We athering 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 1 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 weathering and explain how different types of weathering occur. Students will compare and contrast older more weathered mountains, and younger less weathered mountains. 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 1 Page 1
BRIEF LESSON DESCRIPTION: Concept statement - Weathering happens when rocks are broken into smaller pieces. These smaller pieces are called sediment, sand, pebbles, or silt. Rocks and landscapes are continuously reforming. People s actions can speed up and slow down the rates of weathering and erosion. Weathering is usually a slow process taking many years. 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 1 Page 2
Background Information: Weathering of rocks is a constant and ongoing process in mountains. Rocks are broken down into smaller particles through different types of weathering, these particles when small enough then can be transported away from the mountains. 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 class: 1 box of sugar cubes. timer or classroom wall clock. Per group: 1 small wide mouthed plastic container (Could be a small plastic water bottle as long as sugar cubes can fit through the mouth of the bottle) 1 small plastic plate for each group Small bag with 1 smooth and 1 rough rock/stone Per student: copies of sugar cube worksheet STEM Earth Systems Lesson 1 Page 3
Engage (7-10 minutes): Pass out and ask students to look at the 2 rocks they have been given, have them observe, touch, and explore the rocks. Ask them to compare and contrast them in their notebooks. What features or characteristics do they share? How are they different? If students struggle to come up with ideas consider asking them about specific characteristics such as how smooth? Round? Or sharp they are? Ask students to share out some of their findings. Show students the slide or picture of the Rocky mountains and Appalachian mountains Ask students to describe the two mountain ranges in their notebooks. What features do they share? What features are different? Have students share some of their findings after they have completed noting them. Create a Venn diagram or double bubble thinking map to compare and contrast what they have noted. Show students the US map of the Rocky and Appalachian mountains, and explain to them that one is located on the east coast, and the other closer to the west. STEM Earth Systems Lesson 1 Page 4
Say as you point to the Rocky Mountains: The Rocky Mountains (point to them on the U.S. map) reach up to 14,440 feet tall. (Show students the poster of the Rocky Mountains). The Appalachian Mountains (point to them on the U.S. map) reach up to 6,684 feet tall. (Show students the poster of the Appalachian Mountains). Ask students which range of mountains they think is older and which is younger? Have students write their prediction in their notebook. Have students explain and justify their predictions. ELL Modifications: Write sentence frames on the board: a. I notice the Rocky Mountains are and the Appalachian Mountains are. b. I think the mountain ranges are different because. c. I think the Rocky Mountains are than the Appalachian Mountains. Present the misconception that taller mountains are older. Have groups discuss why they might have thought that taller mountains were older. Explain to students that shorter more rounded mountains are more weathered than taller jagged mountains. Explain that weathering wears down mountains. Say: In the next few lessons, we are going to learn how the landscape changes over time and what causes these changes. Explore/Lesson Procedures (30 minutes): Inquiry questions: How does weathering occur? How do rocks change as they are weathered? Preparation: Each group of students should have one clear container (Sealable) or plastic bottle (with cap) along with a total of 5 sugar cubes. 1 sugar cube will be used for the first part of the activity and 4 for the second part. Each group should also have a paper or plastic plate to put their weathered sugar cubes and sediment on. Show students the round and jagged rocks, ask them which they think is more weathered and why, ask them what they think may have weathered the rock(s) Explain to them that today they will explore the process of weathering where sugar cubes will simulate rocks. Students will be using a specific type of weathering called physical weathering (You can rub the 2 rocks together to demonstrate) where objects hitting each other or rubbing together break each other down into smaller pieces. STEM Earth Systems Lesson 1 Page 5
Part A: 1. Have students illustrate and describe a sugar cube in their lab worksheet (Have students measure the cubes if possible and note the dimensions). 2. Have each group place 1 sugar cube in their container. 3. Have the students shake their sugar cube in their bottle for 30 seconds. Use either the wall clock or a timer to prompt students to begin and end shaking. 4. After 30 seconds, have students observe the sugar cube in the container, what do they notice? How has the sugar cubed changed? Have them write their observations in their worksheet and illustrate what they see. 4.1 (Enrichment) Have students predict what will happen to the sugar cube(rock) before they shake it again. Have students justify their predictions. 5. Repeat the above process twice more, with students shaking for 1 minute each time, and making observations. 6. Have students pour out the contents of the container and compare those to what they had at the beginning. Have students describe and explain what happened to the sugar cube in terms of it weathering, where did the sugar cube go? 7. Ask the students what happened to the sugar cubes? Did they disappear? Where did they go? What is the dust that was created by the physical weathering? Be sure to clarify for students that the cube did not disappear, but was weathered and the fine sugar powder is like silt or sediment. The cube did not go away, it was only broken down. Part B: Explain to the students that they will now predict what they think will happen when they put 4 sugar cubes in the container. Explain to them that weathering can occur with multiple rocks. Do they expect weathering to happen faster with 4 cubes or 1? Have them write their prediction in the worksheet, and justify their answer. 1. Have students put 4 cubes of sugar in the container. 2. Have students shake the bottle for 30 seconds. Use either the wall clock or a timer to prompt students to begin and end shaking. 3. After 30 seconds, have students observe the sugar cube in the container, what do they notice? observe what the sugar cubes look like. Did they weather more than when it was just 1 sugar cube? Why might that have happened? Was their prediction correct? If not, give them an opportunity to revise their prediction and have them write it in their worksheet. 4. Ask students to predict what will happen when they shake the containers again. 5. Have students repeat the process, this time shaking the container for 1 minute, and noting what they observe. Was their prediction accurate? Why? Why not? 6. Ask students How did the sugar cubes change? Why?(Explain: This is a process called physical weathering.) STEM Earth Systems Lesson 1 Page 6
7. Ask the students what conclusions they can draw from the experiment about what happens to rocks through physical weathering? Have them write their conclusions in their notebooks. Encourage students to use vocabulary terms (observe, shape, cycle, physical weathering, sediment, rock, sand, and silt) in their explanations. ELL Modification: Write sentence frames on the board: I (observed) the process of (physical weathering) when I shook the jar to make the sugar cubes break apart. The (shape) of the sugar cube changed breaking into smaller pieces. These smaller pieces would be called (sediment). Sediment is made of small (rocks), (sand), and really soft and broken up pieces of rock called (silt). Evaluate (10 minutes): Bring up the slide with the Rocky and Appalachian mountains. Based on today s experiment which mountains do they think are more weathered? Why do they think this? Have students justify their explanations. Have students complete the vocabulary 4 square for weathering. Ask students to share what they wrote. STEM Earth Systems Lesson 1 Page 7
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