Trail Guides We have created a set of Trail Guides for use by you and your students as you explore our galleries on your field trip. The first section consists of the trail guides with teacher notes (pages 4-12); the second section has student Trail Guide masters (pages 13-21). You may copy these directly as handouts.
The following highlighted GLE s and GLC s are covered in this section: Energy in the earth's systems How do external and internal sources of energy affect the earth's systems? GRADE 4 4.3 Water has a major role in shaping the earth's surface. Core Science Curriculum Framework Grade-Level Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 4.3.a. Water circulates through the earth's crust, oceans and atmosphere. 1. Water is continuously moving between Earth s surface and the atmosphere in a process called the water cycle. Heat energy from the sun causes water on Earth to change to a gas and rise into the atmosphere, where it cools, condenses into tiny droplets in clouds, and eventually falls to Earth as precipitation. 2. Most precipitation that falls to Earth goes directly into oceans. Some precipitation falls on land and gravity causes it to flow downhill in streams. 3. Rain or snowmelt in high elevations flows downhill in many streams which collect in lower elevations to form a river that flows downhill to an ocean, a lake or a sea. 4. Water moving across the earth pushes along soil particles (sediment) and wears away pieces of rock in a process called erosion. Streams and rivers carry away rock and sediment from some areas and deposit them in other areas, creating new landforms or changing the course of a stream or river. 5. The amount of erosion in an area, and the type of earth material that is moved, are affected by the amount of moving water, the speed of the moving water, and by how much vegetation covers the area. 1. Describe the role of heat energy (i.e., heating and cooling) in the continuous cycling of water between the earth and the atmosphere through evaporation, condensation and precipitation. 2. Use models to demonstrate that topography causes precipitation landing on Earth to move in streams and rivers from higher to lower elevations. 3. Design and conduct simple investigations to determine how moving water (flowing downhill or in ocean waves) causes changes to the land, the coastline or the course of a stream or river. B12. Describe how the sun s energy impacts the water cycle. B13. Describe the role of water in erosion and river formation. 6. The speed of a river s flow depends on the slope of the land, the amount of sediment it carries, and the shape of its channel (straight or meandering). 7. The speed of a river s flow affects the amount of earth material that is pushed along or left behind in floodplains and deltas. Rivers flow through and reshape valleys as they move between mountains or hills. 8. Water moving in ocean waves carries sand, shells and debris away from some coastal areas and deposits them in new areas, changing the shape of the coastline. 4. Pose testable questions and employ simple equipment and measuring tools to collect data about factors that affect erosion (e.g., type of earth material in an area, volume of moving water, slope of land, vegetation coverage). 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 2
9. Erosion is constantly reshaping the earth s land surface. Sometimes the effects of erosion are immediate (for example, a flash flood or a hurricane) and sometimes the effects of erosion take a long time (for example, the changing course of a river or the carving of the Grand Canyon). KEY CONCEPT WORDS: water cycle, evaporate, condense, precipitation, erosion, sediment, valley, floodplain, delta 5. Present evidence to support a scientific claim about the relationship between the amount and speed of moving water and the size of earth materials moved (e.g., sand, silt, pebbles, boulders). 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 3
Teacher Trail Guides Trail Guide Stream Table A: Visit the River of Life Gallery 6 th Floor South Go to the Stream Table. Use the sand to form a land feature like a hill or mountain in the stream table. Allow the water to flow. Write your observations and question in the chart below. I notice I wonder What role does the moving water play in what you observed? Teacher Notes: Students should notice that the feature they built out of sand is directly affected by the flowing water. The shape of the feature should change and some particles of sand should be carried further down the stream table. Students could further test this with a Staff Scientist. Standard GLE#3 Gallery Science Extension: It is likely your students will have a variety of observations and questions after completing this trail guide. By making arrangements with a Staff Scientist prior to your visit, your students can address these observations and questions by conducting more controlled experiments in a large stream table with real sand. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 4
Trail Guide: Stream Table B Visit the River of Life Gallery 6 th Floor South Go to the Stream Table. Choose three particles of different sizes. Place them on the stream table under the flow of water. Describe what happens? How can you change the path of the water by using the particles of sediment? Draw a picture. What do you notice about the height of different parts of the table? How is this similar to a real river? Teacher Notes: After rain water lands on a mountain, it flows down that mountain due to its slope and into rivers and streams. You will notice the elevation of the water source and the elevation of the bottom of the river are different, just like elevations would change in a real river. Standard GLE# 2 Gallery Science Extension: It is likely your students will have a variety of observations and questions after completing this trail guide. By making arrangements with a Staff Scientist prior to your visit, your students can address these observations and questions by conducting more controlled experiments in a large stream table with real sand. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 5
Trail Guide: Stream Table C: Visit the River of Life Gallery 6 th Floor South Go to the Stream Table. The flowing water is able to carry some particles from one part of the table to another. Predict what would happen if the particles on the stream table were smaller than the current ones. What do you think might happen if the particle size stayed the same, but the speed at which the water flows increased or decreased? What do you think might happen if the slope of the stream table was steeper? Teacher Notes: Changes in particle size or the speed at which the water flows will change the way the particles are moved by the water. An increase in speed should carry particles further & smaller particles should travel further than larger particles. Standard GLE# 4, 5 Gallery Science Extension: It is likely your students will have a variety of observations and questions after completing this trail guide. By making arrangements with a Staff Scientist prior to your visit, your students can address these observations and questions by conducting more controlled experiments in a large stream table with real sand. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 6
Trail Guide: Overlook Balcony Visit the River of Life Gallery 6 th Floor South Go to the Overlook Balcony. Observe the Connecticut River. Write your observations and questions in the chart below. I notice I wonder Can you find any evidence of erosion? Look at the trees across the river. Do you think those trees on the opposite shore affect erosion? If yes, why and how? Teacher Notes: The vegetation on the opposite shore should prevent erosion in this spot. This trail guide may present your students with further wonderings about how vegetation can affect erosion you may wish to allow them to design an experiment with a Staff Scientist. Standard GLE# 4 Gallery Science Extension: It is likely your students will have a variety of observations and questions after completing this trail guide. By making arrangements with a Staff Scientist prior to your visit, your students can address these observations and questions by conducting more controlled experiments in a large stream table with real sand. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 7
Trail Guide: Connecticut River Watershed Visit the River of Life Gallery 6 th Floor South Look at the map of the Connecticut River Watershed. Identify the Connecticut River and notice where the streams and ridges are. What do you notice about the land the Connecticut River runs through in the north compared to the land here in Connecticut? What observations do you have about the Connecticut River Watershed area (light green on the map)? Focus on the small image to the right of the Hartford area. What signs of erosion do you see? Teacher Notes: The land in the North is more mountainous and is higher in elevation. This is ultimately why the river flows from the North to the South into Connecticut. In the small image to the right of Hartford, clear examples of erosion are evident, particularly where the water has cut into the land causing curves and changing the shape of the land. Standard GLE# 2, 3 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 8
Trail Guide: The River of Today Visit the River of Life Gallery- 6 th Floor South Go to the River of Today exhibit. Explore the Connecticut River from the perspective of a helicopter by turning the knob and simulate flying over the river. Sketch and describe using labels an example of erosion in the space provided below: What do you notice about the slope of the land from the source of the river to the mouth? Describe the clues that helped you come to your conclusion. Teacher Notes: Students may be able to infer that the land in the North, the source of the river, is at a higher elevation that the land to the South. The mountainous terrain to the North, the drops, waterfalls and other clues should demonstrate this. Standard GLE# 2, 3 There are countless examples of moving water changing the land throughout this fly over. Allow the students to explore the fly over to see what else they might discover. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 9
Trail Guide: Hurricane Force Simulator Visit the River of Life Gallery 6 th Floor South Go to the Hurricane Force Simulator. Step inside the Hurricane Force simulator or watch someone else go in. What happens to hair or clothing during this experience? I notice I wonder How could a hurricane affect a landscape such as a farm, shoreline, or a city? Teacher Notes: The driving force of erosion in this investigation is wind. Students will notice that different sized, shaped, and weighted particles are more able to move. This trail guide may present your students with further questions about how wind can affect landscapes. Standard GLE# 4,5 There are many other weather phenomena that can affect landscapes through erosion. Encourage the students to consider them as they explore the gallery. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 10
Trail Guide: Exploring Earth Visit the Exploring Space Gallery 5 th Floor North Go to the Exploring Earth Monitor. From the menu, check out the Traveling Dust option. What is dust? How does dust move? What can it do to environments? Examine the globe, which parts of the world are full of the most dust particles. Which places are the least full of dust particles? Why do you think that is? Teacher Notes: If you students have completed the rest of the trail guides or already have a previous knowledge of erosion, they should be aware that moving wind is a major agent of erosion. Without wind, soil particles would not be called dust. Depending on the speed of the wind, the size of the soil particles, and the type of the soil particles, they may or may not be able to be re-located. Thus only certain dirt particles are able to become dust. Standard GLE# 5 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 11
Trail Guide: Crater Maker Visit the Exploring Space Gallery 5 th Floor North Go to the Crater Maker. Use the crater maker to make a crater in the sand. Write your observations and questions below. I notice I wonder Over the course of time, both earth and the moon have been hit by many foreign objects that left craters. However, the craters on the moon are far more visible. Why do you think the craters on the moon are much more visible than the craters made on the Earth? Teacher Notes: If you students have completed the rest of the trail guides or already have a previous knowledge of erosion, they should be aware that moving water is a major agent of erosion. Without flowing water on the moon (and without an atmosphere or winds to act as an agent), the craters have remained intact. The history of craters on Earth has been completely erased in some places by erosion. Despite the fact that both the Earth and its moon were hit with a very similar amount of foreign objects, one has preserved the history to a much greater degree. In the case of this exhibit, it is the lack of moving water that resulted in the land changing very little over time. Standard GLE# 3 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 12
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Stream Table A Visit the River of Live gallery - 6th Floor South Go to the Stream Table exhibit. Use the sand to form a land feature like a hill or mountain in the stream table. Allow the water to flow. Write your observations and question in the chart below. I notice I wonder What role does the moving water play in what you observed? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 13
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Visit the River of Live gallery - 6th Floor South Go to the Stream Table exhibit. Trail Guide: Stream Table B Choose three particles of different sizes. Place them on the stream table under the flow of water. Describe what happens? How can you change the path of the water by using the particles of sediment? Draw a picture. What do you notice about the height of different parts of the table? How is this similar to a real river? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 14
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Stream Table C Visit the River of Life Gallery- 6 th Floor South Go to the Stream Table. The flowing water is able to carry some particles from one part of the table to another. Predict what would happen if the particles on the stream table were smaller than the current ones. What do you think might happen if the particle size stayed the same but the speed of the water flow increased or decreased? What do you think would happen if the slope of the stream table was steeper? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 15
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Overlook Balcony Visit the River of Life Gallery- 6 th Floor South Go to the Overlook Balcony. Observe the Connecticut River. Write your observations and questions below. I notice I wonder Can you find any evidence of erosion? Look at the trees across the river. Do you think those trees on the opposite shore affect erosion? If yes, why and how? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 16
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Connecticut River Watershed Visit the River of Life Gallery- 6 th Floor South Look at the map of the Connecticut River Watershed. Identify the Connecticut River and notice where the streams and ridges are. What do you notice about the land the Connecticut River runs through in the north compared to the land here in Connecticut? What observations do you have about the Connecticut River Watershed area (light green on the map)? Focus on the small image to the right of the Hartford area. What signs of erosion do you see? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 17
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: The River of Today Visit the River of Life Gallery- 6 th Floor South Go to the River of Today exhibit. Explore the Connecticut River from the perspective of a helicopter by turning the knob and simulate flying over the river. Sketch and describe using labels an example of erosion in the space provided below: What do you notice about the slope of the land from the source of the river to the mouth? Describe the clues that helped you come to your conclusion. 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 18
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Hurricane Force Simulator Visit the River of Life Gallery- 6 th Floor South Go to the Hurricane Force Simulator. Step inside the Hurricane Force simulator or watch someone else go in. What happens to hair or clothing during this experience? Note your observations below. I notice I wonder How could a hurricane affect a landscape such as a farm, shoreline, or a city? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 19
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Exploring Earth Visit the Exploring Space Gallery- 5 th Floor North Go to the Exploring Earth Monitor. From the menu, check out the Traveling Dust option. What is dust? How does dust move? What can it do to environments? Examine the globe, which parts of the world are full of the most dust particles? Which places are the least full of dust particles? Why do you think that is? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 20
CT Science Standard 4.3- Erosion Water has a major role in shaping the Earth s surface. Trail Guide: Crater Maker Visit the Exploring Space Gallery- 5 th Floor North Go to the Crater Maker. Use the Crater Maker to make a crater in the sand. Describe your observations and questions in the space below. I notice I wonder Over the course of time, both earth and the moon have been hit by many foreign objects that left craters. However, the craters on the moon are far more visible. Why do you think the craters on the moon are much more visible than the craters made on the Earth? 250 Columbus Blvd. Hartford, CT 0610 CTScienceCenter.org 21