup. Place the rest into a container with a lid. 3. Fasten the lid tightly. Shake the container vigorously 300 times. 4. Remove about half of the pieces. Place them in another plastic cup. 5. Replace the lid, and shake the container 300 more times. Remove the remaining rocks and place them in another cup. Record your observations below. Data and Observations Think About This 1. Compare and contrast the rocks from each cup. 2. Key Concept What do you think caused your rocks to change? 8 Weathering and Soil

15 Content Vocabulary LESSON 1 Weathering Directions: An analogy is a relationship between two pairs of words. An analogy can be written in the following manner: a is to b as c is to d. For example, apple is to fruit as celery is to vegetable. In the analogies that follow, one of the words is missing. On each line, write the term from the word bank that correctly completes each analogy. chemical weathering environment mechanical weathering oxidation weathering 1. Ice wedging is to mechanical weathering as is to chemical weathering. 2. is to increased surface area as chemical weathering is to changed minerals. 3. Weathering is to water and temperature as is to physical, chemical, and biotic factors. 4. Acid rain is to as abrasion is to mechanical weathering. 5. Chemical and mechanical are to as rain and snow are to precipitation. Weathering and Soil 9

16 Lesson Outline LESSON 1 Weathering A. Weathering and Its Effects 1. The chemical and physical processes that change objects on Earth s surface over time are called. 2. Over thousands of years, breaks up rocks into smaller pieces. B. Mechanical Weathering 1. During, physical processes break rocks into smaller pieces. 2. Mechanical weathering does not change the of the rock. 3. When mechanical weathering breaks a large rock into smaller pieces, the total of the rock increases. 4. Between sandy and clay soils, soil holds more water and nutrients because it consists of smaller particles that have more surface area. 5. In, water enters cracks in rocks and freezes. Water when it freezes and makes the cracks larger. 6. Grinding rock away by friction or impact is called. 7. growing in a crack in a rock and animals burrowing through loose rock can cause mechanical weathering. C. Chemical Weathering 1. During, the materials that make up rocks are changed into new materials. 2. Water is an important agent of weathering because most substances in water. 3. A(n) is a more powerful weathering agent than water. a. The measure of acidity is called. b. An acid has a ph less than. c. Rain weathers rock because rain is slightly. d. rain contains pollutants that make its ph less than Weathering and Soil

17 Lesson Outline continued 4. Oxygen combines with other elements or molecules during. a. Most oxygen used in oxidation comes from the. b. The product of oxidation is a(n). c. Oxides are useful because they form, which people use to obtain metals. d. The part of a rock oxidizes the most because it has more contact with oxygen in the air. D. What affects weathering rates? 1. Mechanical and chemical weathering depend on and temperature. a. Mechanical weathering occurs fastest in areas that have a lot of changes. b. Chemical weathering is fastest where the climate is warm and. c. Overall, weathering occurs fastest in regions near the. 2. The type of also affects how fast weathering occurs. The most easily weathered in a rock determines how quickly the rock weathers. Weathering and Soil 11

18 MiniLab LESSON 1: 20 minutes How are rocks weathered? Chemical weathering can be caused by weak acids. These acids react with minerals in the rock and produce new substances. Procedure 1. Read and complete a lab safety form. 2. Use a magnifying lens to carefully examine the rocks provided by your teacher. Note details such as color, texture, and size of grains. 3. Use a thin-stem pipette to place several drops of water on each rock. 4. Observe what happens to each rock. Record your observations in the Data and Observations section below. 5. Use the pipette to place several drops of diluted hydrochloric acid on the each rock. Again, record your observations. Data and Observations Analyze and Conclude 1. Recognize Cause and Effect Which substance reacted with the rock? How do you know a reaction occurred? 2. Key Concept What might happen to rocks exposed to such a substance in the environment? 12 Weathering and Soil

19 Content Practice A LESSON 1 Weathering Directions: Complete this concept map by choosing statements and writing them in the correct spaces. Rock and water grind other rock. Pollutants dissolve in water. Animals burrow into soil. Intense temperature causes rocks to expand. Ice expands cracks in rock. Molecules combine and form oxides. Plants cause rocks to crumble. 1. Mechanical weathering Weathering 2. Chemical weathering Weathering and Soil 13

20 Content Practice B LESSON 1 Weathering Directions: Complete the chart by choosing terms from the word bank and writing them in the correct spaces. Then finish each sentence. abrasion acid rain animals intense temperatures ice wedging normal rain oxidation plants Mechanical Weathering 1. cause(s) weathering because. 2. cause(s) weathering because. 3. cause(s) weathering because. Chemical Weathering 6. is the process that combines. 7. has a ph of about 5.6 and can cause. 8. has a ph of 4.5 or less and causes. 4. cause(s) weathering because. 5. cause(s) weathering because. Directions: Respond to each statement on the lines provided. Use complete sentences. 9. Define weathering. 10. Explain the effects of mechanical weathering. 11. Explain the effects of chemical weathering. 14 Weathering and Soil

21 Math Skills LESSON 1 Use Geometry The area (A) of a rectangle equals length (l ) times width (w). This is shown by the formula A = l w. For a rectangular solid, the total surface area (SA) equals the sum of the areas of all six surfaces. Area is measured in square units, such as square centimeters (cm 2 ). A rectangular block of stone has a length of 8 cm, a width of 2 cm, and a height of 10 cm. What is its surface area? Step 1 Find the areas of the six surfaces. top and bottom = 8 cm 2 cm = 16 cm 2 front and back = 10 cm 8 cm = 80 cm 2 right and left sides = 2 cm 10 cm = 20 cm 2 Step 2 Add the areas of the six surfaces. top + bottom + front + back + right side + left side = 232 The stone has a surface area of 232 cm 2. Practice 1. A rectangular block of stone has a length of 7 cm, a width of 3 cm, and a height of 10 cm. What is the surface area of the stone? 2. A rectangular block of stone has a length of 9 cm, a width of 4 cm, and a height of 12 cm. What is the surface area of the stone? 3. A rectangular block of stone has a length of 9 cm, a width of 3 cm, and a height of 5.5 cm. What is the surface area of the stone? 4. A rectangular block of stone has a length of 10 cm, a width of 3 cm, and a height of 15 cm. What is the volume of the stone? Weathering and Soil 15

22 School to Home LESSON 1 Weathering Did you know? Some of the world s best-known structures have fallen victim to weathering. Weathering has worn down the stones on the statues on Easter Island and on the pyramids in Egypt. Structures such as the Eiffel Tower, the Taj Mahal, and the Statue of Liberty have been weathered by acid rain and other chemicals in the air. For this activity, you will first find an example of mechanical weathering in your neighborhood. Then you will find an example of chemical weathering. Use the chart below to record data on the examples of weathering you find. Object Description Type of Weathering 1. How did you identify your first example as mechanical weathering? 2. How did you identify your second example as chemical weathering? 16 Weathering and Soil

23 Key Concept Builder LESSON 1 Weathering Key Concept How does weather break down or change rock? Directions: Use the clues and the terms listed below to complete the puzzle. abrasion acid acid rain burrowing chemical weathering crumbling ice wedging oxide ph surface area Across 2. weathering caused by grinding away at rock 5. what animals do that breaks down rock 7. the process that changes minerals into new minerals 9. weathering caused by plants and animals 10 9 Clues Down 1. weathering caused by water that freezes 3. all the space on the surface plane of an object 4. the product of oxidation 6. a measure of acidity 8. anything with a ph between 0 and rain with a ph of 4.5 or less Weathering and Soil 17

24 Key Concept Builder LESSON 1 Weathering Key Concept How do mechanical processes break rocks into smaller pieces? Directions: Respond to each statement in the space provided. Mechanical Weathering Cause 1. Draw a picture showing ice wedging. Effect 2. Explain how ice wedging causes weathering. 3. Draw a picture showing abrasion. 4. Explain how abrasion causes weathering. 5. Draw a picture showing how plants cause mechanical weathering. 7. Draw a picture showing how animals cause mechanical weathering. 6. Explain how plants cause weathering. 8. Explain how animals cause weathering. 18 Weathering and Soil

25 Key Concept Builder LESSON 1 Weathering Key Concept How do mechanical processes break rocks into smaller pieces? Directions: Answer each question and explain its importance in the space provided. Mechanical Weathering Answer Why It Is Important 1. What does mechanical weathering do? 2. How long does it take for the effects of mechanical weathering to be noticeable in rocks? 3. What happens to the surface area of rock as it breaks apart? 4. What is the sequence of events in ice wedging? 5. What is the sequence of events in abrasion? 6. What is the sequence of events in weathering caused by plants? 7. What is one way in which animals cause rock weathering? Weathering and Soil 19

26 Key Concept Builder LESSON 1 Weathering Key Concept How do chemical processes change rocks? Directions: Answer each question and explain its importance in the space provided. Chemical Weathering Answer Why It Is Important 1. What does chemical weathering do? 2. In which type of environment is the rate of weathering the fastest? 3. How does the process of dissolving occur? 4. Which material dissolves most substances in chemical weathering? 5. What is the range of ph levels of acid? 6. What can make normal rain more acidic? 7. What combines during oxidation? 8. How does the ph of normal rain compare with the ph of vinegar? 9. What is the ph level of acid rain? 20 Weathering and Soil

27 Enrichment LESSON 1 Buffering the Effects of Agriculture In the 1930s, huge dust storms swept through the Great Plains in the Midwestern United States. Dust storms were a result of the mechanical weathering, or erosion, of once-fertile farmland that was caused mainly by wind. The Plains suffered from poor farming techniques and an eight-year drought. Farmers who had settled in the region used techniques that were not suited to the dry, treeless area and its soft soils. Overtilling and overgrazing, combined with the drought, exposed the fertile topsoil to the persistent winds. Erosion and Pollution Erosion can also contribute to pollution. Erosion caused by storm runoff can carry chemicals such as fertilizers, pesticides, and herbicides into surface water. Scientists have determined that natural wetlands filter much of the contamination resulting from agricultural runoff. Applying this knowledge to farming, farmers plant buffers next to waterways, using native plants rather than crops. The two main types forest buffers and grass buffers capture much of the sediment and chemicals that rainwater normally washes off farmland. The roots of grass and forest buffers absorb nitrates and help control nitrate levels in the soil and groundwater. The Applying Critical-Thinking Skills Directions: Respond to each statement. 1. Compare wetlands, grass buffers, and forest buffers. buffers roots encourage the growth of bacteria in the soil. These bacteria eat nitrates and other chemicals deposited by fertilizers in the groundwater. Reducing Runoff Grass waterways and grass hedges can be used to prevent erosion in areas with heavy rainfall. By building grass-covered pathways at the lowest level of a field, farmers can divert runoff to these pathways. Because the waterways are covered with grass, topsoil from them does not wash away easily. Grass hedges go further, trapping sediment from runoff as water flows through them. Hedges slow the pace of runoff, reducing its physical effects on the land. Farmers once cleared fields entirely to maximize crop area. Now many farmers preserve wide buffer zones on both sides of a waterway. Some streams that were turbid and oxygen-depleted because of runoff sediments, fertilizers, and pesticides are now healthy because buffer zones were restored. Buffers provide more benefits than just controlling farm runoff. Forest buffers can be selectively harvested for timber or other forest products. Grass buffers can be harvested as feed for livestock. They can also be used to control erosion on construction sites and in urban recreation areas. 2. Predict where you think farm runoff would go if no buffers were in place. Analyze the effects that this runoff would have. Weathering and Soil 21

28 Challenge LESSON 1 Ice Wedging Water becomes less dense and expands when it freezes. This decrease in density keeps frozen water floating on top of a lake instead of sinking to the bottom, where it would damage wildlife and vegetation. Water can expand as much as 9 percent when it freezes. Water flows into a crack, freezes, expands, and makes the crack a bit wider. More water then flows into the crack and expands the crack even more. Over time, the crack gets wide enough to cause stress on the rock, and the rock breaks. Over time, large rocks can become sand. The wedging action of ice is powerful and persistent in nature. Rock-Smashing Expansion Demonstrate ice wedging by observing the expansion of ice. Firmly plug one end of a plastic drinking straw with a piece of clay. Completely fill the straw with water, and firmly plug the other end with another piece of clay. In the left-hand box below, draw your setup. Put the straw in the freezer overnight. The next day, carefully remove the straw from the freezer. In the right-hand box below, draw what you observe. Label your drawings. Directions: Respond to each statement. 1. Describe what you observe about the frozen water in the straw. What happened to the clay plugs? What happened to the straw? 2. Relate your observations to the weathering process of ice wedging. 3. Decide whether ice wedging is mechanical or chemical weathering. Justify your decision. 22 Weathering and Soil

29 Skill Practice Model LESSON 1: 30 minutes What causes weathering? Over time, rocks that are exposed at Earth s surface undergo mechanical and chemical weathering. You have already seen how mechanical processes break down a rock into small particles called sediment. Now you will model the mechanical weathering of rock and determine how much rock is weathered. Learn It Scientists use models in a lab for many reasons. One use of a model is to study processes that happen too slowly to study them efficiently outside of the lab. Weathering is such a process. Try It 1. Read and complete a lab safety form. 2. Use the data table below to record your data. 3. Soak some rock chips in water. Then drain off the water and pat dry with paper towels. Use a balance to measure 10.0 g of the soaked rock chips. 4. Place the rock chips in a wide-mouthed plastic bottle. Add enough water to cover the chips. Put the lid on the bottle. Shake the bottle vigorously for 3 minutes. Use a timer to time the shaking. 5. Drain the water and carefully remove the rock chips. Pat off the water with a paper towel. Measure the mass of the damp rock chips to the nearest tenth of a gram. Record the results in the data table. Trial Mass of Rocks at End of Trial (g) Data Table Amount of Mass Lost (g) Percent of Mass Lost Start 10.0 None None Weathering and Soil 23

30 Skill Practice continued 6. Repeat steps 4 and 5 four additional times. 7. Calculate the percent of mass lost in each trial. Use the following steps. Record each answer in your data table. a. Find the amount of mass lost. Subtract the mass at the end of the trial from the mass at the start of the trial. b. Find the percent of mass lost. Divide the amount of mass lost (step a) by the mass at the start of the trial. Your answer should be to three decimal places. Then multiply by 100 to change the answer to a percent. Apply It 8. How did this percentage change during the experiment? 9. Key Concept What type of weathering did you model in this experiment? How is this model similar to the natural process that it represents? How does it differ? 24 Weathering and Soil

31 Lesson Quiz A LESSON 1 Weathering True or False Directions: On the line before each statement, write T if the statement is true or F if the statement is false. 1. Mechanical weathering changes the size of a rock. 2. Chemical weathering changes the materials in a rock. 3. Ice wedging is a chemical weathering process. 4. A rock with a great deal of surface area weathers more easily. 5. Weathering prevents plants from getting water and substances it contains. 6. Acid rain causes less chemical weathering than normal rain. 7. Oxidation is a type of mechanical weathering. 8. Dissolving can be an example of chemical weathering. 9. Most types of weathering are slower in cold, dry places. 10. Rocks containing minerals with low hardness undergo mechanical weathering more easily. Weathering and Soil 25

32 Lesson Quiz B LESSON 1 Weathering Short Answer Directions: Respond to each statement on the lines provided. 1. Compare and contrast mechanical and chemical weathering. 2. Describe two types of mechanical weathering. 3. Describe two types of chemical weathering. 4. Relate how surface area affects weathering rates. 5. State examples of two factors that affect weathering rates. 6. Assess the way weathering helps plants. 7. Differentiate normal rain from acid rain. Describe the way each affects the weathering of rock. 26 Weathering and Soil

33 Lesson 2 Soil Student Labs and Activities Page Appropriate For: Launch Lab 28 all students Content Vocabulary ELL 29 all students Lesson Outline ELL 30 all students MiniLab 32 all students Content Practice A 33 AL AL AL Content Practice B 34 AL OL BL Language Arts Support 35 all students School to Home 37 all students Key Concept Builders 38 AL AL AL Enrichment 42 all students Challenge 43 AL AL BL Lab A 46 AL AL AL Lab B 49 AL OL BL Lab C 52 AL AL BL Chapter Key Concepts Builder 53 AL AL AL Assessment Lesson Quiz A 44 AL AL AL Lesson Quiz B 45 AL OL BL Chapter Test A 54 AL AL AL Chapter Test B 57 AL OL AL Chapter Test C 60 AL AL BL Teacher Support Answers (with Lesson Outlines) T4 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Weathering and Soil 27

34 Launch Lab LESSON 2: 10 minutes What is in your soil? Soils are different in different places. Suppose you look at the soil along a river bank. Is this soil like the soil in a field? Are either of these soils like the soil near your home? What is in the soil where you live? Procedure 1. Read and complete a lab safety form. 2. Place about a cup of local soil in a jar that has a lid. Add a few drops of liquid detergent. 3. Add water to the jar until it is almost full. Firmly attach the lid. 4. Shake for 1 minute and place it on your desk. 5. Observe the contents of the jar after 2 minutes and again after 5 minutes. Record your observations in the Data and Observations below. Data and Observations Think About This 1. How many different layers did your sample form? 2. Key Concept From your observations, what do you think makes up each layer? 28 Weathering and Soil

35 Content Vocabulary LESSON 2 Soil Directions: Use the clues and the terms listed below to complete the puzzle. NOTE: There is no empty square in the puzzle between the words of two-word terms. Some words may not be used. biota climate decomposition horizon organic matter parent material pore sediment soil topography Across 1. the shape of the land 4. the broken-down remains of dead plants and animals 6. all the living things in an area 9. the process that produces organic matter 10. mixture of weathered rock, rock fragments, decayed organic matter, water, and air 9 Clues 10 Down 2. the starting material that weathers and forms soil 3. a small space in the soil 5. the average weather of an area 7. rock material broken down or dissolved in water 8. a layer of soil Weathering and Soil 29

36 Lesson Outline LESSON 2 Soil A. What is soil? 1. is a mixture of weathered rock, decayed organic matter, mineral fragments, water, and air. 2. About half the volume of soil is made of materials. a. Soil also contains water, other liquids, and. b. In the soil, water and gases fill small holes called. c. can flow through soil because pores are present. d. The movement of water through pores is called. 3. The solid part of soil once part of living organisms is. a. Organic matter forms when once-living material undergoes by organisms in the soil. b. Organic matter helps hold water and in the soil. 4. The part of soils is made from materials, such as rock fragments, that have never been alive. B. Formation of Soil 1. There are five of soil formation. 2. The starting material of soil is called. a. Parent material is made of the rock or that weathers and forms soil. b. The particle size and type of parent material can determine the of the soil that develops. 3. is the average weather of an area. Soil can form rapidly in, wet climates. 4. is the shape and steepness of the landscape. 5. The is all the organisms that live in a region. Some biota in the soil form passages for to move through. 6. As time passes, weathering is constantly acting on and sediment. Soil formation is a(n), but slow process. 30 Weathering and Soil

37 Lesson Outline continued C. Horizons 1. are layers of soil formed from the product of weathering. 2. There are horizons common to most soils. a. The is the part of the soil you are most likely to see when you dig a shallow hole; it contains most of the organic matter in the soil. b. The usually contains a great deal of clay particles. c. The consists of parent material. D. Soil Properties and Uses 1. The of a soil determine the best use of the soil. 2. Plants depend on the that come from organic matter and the weathering of rocks. 3. There are major soil types in the world. 4. Soil type depends partly on. Weathering and Soil 31

38 MiniLab LESSON 2: 20 minutes How can you determine soil composition? Scientists can sometimes feel soil to help identify the soil s composition. Can you identify soil by feel? Procedure 1. Read and complete a lab safety form. 2. Carefully observe your soil sample with a magnifying lens. In the Data and Observations below, record the sizes of the particles you observe. 3. Fill a spray bottle or a sprinkling can with water. Use the water to moisten the soil. 4. Rub some moist soil between your fingers. 5. Use Figure 5 in your textbook and your observations to classify your soil as mostly sand, mostly silt, or mostly clay. Data and Observations Analyze and Conclude 1. Classify What texture does the soil have? 2. Key Concept What other properties of your soil sample did you observe? 32 Weathering and Soil

39 Content Practice A LESSON 2 Soil Directions: Complete this chart by choosing terms from the word bank and writing them in the correct spaces. A-horizon B-horizon biota C-horizon climate color consistency fertility infiltration parent material ph soil moisture structure temperature texture time topography 1. List nine terms that describe the properties of soils: a. b. c. d. e. f. g. h. i. 3. List five terms that explain the formation of soils: a. b. c. d. e. Soils 2. List three terms that describe the layers where soils are found: a. b. c. Weathering and Soil 33

40 Content Practice B LESSON 2 Soil Directions: Answer each question on the lines provided. Use complete sentences. 1. How do soils sustain life? 2. What is the difference between inorganic and organic material? 3. What is the importance of parent material in soil formation? 4. What effect does climate have on parent material? 5. How do biota in soil accelerate the process of soil formation? 6. How does topography affect soil formation? 7. Why are soils considered to be young even though they are thousands of years old? 8. What makes up the A-horizon? 34 Weathering and Soil

41 Language Arts Support LESSON 2 Word-Building Activity: Sentence Completion Directions: Before reading Weathering and Soil in your textbook, study the terms and definitions below. Then write the term that correctly completes each sentence. chemical weathering n. process that changes the minerals that are part of a rock into new materials decomposition n. process of changing once-living material into dark-colored organic matter mechanical weathering n. process that breaks a rock into smaller pieces without changing its chemical makeup oxidation n. oxygen combining with other elements or metals in rocks soil n. mixture of weathered rock, rock fragments, decayed organic matter, water, and air weathering n. destructive process that breaks down and changes rocks that are exposed at Earth s surface 1. A common example of is when oxygen combines with iron and forms rust. 2. Rain causing a boulder to slide down a cliff and break apart on the ground is an example of makeup of the boulder. because the process does not change the 3. Most of the organic material in comes from the natural decay of animal bodies, foliage, and plants. 4. After undergoing years of, the cement wall was breaking apart and needed to be repaired. 5. An example of is when organisms that live in the soil break down twigs and leaves for food. 6. One cause of is a weak acid that results from the combination of carbon dioxide and water in the air. Weathering and Soil 35

42 Language Arts Support LESSON 2 Reading-Comprehension Activity: True or False Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If a statement is false, correct the sentence by crossing out the incorrect term and writing the correct term above. Study the example before you begin. Example: abrasion F Glaciers, wind, and waves along a lakeshore or ocean can cause ice wedging. 1. Mechanical weathering is the physical breakdown of rocks, and chemical weathering changes the makeup of a rock. 2. Ice wedging is an example of chemical weathering. 3. An acid is a substance with a ph between 0 and Oxidation is an example of mechanical weathering. 5. The rate of weathering depends on climate and rock type. 6. Acid rain is a more powerful weathering agent than normal rain. 36 Weathering and Soil

43 School to Home LESSON 2 Soil Directions: Use your textbook to answer each question or respond to each statement. 1. Soil stores water, provides nutrients, and anchors the roots of plants. Identify the main materials that make up soil. 2. The quality and composition of soil vary from place to place, depending on how the soil was formed. Explain the five factors of soil formation. 3. As you dig into the soil, there are different soil horizons. What are soil horizons? How do they form? 4. The properties of soil determine its best use. Which soil properties can you observe? What can they tell you about soil? Weathering and Soil 37

44 Key Concept Builder LESSON 2 Soil Key Concept How is soil created? Directions: Answer each question in the space provided. 3. What is climate? 6. What does biota mean? 4. What are two ways climate is measured? 7. What effect do biota have on soil formation? 5. In what type of climate is parent material quickly weathered? CLIMATE BIOTA 1. What is parent material? 8. What are two specific ways biota assist soil formation? 9. What is topography? 10. How does a flat topography affect soil formation? 11. How does a steep topography affect soil formation? 2. What are two ways parent material form soil? TOPOGRAPHY TIME 12. What are three things that are true about soil formation? 13. What often happens to the level of organic material in soil over time? 14. What materials produce layers in the soil? 38 Weathering and Soil

45 Key Concept Builder LESSON 2 Soil Key Concept What are soil horizons? Directions: Label the diagram with these three terms on the lines provided: A-horizon, B-horizon, C-horizon. 1. Matthew Ward/Getty Images Directions: Answer each question in the space provided. A-horizon B-horizon C-horizon 2. What is present there? 3. How does this horizon benefit plants? 4. What is present there? 5. How does the B-horizon form? 6. What part of rock formation makes up this layer? 7. Which types of parent material might be in this horizon? Weathering and Soil 39

46 Key Concept Builder LESSON 2 Soil Key Concept Which soil properties can be observed and measured? Directions: On each line, write the term from the word bank that correctly answers each question about soil properties. Some terms may be used more than once or not at all. color consistency fertility infiltration ph soil moisture structure temperature texture Which soil property 1. indicates how much water is in soil pores? 2. is a measure of the ability of a soil to support plant growth? 3. describes how the particles are held together? 4. is based on how light or dark soil is? 5. describes how fast water enters soil? 6. identifies the types of rock pieces? 7. changes with daily cycles and weather? 8. indicates the acidity of soil? 9. is the hardness or softness of a soil? 10. describes a grainy quality to the soil? 11. can indicate a reading between 5.5 and 8.2? 12. can indicate a prism shape? 13. describes the amount of elements that are essential for plant nutrition? 14. is measured by drying samples at 100 C? 15. indicates a soft, slippery characteristic when it is moist? 16. describes differences in size? 40 Weathering and Soil

47 Key Concept Builder LESSON 2 Soil Key Concept How are soils and soil conditions related to life? Directions: Answer each question or respond to each statement in the space provided. Soils 1. Give two reasons why soils are important. Inorganic Parts 2. List three parts of soil. 3. List two properties of soils that plants depend on. Organic Parts 4. What is meant by the inorganic part of soils? 8. What is meant by the organic part of soils? 5. How are soil fragments classified? 9. What are three examples of organic matter in soils? 6. What does the size of the inorganic matter in soils affect? 7. What are three examples of inorganic matter? 10. How does organic matter form in soils? 11. What important properties does organic matter give to soils? Weathering and Soil 41

48 Enrichment LESSON 2 Saving the Soil Soil contains important nutrients, such as phosphorus, carbon, and nitrogen, that make it possible for crops and other plants to grow and thrive. Many factors, including the types of plants grown and the way farmers grow them, can change the composition of soil. Poor Farming Techniques Some traditional methods of farming can deplete soil of valuable nutrients or deposit harmful elements. For example, irrigation of crops causes excess salt deposits and pesticide residues to build up in soil. Runoff into natural waterways can carry pesticides and fertilizers that pollute the water. Poorly managed irrigation can lead to soil erosion. Most experts believe that often it is better to work with a soil s natural dry state rather than try to change it through irrigation. Irrigation can rapidly deplete an area s available groundwater. Dryland Farming Dryland farming is an agricultural technique for cultivating land that normally receives little rainfall. Dryland farming uses only small amounts of fertilizer, compared to irrigation farming. In dryland farming, a farmer will leave part of the farmland unplanted for one growing season. The unplanted ground is called fallow. A crop-fallow rotation Applying Critical-Thinking Skills Directions: Respond to each statement. conserves nutrients and water. The farmer might till into the ground the stubble left by the previous crop. The nitrogen in the crop stubble breaks down into nitrate, and the fallow ground regains some of the nutrients that were used to grow the previous year s crop. Adding small amounts of fertilizer further increases the amount of nitrate available in the soil. Drawbacks Dryland farming potentially raises nitrate levels in groundwater. While land lies fallow, nitrate from the crop stubble can be carried to groundwater by rain or melting snow. High levels of nitrate in drinking water can cause serious health problems in humans. Solutions Dryland farming can be improved through conservation tillage. With this method, a farmer does not till the crop stubble while the land lies fallow, but seeds the next crop on top of the stubble. This method saves at least one tilling. The more the land is tilled, the looser and more porous the soil will be, and the more easily water will travel through it, carrying nutrients away from plant roots. Conservation tillage can increase crop yields, extend the growing season, and reduce runoff of nitrates by rainfall. 1. Dryland farming can be an environmental problem when nitrates are released into groundwater. Explain how dryland farming can be an environmental advantage. 2. Identify areas of the United States where experts might recommend dryland farming. Justify your answer. 42 Weathering and Soil

49 Challenge LESSON 2 Life in the Soil Soil is home to a wide variety of living things. Most soil organisms are microorganisms, such as bacteria, fungi, and viruses. But larger organisms live in the soil as well, such as plant roots, ants, termites, worms, and burrowing insects, animals, and rodents. For example, earthworms make tunnels that provide aeration to the soil. They eat soil, digest the microorganisms in it, and leave behind their waste as castings that contribute nutrients to the soil. Other organisms convert nitrogen. Some decompose the remains of dead organisms, so even dead organisms contribute to soil health. What s in Your Soil? Examine a shovelful of soil in an area where you might like to plant. Use local resources to determine how to classify your soil. List and describe any living things that you can see in the soil. Decide what kind of plants would grow best in your soil. Develop a plan that includes what, if anything, you need to add to your soil to grow the plants. Chart your plan and diagram your garden. Be sure to take into account how much rainfall your plants will get, how much runoff and erosion might occur, and how exposed your garden is to sunlight and wind, which will affect the amount of evaporation that occurs. Finally, write an explanation about why you chose particular plants. Weathering and Soil 43

50 Lesson Quiz A LESSON 2 Soil Matching Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 1. describes the ability of a soil to support plant growth 2. describes how quickly water flows through a soil 3. describes the size of the particles in a soil 4. describes the hardness or softness of a soil A. consistency B. fertility C. infiltration D. ph E. texture True or False 5. describes the acidity of a soil Directions: On the line before each statement, write T if the statement is true or F if the statement is false. 6. Clay-rich soils allow more water to move through than sandy soils. 7. Soils form more quickly on a steep hillside than on flat ground. 8. Soils form most effectively in cold, dry climates. 9. The B-horizon usually contains the most clay. 10. Soils that form near the equator are thicker and more fertile than soils that form near the poles. 44 Weathering and Soil

51 Lesson Quiz B LESSON 2 Soil Completion Directions: On each line, write the term that correctly completes each sentence. 1. A clay-rich soil has a slippery when it is wet. 2. A soil that is rich in organic matter has a higher than a soil that has a great deal of inorganic matter. 3. Soils in humid climates can have a lower than soils in drier climates. 4. A soil that has a sandy feels gritty when it is rubbed between your fingers. 5. A wet, sandy soil has a slower rate than a dry, sandy soil. Short Answer Directions: Answer each question or respond to each statement on the lines provided. 6. Differentiate Which one has the greatest amount of pore space a sandy soil, a silty soil, or a clay-rich soil? Explain. 7. Write an example of the way in which topography affects the formation of a soil. 8. Compare and contrast the three major soil horizons. 9. Assess how climate affects the formation of soil in wet, warm climates. Weathering and Soil 45

52 Lab A 40 minutes Soil Horizons and Soil Formation Soil, the complex mixture of weathered rock and partially decayed organic matter, covers most of Earth s land surfaces. Soil is different in different locations because it forms from different rocks and in different climates and topography. As soil develops, it forms horizontal layers that have different properties. These layers vary in color and thickness. Together, they form a soil profile. How can you model a soil profile and relate it to how soil formed at that location? Question How is a soil profile in a certain location determined by the soil-forming factors there? Materials index cards glue colored pencils silt clay sand topsoil Safety Procedure 1. Look at the Florida soil profile in your textbook. Discuss the types of rocks, the climate, and the land features of Minnesota, Colorado, and Florida. You can use reference materials to get this information. Record some similarities and differences. 2. Examine the soil profile from each of the samples shown in your textbook. Record some similarities and differences. 46 Weathering and Soil

53 Lab A continued 3. Draw the sample profiles and mark the A-, B-, and C-horizons that are present on each drawing. Form a Hypothesis 4. Use what you know about soil formation and the sample profiles to state how each soil horizon relates to factors of soil formation. Remember to use scientific methods. Make Observations Ask a Question 5. Choose one of the three soil profiles (Florida, Minnesota, or Colorado) shown in your textbook. Use the provided materials to model this profile. Label the model with the state and the horizons you see. Form a Hypothesis Test your Hypothesis Analyze and Conclude Communicate Results 6. Examine the information about parent material, climate, and topography for the state you chose. Make generalizations about how soil profiles are affected by soil-forming factors. Weathering and Soil 47