lesson 3 lesson 8 lesson 9 lesson 6 lesson 12 lesson...

ART

Every effort has been made to secure permission and provide appropriate credit for the photographic materials in this program. The publisher will correct any omission

called to our attention in subsequent editions. We acknowledge the following people and institutions for the images in this book.

Lesson 3Muir Glacier – U.S. Geological Survey, Department of

the Interior, Photograph by Bruce F. Molnia, August 31, 2004

McCarthy Bridge – Courtesy Portland State University

Lesson 6Lake Waiau – U.S. Geological Survey, Department of

the Interior, Photograph by Andrew Hara

Lesson 7Arizona Stream Table – Courtesy Arizona State

University, River Dynamics Laboratory

Lesson 8Grand Canyon Dam – U.S. Geological Survey,

Department of the Interior

Lesson 9Landslide – U.S. Geological Survey, Department of the

Interior, Photograph by James Bowers

Lesson 12Hoodoos – National Park Service, Bryce Canyon

National Park

1

ACTIVITY 1.1 HOW DOES NATURAL COMPARE TO MAN MADE?

What Will We Do?We will make observations to determine if certain features are natural or man- made.

Data Collection/Observation 1. Look at the pictures in your packet. Decide whether each photo shows natural or

man- made features.

2. Put a check in the appropriate box. Describe the reasons you believe the feature is natural or man- made.

Picture Natural Man-Made

What evidence from your observations supports your claim?

L 1

How Is the Land Shaped Differently?

2 HOW DOES WATER SHAPE OUR WORLD?

ACTIVITY 1.2 INVESTIGATING LANDFORMS

What Will We Do?We will compare water and rock in two parks: Volcanoes National Park and Grand Canyon National Park.

Making Sense 1. How do the rocks in Volcanoes National Park compare with rocks in Grand Canyon

National Park?

2. How does the water in the two parks compare?

3. Are the two locations more similar or more different? What is your evidence?

LESSON 1: HOW IS THE LAND SHAPED DIFFERENTLY? 3

ACTIVITY 1.3 HOW DOES HOME COMPARE?

What Will We Do?We will compare water and rock in two parks: Volcanoes National Park and Grand Canyon National Park.

Picture #1: Volcanoes National Park

Picture #2: Grand Canyon National Park

Local Environment

Describe the rocks in your picture.

and shape.

few?

the same?

how are they different?

Describe the water in your picture.

found?

you tell if it’s moving?

there was ever water there?


Reading 1.3 – What Is a National Park?

Getting ReadyWhat do you already know about national parks? For example, what would you expect to see if you walked around in a national park? What would you expect park rangers who work there to do as part of their jobs? Write your ideas here:

You learned about two national parks: Volcanoes National Park in Hawaii and Grand Canyon National Park in Arizona. In this reading, you will learn about the first national park in the United States: Yellowstone National Park. It is located in Wyoming in the western part of the United States.

You are going to read sections from a park ranger’s journal. Park rangers use journals to keep track of what they see, what they do, and what they think. As you read, look for characteristics that might be true for other national parks and not just Yellowstone.


It is hard for me to believe that I have been a park ranger at Yellowstone National Park for almost 10 years now. It is even more amazing that Yellowstone has been a National Park for 130 years. It is the fi rst National Park in the United States.

Sometimes I look across the mountains and wonder what this area would look like if the land were not protected from development. Because no houses, stores, or towns can be built on this land, it looks very different from many parts of the country. The United States government set this land aside in order to preserve the beauty and natural resources like water, forests, land, and the animals that live here. Parks like this were created so that everyone could enjoy them.

Today I am working near one of my favorite places in the park, Mystic Falls. These beautiful waterfalls are a great place to sit and eat my lunch. Summer is a busy time for the park and for all the rangers. I was lucky today to fi nd a quiet spot. Each year over three million people visit Yellowstone National Park. Most of the visitors come during the summer.

Today is a perfect day to sit and watch the water fl owing down the mountains. Yellowstone has over 40 waterfalls, and the very best time to see them is in late spring and early summer when the snow is melting on the mountains.

While I was sitting here quietly, I was lucky enough to see a grizzly bear. These animals usually try to stay hidden from people, but this mother and her cubs have come to the water to drink. Grizzly bears live in Yellowstone, because most of the places they used to live have been taken over by man. They are safe in the park, and they are able to live here and raise their young. The protection of wildlife is another reason that national parks were set up.


I saw the mother grizzly and her cubs across the river again today as I was checking on some hikers who had not returned to their campsite. The hikers were lost and spent the night on the mountain. I am glad they were safe. Meeting up with a grizzly and her cubs can be dangerous. As long as Yellowstone remains a national park, areas for grizzlies and other animals that depend on this habitat will be preserved.

Today I begin working at one of the most famous features at Yellowstone, Old Faithful Geyser. A lot of people do not know what geysers are. I usually explain to them that geysers are hot springs below the earth’s surface that becomes so hot they boil. Eventually the steam created by the boiling water bursts out of the ground. One of the features that attracted people to Yellowstone over a hundred years ago was the geyser. The geological features, or features of the earth, in the park were one of the things that led to its becoming a national park. Before I became a ranger, I did not know that there are more geysers and hot springs in Yellowstone than in all of the rest of the world.

Old Faithful Geyser erupts every 15- 120 minutes. It is so regular in its eruptions that we are able to predict when it will send up its next burst of steam. It is an amazing sight to see! Today was sunny and warm, and the park was fi lled with visitors. It was a perfect day for geyser gazing. I think I am very lucky to work in such an interesting and beautiful place.

Making Sense 1. Would you like to be a park ranger? What parts of the reading helped you answer this

question?


2. What kinds of interactions did you notice in the pictures as you read? Think about organisms interacting with each other and with the environment.

The question you are trying to answer in this unit is, How Does Water Shape Our World? You will be studying national parks to see examples of the science that will help you answer the Driving Question for the unit.

9

L 2

What Do Our National Parks Look Like?

ACTIVITY 2.1 MAKING SENSE OF THE TASK


Reading 2.1 – Landforms on Earth

Getting ReadyA group of friends were watching an old western movie on television. In it the bad guys are chasing the sheriff. “Be careful,” Isaiah shouts at the sheriff. “Do not fall off the cliff!”

“What?” Joe says. “He is going to fall off the plateau!”

Jane yells, “He will fall into the canyon.”

“No, he is going into the valley,” says Amad.

Who is right – Isaiah who thinks it is a cliff, Joe who thinks it is a plateau, Jane who thinks it is a canyon, or Amad who thinks it is a valley? Which is shown in the sketch?

I think that is right because

Sit still and look around you. Do you see any trees or buildings? Think about the shape of the earth below the sidewalks, parking lots, trees, and buildings. Is the land flat? Hilly? Whatever it looks like, it is some kind of landform. Geologists, scientists who study the history and structure of the earth, think about these things all of the time. Why do they care about these landforms? Like other scientists, geologists are curious. They want to know how the planet was built up and how it functions. They investigate not only the surface of the land but also the structures below the surface. By studying Earth’s history, they learn about how events and processes of the past affected the present and how what is going on now might affect the future.

The work of geologists has helped find valuable raw materials such as oil, gas, water, ore, and minerals that people use in their daily lives. Predicting natural disasters (volcanic eruptions and earthquakes) happens because of the understanding of the Earth that geologists have developed.

In past science classes, you may have studied chemistry, physical science, and/or life science. Geologists apply methods from all these sciences to do their work. In one way, the work of geologists is very different from the work of other scientists. In physical science, you might have seen the effect of light on objects right away. In chemistry, you might have seen how pushing a handle of a syringe compressed the air inside. Biologists may study a population for many years before they can solve a problem or reach a conclusion. But, for geologists, the idea of “many years” is much different. When you look at the landform from which the sheriff is about to fall, you are looking at something that may have taken thousands or even

LESSON 2: WHAT DO OUR NATIONAL PARKS LOOK LIKE? 11

millions of years to form. A geologist has to investigate the effect of the earth processes as they appear now in order to understand what caused the earth to look the way it does. This also helps them figure out how the earth could change in the future.

In this unit, you will be working as a geologist works. One of your tasks is to look at structures called landforms. A landform is a natural feature on Earth’s surface. In class, you looked at photographs of a national park and tried to identify the landforms in it. Think about the sheriff and the bad guys. What was the landform that the sheriff was about to fall from?

Is It a Cliff or a Canyon?It can be confusing to try to identify landforms because they can be so similar. A canyon could be thought of as two cliffs that are near each other. A cliff is a high, steep slope of rock. If you had to write out an equation for a canyon, you might write the following:

CLIFF + CLIFF = CANYON

While each cliff is a landform, two cliffs together can also be thought of as making up another landform called a canyon. A canyon is a narrow valley with steep sides. If you focus on the steep sides of the canyon, you might notice only the cliffs, but if you focus on the part between the cliffs, you would notice the canyon. These are both correct ways to describe and name the landforms.

Is It a Plateau or a Canyon?Picture a mountain. Now, imagine that the top, pointy part is sliced off. What you have left is a plateau. A plateau is a raised, flat surface with steep sides. Can you see how someone who is standing on a plateau could also be seen as standing on the edge of a cliff?

1. Describe how cliffs and plateaus are related.

An equation to show how these two landforms are related might look like this:

CLIFF + CLIFF = PLATEAU

Canyon

Two cliffs

Mountain Plateau


What Are Valleys?A valley is a landform that is a large area of low land that is found between hills or mountains. Often a valley will have a river running through it.

2. Look at the pictures of a valley and a canyon. Describe how they are similar.

If you noticed many similarities between the valley and the canyon, you are thinking like a geologist. A canyon is a type of valley, just like a volcano is a type of mountain. In this unit, you will be looking at pictures from a national park. You will identify landforms and how they were created. Remember, you may see more than one landform in a picture. Think back to the story about the sheriff at the beginning of this reading. Everyone described the landforms differently. Everyone was correct. The sheriff was about to run off the plateau into the canyon, but the walls of the canyon are cliffs. The land between the cliffs is a canyon, which is a type of valley. So the sheriff was running off into a valley as well. When you identify multiple landforms like that in your national park, you may choose to focus on the canyon, the valley, the cliffs, or the plateau. Just like the story at the beginning of the reading, where everyone was correct, you would be correct in choosing any of the landforms you see.


Driving Question BoardHow Does Water Shape Our World?

What Different Kinds of Landforms Can We Find?

How Does Water Move through Our World?

How Does Moving Water Affect the Land?

How Does Water Make Shapes?

Sample Class Questions:





Driving Question BoardHow Does Water Shape Our Park?

What Are the Landforms in Our Park?

How Does Water Move through Our Park?

How Does Moving Water Affect the Land in Our Park?

How Does Rock Interact with Water to Make Shapes?






ACTIVITY 2.2 DEVELOPING THE DRIVING QUESTION BOARD


National Park Service Letter A

Nat ional Park Service

Most of these sites contain visitors’ centers to help educate people about the nature and science in the park.

In this unit, you are going to work in a project group. Your group will create an item that could be used in the visitor center of one of three national parks. The goal of your project is to explain to park visitors how water helps to create the beautiful and interesting landforms (canyons, cliffs, etc.) in your group’s park. Your teacher will help you think about how to create something that will teach others.

Most of the information available on national parks is technical and written for adults. You will create materials that other students your age or a little younger will find interesting, but that also has accurate scientific explanations.

To get started, focus on three of our national parks.

• Shenandoah• Rocky Mountains• Isle Royale

The materials your group produces should provide scientific explanations for the landforms in your park. The guiding question for your work is How Does Water Shape Our World? You can use the questions below to guide your investigations about the park you choose.

• What makes this park different from other places?• How does water move through this park?• What effects does moving water have on the land in this park?• How does the type of rock found in the park interact with water to shape the land?

Good luck and have fun!


National Park Service Letter B

Nat ional Park Service

The National Park Service has nearly 400 natural, cultural and recreational sites across the country. Most of these sites contain visitors’ centers to help educate people about the nature and science in the park.

In this unit, you are going to work in a project team with your classmates to create an item that could be used in the visitor center of one of six national parks. The goal of your project is to explain to park visitors how water helps to create the beautiful and interesting landforms (canyons, cliffs, and so on) in your team’s park. Your team will work with your teacher to decide what type of project to create. Some ideas are a poster, brochure, video, or PowerPoint slideshow.

People from all over the country and the world will be able to view your project and learn about how water shaped your park.

We have decided to focus on the following six parks.

• Badlands• Shenandoah• Rocky Mountains• Olympic• Kenai Fjords• Isle Royale

Most of the information available on National Parks is technical and written for adults. You will create materials that kids can relate to, something they will find interesting but also has accurate scientific information.

The materials your team produces should provide answers for the following questions:

• What makes this park different from other places?• How does water move through this park?• What effects does moving water have on the land in this park?• How does the type of rock found in the park interact with water to shape the land?

Good luck and have fun!

19

L 3

Where Is Water?

ACTIVITY 3.1 WHERE IS WATER ON THE MAP?

What Will We Do?We will use maps to identify the location of water in national parks.


Procedure 1. Find a body of water on the Hawaii Volcanoes National Park map.

2. Record the name of the body of water in the table.

3. Circle the part of the name that tells you what kind of water body is located there (e.g., Pacific Ocean).

4. Find where water is shown on the Grand Canyon National Park map.

5. Record the names of the bodies of water in the data table.

6. Circle the part of the name that tells you what kind of water body is located there (e.g., Colorado River).

Bodies of Water on Hawaii Volcanoes NP Map

Bodies of Water on Grand Canyon NP Map

LESSON 3: WHERE IS WATER? 21

Making Sense 1. What types of bodies of water are found in and around Hawaii Volcanoes National

Park?

2. What types of bodies of water are found in and around Grand Canyon National Park?

3. Where else could water be found that is not shown on these maps?


ACTIVITY 3.2 IS THERE WATER IN THE AIR?

What Will We Do?We will investigate if there is water in the air.

Data Collection/Observation

Procedure 1. Go to the place assigned by your teacher with your partner. You will need this sheet, a

pen, and a Humidity Sensor. (Remember your group number.)

2. Turn the power on the sensor by pressing the button on the top, right corner.

3. Press the plus (+) sign on the sensor until it displays “Abs. Humidity” at the top. This will measure the amount of water vapor in the air.

4. Wait until the sensor shows the same number for at least 30 seconds. Record this number in the table in the row for your group and location.

5. Record your findings in the class data table on the board.

6. Record the class data onto this activity sheet. You will calculate the averages as a class.

GroupAmount of Water in the Air (g/m3)

Classroom Hallway Outside

1

2

3

4

5

Average


Making Sense 1. Which of the locations you tested had the most water vapor in the air?

2. Is the amount of water in the air outside your school more similar to Grand Canyon National Park or Hawaii Volcanoes National Park? Explain.

3. How would you know there is water in the air if you did not have a humidity sensor?


Reading 3.2 – How Do I Know How Humid It Is?

Getting ReadyHave you ever felt hot and sticky without doing any exercise? Describe a time when that happened to you. Where were you? What were you doing? What time of year was it? What was the weather like?

This sticky feeling is one way you can tell that the air is humid. Humidity is a measure of how much water is in the gas phase in the air. Water in the gas phase is water vapor. Some people talk about water vapor in the air as making their skin feel sticky. Humans are sensitive to humidity. Sweating is how our bodies keep cool. When there is a lot of water vapor in the air, the sweat evaporates more slowly. Because of this, our skin feels moist, and we feel hotter. People may talk about the air as heavy. As you read, compare the ways that you know it is humid to the ways that scientists measure humidity.

Measuring Water in the AirIn class, you used a sensor to measure the amount of humidity in different places. You may have measured the humidity in the classroom, the hallway, and outside. You may have found that the amount of water vapor in the air changed on different days or changed in different places.

How Can Hair Show that the Air Is Humid?Before you read further, you may need to learn a new meaning of the word relative. You know relatives as your grandparents, aunts, uncles, and cousins. That is a way that people use the word relative all the time. But in science, relative also has another meaning. Relative is a way of comparing things to each other. Scientists compare the amount of water in the air at one time to the maximum amount of water that could be in the air. Relative humidity is a way of talking about how much water is in the air compared to how much could be in the air. As the amount of water in the air increases, so does the relative humidity. You might hear on a weather report that the humidity is 60%. This means that the air is holding 60% of the total amount of water vapor that it could hold at that temperature. As air gets warmer, it can hold more water vapor. The maximum amount of water vapor that air can hold depends on temperature.

A hygrometer (HI- GRAH- MITT- TER) is an instrument used to measure relative humidity. The sensor you used in class is one kind of hygrometer. Next you will read about a hygrometer that uses hair to determine whether there is water vapor in the air.


Have You Ever Had a Bad Hair Day?Some people call it a “bad hair” day when their hair is frizzy and it sticks up everywhere. Those people can use their hair to know something about how humid the air is. Every strand of hair can be shorter or longer depending on the humidity. On days that are more humid, hair becomes longer. You might experience that as frizzy hair. An instrument called a hair hygrometer uses hair to measure humidity. The instrument uses strands of hair fastened at each end. The hygrometer measures very small changes in the length of the hair. Throughout the day the hygrometer uses the hair strands getting longer or shorter to show how relative humidity changed.

Weather observers pay attention to humidity. As the air cools just enough, water vapor (gaseous water) condenses and forms drops of liquid water. Those drops combine with dust particles that are also in the air. The billions of water molecules and the billions of dust particles join together and form a cloud. When you see a cloud, you know that a lot of water vapor and dust in the air are what makes up that cloud. When clouds are full of water and the temperature is right, you experience either rain or snow. The next time you have a “bad hair” day, you know it is because of the amount of water in the air. Frizzy hair is evidence for something that you can explain scientifically.

Comparing HygrometersIn class, you used a sensor to measure humidity. In this reading, you learned about a hygrometer that uses hair to measure humidity. Which one would be more accurate? Give reasons for your answer.

Meteorologists are scientists who study weather. By measuring the amount of water vapor in air, they can make predictions about the weather. Air that has a lot of water vapor in it is a key ingredient in thunderstorms. Like other scientists, meteorologists make predictions based on patterns. Knowing the relative humidity and knowing weather patterns helps meteorologists predict when thunderstorms could occur. You might think it is interesting to learn more about how meteorologists make predictions using patterns. You could read more about weather in the library or on the Internet.


ACTIVITY 3.3 WHERE ELSE IS WATER FOUND?

What Will We Do?We will determine if water is found below the earth’s surface.

Data Collection/ObservationProcedure 1. Use the PI: Vasey’s Paradise to find evidence that water must be below the surface.

Record your evidence in the Data Table for Observations of Vasey’s Paradise. Make sure you record why it is evidence.

Evidence That There Is Water Why Is This Evidence below the Surface?

2. In the class discussion, five important parts of a well system were identified:

• the water-pumping system • a hole or holes at the surface • the groundwater level • soil or rock material that stores a lot of water • rock that does not store very much water

Label the diagram of the well based on the classroom discussion.


Making Sense 3. How can scientists detect groundwater that they cannot see at the surface?

4. Is there a lot of groundwater on Earth? What would you do to figure out how much groundwater there is on Earth?


Reading 3.3 – What Is a Glacier?

Getting ReadyLook at the two photos. They are both pictures of the same thing: Muir Glacier in Alaska.

The pictures were taken while the photographer was standing in the same place, but the one on the left was taken in August of 1941, and the one on the right was taken in August of 2004.

Compare Muir Glacier in 1941 to the glacier in 2004.

What Is a Glacier?You learned about reservoirs (REH- ZER- VWARS) where water can be stored. One of those reservoirs is a glacier. Glaciers hold about 70% of the fresh water on Earth. That makes glaciers the largest reservoir of fresh water on Earth. Glaciers form when the temperature is cold enough for snow to stay in one place for a long period of time and turn to ice. As new snow falls, it presses on the ice below and forces the air out. This huge mass of ice becomes larger and heavier, and gravity forces it to slowly move downhill. This photo is of Hubbard Glacier in Alaska. The ice you see is slowly moving toward the water.

Scientists call glaciers that are growing and moving advancing glaciers. Advancing glaciers are like rivers made of frozen water instead of liquid water. Advancing glaciers can move one to two feet each day.

A glacier is like a giant shovel. As it moves down the valley, it scrapes the surface of Earth underneath it. It moves rocks and debris with it. As a glacier melts, it deposits


The Hubbard Glacier covers 76 miles. It is six miles wide where it reaches the sea, and it has been moving from the mountains toward the sea for over 100 years. Where the glacier meets the sea, large pieces of the glacier can break off. These pieces of the glacier become icebergs that float in the sea.

Sometimes as the temperature changes, glaciers begin to melt. As the ice melts, the glacier recedes, so the front edge of the glacier is farther back. Mendenhall Glacier in this photo is a receding glacier in Alaska. The trees in the picture used to be covered with ice, but because the glacier has receded, the land that was under ice for hundreds of years is now on the surface. Trees and plants began to grow as the front edge of the glacier melted. It is a very slow process that can take 200 years or longer. This glacier is receding 25- 30 feet every year.

Look at your observations of Muir Glacier at the beginning of this reading. Why did the Muir Glacier look different in 2004 than in 1941?

the rock just like a river flows and moves rock. As the glacier moves, it changes the rock and the land it moves over. Sometimes it carves out large valleys and smooths out rock formations. It can even form lakes as it leaves behind melting snow.

Why are glaciers an important water reservoir?


ACTIVITY 3.4 HOW DO THE RESERVOIRS COMPARE?

What Will We Do?We will compare sizes of different reservoirs.

PredictionWhich of the reservoirs that you learned about is the largest? Number the reservoirs in order with 1 being the largest and 7 being the smallest.

______ atmosphere ______ glaciers ______ groundwater ______ other reservoirs

______ lakes ______ oceans ______ rivers

Order Reservoirs by SizeLook at the Reservoir Table on the last page of this activity. Use the information about the size of the reservoir in the second column to number them in order in the Order by Size column.

1. How did the actual size compare to your prediction?

2. What surprised you about the sizes of the reservoirs?

Data Collection/ObservationProcedureUse 1000mL of water to represent all the water on Earth. This will help you visualize how reservoirs compare. Follow the procedure carefully to see how the water on Earth is divided among the reservoirs you are studying.

1. Make sure your group has all of the materials that the teacher specifies are needed.

2. Label the cups:

• Glaciers

• Groundwater

• Other Reservoirs

• Lakes

3. Label one section of paper towel Atmosphere. Label the second section of paper towel Rivers.


4. Note that the full 1000mL beaker represents all of the water on Earth.

5. Use the graduated cylinder and eyedropper to remove 17.4mL of water from the beaker and put it in the Glaciers cup. Place the cup aside.

6. In the fourth column of the table, record how many mL of water are in the Glacier cup, next to the word Glaciers in the third column.

7. Use the graduated cylinder and the eyedropper to remove 16.9mL of water from the beaker and put it in the Groundwater cup. Record the amount of water in the cup on the table. Place the cup next to the first one.

8. In the Other Reservoirs cup, put 2mL of water from the beaker. Record this amount of water on the table.

9. Remove 1mL of water from the beaker and place it in the Lakes cup. Record the amount on the table.

10. Dip the toothpick into the beaker of water. Tap it on the Atmosphere towel. Repeat nine times so that you see nine spots of water. (Use a pen to make a dot next to each drop, so that when the water evaporates you can see where it was.) The drop is about .009mL, but on your data table record the amount as < 1mL (less than one mL).

11. Dip the toothpick again and tap it two times on the Rivers paper towel. This is about .003mL, but on your data table record it as < 1ml.

12. The beaker now contains about 965.4mL of water. Label this beaker Oceans and record the amount of water in the table.

13. Line up all of the containers according to the amount of water that is in or on them. Be sure to include the paper towels.

14. Compare the size of these reservoirs. Explain anything that surprises you.

Reservoir 3) Compared Amount (mL)

Atmosphere 12,900

Glaciers 24,064,000

Groundwater 23,400,000

Lakes 176,400

Ocean 1,338,000,000

Other Reservoirs 329,090

Rivers 2,120

Total: 1,385,984,510


Making SenseHow did this activity help you understand Earth’s reservoirs?

33

L 4

How Does Water Move?

ACTIVITY 4.1 HOW DOES WATER MOVE OVER THE SURFACE?

What Will We Do?We will model landforms and investigate how water moves over Earth’s surface.

! Safety

Be careful to clean up any water that is spilled.

Data Collection/Observation 1. Choose one landform to model and circle it below. Choose a landform that is in your

group’s national park.

canyon plateau ridge V- valley U- valley mountain cliff

2. You need a plastic tray, objects of different sizes, and newsprint. The objects will be covered with newsprint, so they will be like the skeleton of the landform.

3. Place objects on the tray to model the landform. Refer to the Landform Chart in Lesson 1 and the photos in your park packet to help you build your model.

4. Put three or four layers of newsprint over the top of the objects to make a smooth surface.

5. Put a clean transparency on top of your group’s national park photo. Predict how water will move over the landform. Draw arrows on the transparency to show how you think the water will move.

6. Answer the questions on the next page.

7. Have your teacher check your model and your prediction. When your work has been approved, your teacher will give your group a spray bottle of water.


8. Spray water all over the surface and observe what happens.

9. Finish answering the following questions.

Making Sense 1. How did your prediction compare to what actually happened?

2. Which part of the model did the water move away from?

3. Which parts of the model did the water move toward?

4. Did any reservoirs form in your model? If so, describe where they formed.

5. What are some of the limitations of your landform model?

LESSON 4: HOW DOES WATER MOVE? 35

ACTIVITY 4.2 CAN MAPS HELP FIGURE OUT FLOW?

What Will We Do?We will use maps to figure out how water flows over Earth’s surface.

Data Collection/ObservationAfter your teacher’s demonstration, draw arrows on the map to show how water flows. Remember that white is used for high places, and green is used for low places.

Use the Hawaii Volcanoes National Park Map with the rivers marked to complete the following questions.


Making Sense 1. Are the rivers and streams where you expected them? Explain your ideas.

2. What do you notice about how the water flows?

3. On the top of the southern peak, there are no rivers. Does water still flow there? Explain your thinking.

4. Does water flow the same way in other parks? Explain.


Reading 4.2 – Down the Drain!

Getting ReadyWhen you are done taking a bath or washing dishes in a sink, you let the water drain out. To do this, you take out or move a stopper. What if water could drain from a lake just like water drains from a tub? In Alaska a lake does. It drains every year. As you read, compare what happens in a tub or sink to what happens in the lake.

In class you made models of landforms. You sprayed water on the landform and watched how the water moved. You learned that one of the ways water moves is by flowing. Water flows from higher places to lower places. It flows down mountains in creeks and streams and flows into larger rivers. In this reading, you will learn what happens when something stops the flow of water. Pay attention to what happens to the land when the water stops flowing.

A Lake like a Kitchen SinkWhen you remove the stopper from the sink or bathtub, the water soon disappears. Scientists have studied a lake in Alaska that does the same thing. Once a year the entire lake disappears as the water drains away. In Alaska, glaciers often act as dams for many creeks and rivers. A glacier acts as a dam by blocking water from flowing into or out of a lake. Like the stopper in a kitchen sink or a bathtub, the glacier keeps the water in one place. As the weather gets warmer in spring and summer, some of the glacier melts. The water runs into the creek. The water in the lake rises making the lake over 300 feet deep—that is like a football field turned on its end.

As scientists studied the lake, they found that when the lake drains, it doubles the flow of water in the river. It also moves huge amounts of silt along with it. The pressure from the flood of water and silt can be dangerous. One bridge that crosses the river is threatened every year. People have learned a lot about building better bridges, but at one time in history, the bridge was destroyed every year. And every year they built a new bridge. What is happening? Before you read the next section, make a prediction about how you think the water gets out of the lake. Write your ideas below, and then read the next section to find out what really happens.


What Causes the Big Drain?Scientists think it is possible that the lake gets so deep that part of the glacier actually floats. The floating glacier allows water to flow from the lake into channels that have been formed by the river on the other side of the glacier. Once the channels are open, the flowing water moves through and drains the lake. Once the water is gone, the glacier no longer floats. The weight of the glacier seals the channels again, and the water from the creek forms a lake all over again.

At the beginning of this reading, you thought about pulling the plug to drain water out of a bathtub. How does draining a bathtub compare with what happens when Hidden Creek Lake drains in the summer?


ACTIVITY 4.3 HOW DOES WATER MOVE INTO THE GROUND?

What Will We Do?We will investigate how water moves into the ground.

Data Collection/Observation 1. Draw a diagram of the tank in your classroom.

2. Draw and label each layer of Earth material in the tank.

3. Draw where the water is located after it is poured into the tank.

4. Predict what the tank will look like the next day. (Where will the water be?)


Making Sense 5. When water moves into an area, scientists say it infiltrates that area. Which layers of

Earth material did the water infiltrate? Was this what you predicted?

6. What will determine whether the water will move down into the layers?

7. What Earth materials are hard for water to infiltrate? Use data from your observations as evidence for your answer.


ACTIVITY 4.4 HOW DOES WATER MOVE IN AND OUT OF THE ATMOSPHERE?

What Will We Do?We will observe how water moves in and out of the atmosphere.

Data Collection/ObservationAt the end of Activity 4.3, your teacher set up a groundwater model in an aquarium. More water was added so that it filled the tank up to the surface of the earth materials. A petri dish was added to act as a rain gauge. A rain gauge measures the amount of water that falls on Earth’s surface. Plastic wrap was put over the aquarium to simulate Earth’s atmosphere.

Predict 1. Draw arrows on the diagram to show how water will get into the petri dish.

Day 2 QuestionsObserve the setup during the next class period. Answer the questions.

2. How does the petri dish compare with how it looked yesterday?

3. Where did the water in the petri dish come from?


Making Sense 4. How is the water that infiltrated the earth materials able to get into the petri dish?

5. What represented the atmosphere in the model? Was this a good way to represent the atmosphere?

Explain.


Homework 4.4 – Moving WaterYou have observed a model to determine how water moves. You have learned that there are three processes by which water is moved in and out of the atmosphere:

• Evaporation: The process of water moving into the atmosphere by changing from a liquid state to a gas.

• Condensation: The process of water changing from a gas to a liquid.

• Precipitation: The process of water returning to the earth as either a liquid (rain) or a solid (snow, hail).

Using what you know about phase change, think back to your model in the aquarium. How could you increase the amount of evaporation that occurred in the tank? Explain why you think your idea would work.

LESSON 5: WHAT IS IT LIKE TO BE A WATER MOLECULE? 45

L 5

What Is It Like to Be a Water Molecule?

ACTIVITY 5.1 WATER CYCLE SIMULATION: WHAT IS IT LIKE TO BE A WATER MOLECULE?

What Will We Do?We will simulate the movement of a water molecule between reservoirs.

ProcedureRead the following procedure. Your teacher will assign you to a reservoir to start the game.

1. Record the name of the reservoir you are assigned in the first column under Reservoir I Am In for Round 1.

2. When your teacher gives you the signal, roll one cube at your station. Roll it only once. Record the result in Reservoir I Am In for Round 2. If you roll Stay, record the same reservoir that you are in. If you roll the name of a different reservoir, record the name of the new reservoir.

3. On your chart, record how you move from the first reservoir to the second reservoir. For example, if you were in the river and you moved to the ocean, you would flow. Record how you would move in the Water Movement Process column for each round. Use the Driving Question Board to help you remember the movement processes. If you roll Stay, record Stay in the Water Movement Process column.

4. Once you have the information recorded, walk to your next reservoir.

5. Repeat Steps 2 through 4 ten more times.


Data Collection/ObservationRecord how many times you were in each reservoir.

Round Reservoir I Am In Water Movement Process

1Reservoir initially assigned by teacher Movement process (flow, evaporate,

etc.) from first reservoir to second reservoir

2Reservoir indicated by die roll Movement process from this round

reservoir to the next round reservoir

3

4

5

6

7

8

9

10

11


Making SenseUse the chart to answer these questions.

1. Were you in any reservoir for more than one turn? Where?

2. Were there any reservoirs you did not go to?

3. How does what happened to you in the game relate to the way water actually moves on Earth?


ACTIVITY 5.2 CAN MAPS HELP FIGURE OUT FLOW?

What Will We Do?We will create a model to explain the ways that water can move into and out of a reservoir.

Procedure 1. Your teacher will assign you to a group. Have one group member get the materials

from the teacher for the group.

2. As a group, complete the following steps.

A. Choose one reservoir to begin with and tape that reservoir tag on top of the oval in the center of the Reservoir Water Movement Diagram.

B. Tape the other seven reservoir tags over the remaining ovals on the diagram.

C. Identify one of the seven reservoirs from where that water in the center reservoir could come. Draw an arrow going from the identifi ed reservoir and pointing to the center reservoir. (Refer to the diagram of the river on the board as an example.)

D. Identify all the other reservoirs from where the water in the center reservoir could have come.

Draw a line from each of those as you did in Step C.

E. Identify one reservoir to which water from your reservoir could move. Draw an arrow to show to where the water moves. Make sure the arrow is coming from the center reservoir and pointing to where it is going.

F. Identify all other reservoirs from where the water in the center reservoir could have come.

Draw an arrow from each of those as you did in Step E.

G. Go to each of the remaining seven reservoir tags and repeat the process for each one by identifying other reservoirs that water would come from and go to. Use arrows to show the direction of the movement. Do not repeat lines. For example, if “River” was your center reservoir and there is a line coming from Atmosphere and one going to Lake, do not draw those arrows again when you are linking the atmosphere or lake to the center reservoir.


3. When you have completed all reservoirs, make a copy of the group diagram on your Reservoir Water Movement Diagram in this activity sheet. You will use this map during the class discussion.

Making Sense 4. How are the water movements in all the reservoirs similar?

5. Something is considered to be in a cycle when it circulates back and forth between two or more places. Does your diagram indicate a cycle? Explain.


Homework 5.2 – My Life as a Water Molecule

51

L 6

How Does Water Move in Our Park?

ACTIVITY 6.1 DOES THE WATER CYCLE WORK IN THE CASE PARKS?

What Will We Do?We will apply the water cycle model to specific national parks.

Procedure 1. Look at the Park Guide for the Hawaii Volcanoes National Park. Find the reservoirs. Fill

in the table with the names of each reservoir in parenthesis.

Reservoirs(Specific Local Name) Data Source


2. Highlight the reservoirs that are in Hawaii Volcanoes National Park.

3. Highlight the arrows indicating water movement between reservoirs that are in the park on the water cycle model.

Making Sense 4. Which reservoirs on the water cycle

model are not in the park?

5. Describe the water cycle model in Hawaii Volcanoes National Park.

6. Does the water cycle happen only in national parks? Explain.

Animalsand Plants

Soil

Atmosphere

Glacier

River

OceanGroundwater

Lake

LESSON 6: HOW DOES WATER MOVE IN OUR PARK? 53

Reading 6.1 – I Think I Have Seen This Water Before

Getting ReadyYou use water every day. If you drink milk or soda, they both have a lot of water in them. You use water when you take a bath or brush your teeth. You cook with it. Have you ever thought about where all that water comes from? Read the following statement and decide whether you think it is true or false. Circle your response.

All of the water that there will ever be on Earth is here now: True False

In class you have been studying the water cycle. You created a model of the water cycle for your park. This reading will help you understand the water cycle even more. After you finish reading, return to the previous statement and check your understanding.

Living in a TerrariumHave you ever built or seen a terrarium (terr- air- ee- uhm) at home or at school? A terrarium is a container with soil, plants, and sometimes animals in it. Different kinds of containers can be used, but they must be transparent to let in sunlight, and they must have a cover or a lid. If you build carefully, a terrarium can go a month or longer without water being added. All of the plants and animals are able to survive. How is that possible? The terrarium is a model of the water cycle that you have been studying in class.

A terrarium can be as simple as adding gravel, sand, and soil to a soda bottle. Add a plant and water, and put the lid on it. It would look something like this image.

Think about the parts of the water cycle that you have studied in class. You learned that reservoirs of water include the ground, atmosphere, and plants. All of those are in the bottle.

A terrarium looks almost the same as an aquarium. The difference is that an aquarium is filled with water. A terrarium has plants and soil and a small amount of water. If you had a large terrarium, you could include a small body of water that would be like the lakes and oceans in the water cycle.

If you have plants growing in your house, you know that they have to be watered at least once a week. Why can you go so long without watering the plants in a terrarium?

air (atmosphere)

soil

water


What Happens Inside a Terrarium?Think about the ways that water moves through the water cycle. One of those ways is through evaporation. Water molecules at the surface of the soil, a puddle of water, the ocean, or a lake move into the air. Water evaporates from the soil and the pond in a terrarium, too. In class, you put plastic wrap over an aquarium. You saw that water collected on the plastic wrap and then fell back into the aquarium. The same thing happens in the terrarium; the water evaporates and collects on the top. When there is enough water, it falls just like the precipitation in the water cycle. The water that falls back into the terrarium is not new water. It is the same water that was added when the terrarium was set up. That water has moved through the water cycle and will continue to move until someone takes the lid off of the terrarium.

How would the water cycle be affected if you took the lid off the terrarium? Explain.

Using Recycled WaterEarth’s water is always moving and changing phases between solid, liquid, and gas. The water cycle describes this movement and the phase changes. Water moves on the surface of the earth, below the surface, and in the atmosphere about the earth. This movement happens all the time and has happened for millions of years.

The total amount of water on Earth stays about the same over time. Individual water molecules move between reservoirs quickly. All of the water people use has been recycled. It has moved through the water cycle over and over again. Living on Earth is like living in a terrarium. Our atmosphere is like the lid of the aquarium. Earth’s atmosphere is the layer of gases that surrounds the earth. There is no definite boundary between the atmosphere and outer space like the lid on the aquarium, but the water moves continually between the atmosphere and the other reservoirs. The water we have never goes away and new water is never created. There is always a constant amount of water on Earth. Just think, when you take a shower, the water you are using might be the same water a dinosaur took a bath in 150 million years ago. Or maybe it was part of the ocean that Columbus sailed on. It might even have been part of the rain that fell on your city last summer.

Go back to the statement at the beginning of this reading. Use the terrarium example to help you explain whether you agree with your original answer or whether you have changed your mind.

LESSON 6: HOW DOES WATER MOVE IN OUR PARK? 55

ACTIVITY 6.2 HOW DOES THE WATER CYCLE WORK IN OUR PARK?

What Will We Do?We will apply the water cycle model to your group’s national park.

Procedure 1. What is your group’s national park?

2. Use your Park Guide to locate the reservoirs in your park. List the specific name of each reservoir in the first column of the following data table. Write the specific name of the water reservoir in parentheses beside it.

3. Write the source of your information in the second column.

Reservoirs (Specific Local Name) Data Source

4. Highlight the reservoirs that are in your national park and write the specific name of each reservoir on the water cycle model.

5. Use the key and color the arrows indicating how water moves between reservoirs in your park on the water cycle model.


Making Sense 6. Describe the water cycle model in your park. Be sure to include both reservoirs and

processes that move the water between reservoirs.

7. Does the water cycle only happen in national parks? Explain.

57

L 7

Does Water Affect the Land?

ACTIVITY 7.1 HOW DOES FLOWING WATER AFFECT EARTH MATERIALS?

What Will We Do?We will observe the effect of flowing water on Earth materials on a stream table.

! Safety

Be careful of spilled water. The floor may become slippery.

1. Draw a diagram of the stream table model as though you are standing on a ladder looking down at it. Label these parts: river, river source, river mouth, and river banks.

Predict 2. Predict how the water and the earth materials will change as your teacher pours water

into the stream table. Fill in the second column on the chart with your predictions. You will return to this chart to record your observations.

Stream Table Part My Predicted Changes Actual Changes I Observed

the river

the sides of the river

the end of the river


Data Collection/Observation 3. Draw a picture of what the stream table looks like after the water has flowed through.

Be sure to label the parts.

4. Record the changes you observed on the chart.

Making Sense 1. Compare your predictions to what actually happened.

2. Does water affect Earth materials in the real world in the same way? Explain.

LESSON 7: DOES WATER AFFECT THE LAND? 59

Homework 7.1 – Could Water Have Shaped the Grand Canyon?

What Will We Do?Use your observations about the stream table and apply what you learned to the Grand Canyon.

1. Do you think that water could have formed the Grand Canyon? Circle one:

Yes or No

2. What evidence do you have from the stream table that would support your answer?

If enough material got moved, it could form a canyon, but it would take a long time.

3. Look at the following picture. What evidence in the picture would support your answer to question 1?


Reading 7.1 – How Long Does It Take for a River to Form?

Getting ReadyEven if you do not have rivers near where you live, you have seen them in photos or on the television. When you think about a river, you picture more than just the water. You think about the shape of the land along the banks of the river. In class, you created a model of a river using a stream table. The river formed instantly. How long do you think it takes a real river to form? Explain your ideas.

Using Models in ScienceThis photo shows how water creates rivers and moves sand to the end of a stream table. This reading will help you think about stream tables as models of what happens when real rivers flow.

You have learned a lot about models this year. You have also learned that scientists often use models when something is too big or too small to study directly. They also use models when processes are too fast or too slow to observe. You may have created a model of how your eye sees objects (IQWST PS1). Light moves very fast, so you had to model its path in order to make sense of how light allows you to see objects. In the IQWST IC1 unit about odors, you may have created a model of what makes up matter. Molecules are too small to see with the unaided eye, so the particle model you created helped you visualize the molecules in air and in other materials. In the IQWST LS1 unit, you used a computer model to study interactions in an ecosystem. It is impossible to see all the interactions of all the organisms in an ecosystem at once, but a model allows you to do so.

Stream Tables as ModelsStream tables are another kind of model. They help people study something too large to observe in class, such as a river. To study a river, you need to travel to it or use a model of it. Your stream tables also let you model processes that actually can take millions of years to change the shape of the land. Erosion and deposition are two processes that happen over time. Real rivers take a very long time to change and shape the land around them.

LESSON 7: DOES WATER AFFECT THE LAND? 61

Example of a Real River: The NileImagine that you are a geologist studying how the Nile River in Africa formed. The Egyptians depended on the Nile for food and transportation. Because the river was very wide in some places, it also offered protection. It would have been difficult for enemies to cross the wide river. The Nile is one of the longest rivers in the world. It flows north for more than 4,100 miles from its beginning in Kenya and Ethiopia until it empties into the Mediterranean Sea.

This map shows the two branches of the Nile River that join together to form one river that flows to the Mediterranean Sea. From the beginning of the Nile River in Kenya to the Mediterranean Sea is about 4,100 miles. Look at the map of the United States, which shows the distance from New York to California (A to B) and back to Colorado (B to C). That is about the same distance as the length of the Nile River.

What might make studying the Nile River difficult?

Using a Stream Table: AdvantagesRivers develop over a very long period of time. It might seem like all you need to form a river is a lot of water, but to form a river, water has to cut through the land. It has to move small pieces of rock and deposit them somewhere else. It can take millions of years for flowing water to make a river. Think about the pictures of the Grand Canyon that you have seen. This canyon took millions of years to form because the water had to move a lot of rock. If you were a geologist and you wanted to study a river, you would have to wait a very long time in order


to collect important data about the river as it was forming. In addition, if a river has already formed, it is impossible to study what happened in the past. The stream table can help you recreate the same kinds of things that might have happened in the past.

You would need to do a lot of traveling to study the river. There may be a lot of different things happening along the river. In some places the river might be wider than in other places. In some places, it might be deeper. There may be more dirt in some places while other places have more rock. A stream table can help people to study these changes without having to visit the real river. It is very helpful that the stream table is small and can be moved around. In class, a river formed quickly. It would take much longer for a river to form outdoors.

Why Study Rivers?Some geologists study landforms on the surface of the earth and how they change over time. The picture shows a stream table used by scientists at Arizona State University. This stream table is nine meters long.

Scientists fill the stream table with different types of Earth materials to study how the materials move when water is added, just like you did in class. Other scientists might want to study how trees and plants affect the way sediments on the bank of a river move. This might be important for construction workers who build houses along a river. How far from the river must a house be built to protect it from flooding? What if the shape of the river changes over time? How might changes affect the buildings beside the river? How would changes affect the trees and other plants along the river? These are just some of the questions that geologists ask about rivers.

What Are Some Limitations of Stream Tables as Models of a River?Think about the Nile River and about the stream table model you created. Just like other models you have used this year, stream tables also have limitations. There are some things that a stream table cannot show.

What are some of the limitations of using stream tables as models for rivers?

LESSON 8: WHAT HAPPENS WHEN PIECES OF ROCK COLLIDE? 63

L 8

What Happens When Pieces of Rock Collide?

ACTIVITY 8.1 HOW DO ROCKS BREAK DOWN?

What Will We Do?We will investigate how rock is broken apart and changes over time.

Procedure 1. Record observations of the five rocks you have been given in the box labeled Initial

Observation.

2. Place the rocks into the tube.

3. Cover the ends of the tube so the rocks cannot fall out.

4. Rock the tube back and forth for two minutes. Have your partner count the number of times you move it back and forth.

5. Have your partner rock the tube for two minutes. Count the number of times your partner moves it back and forth.

6. Pour the rocks onto your paper plate.

7. Record your observations of the rocks in the box labeled Four Minute Observation.

8. Record the total number of times the tube went back and forth during the four minutes.

9. Pour the rocks back into the tube. Be sure to get all of the small pieces on the plate and cover the end of the tube.

10. Repeat Steps 4– 6.

11. Record observations of the rocks in the box labeled Eight-Minute Observation.


Making Sense 1. Compare the rocks from the Initial Observation to the Eight-Minute Observation.

2. What do you think caused the changes in the rocks over this period of time?

3. What would happen to the rocks if you shook them for another four minutes? Explain.

4. Answer the following question after the class discussion. Did everyone’s rocks travel the same distances? How does the distance affect how rocks weather?

Initial Observation: Draw the rocks Describe what the rocks looked like.

Four-minute observation: Draw the rocks

Describe what the rocks looked like.

Eight-minute observation: Draw the rocks

Describe what the rocks looked like.


Reading 8.1 – What Causes Rock to Break into Pieces?

Getting ReadyHave you ever been riding in a car when you suddenly jerked forward because the driver hit a hole in the road? People refer to these holes as potholes. Potholes can damage a car and they can make you smack your head against the interior of the car. In some areas, potholes appear in the roads, streets, and highways every year. They are most common in the spring. The holes can be fixed by filling them with dirt or asphalt, but until they are fixed, they are a problem.

What do you think causes potholes to form?

What Causes Rocks to Break Apart?In class, you investigated weathering. Weathering is the breaking apart of Earth materials. To investigate weathering, you shook rocks made of plaster of Paris in a container. The rocks got smaller as they bumped together, and pieces broke off. Water is another cause of weathering. All forms of weathering break apart Earth materials. Weathering loosens the surfaces of rocks, and then the pieces can be moved by water, wind, and ice. Even large rocks can be broken into smaller rocks by weathering.


Frost wedging is a form of weathering. Frost wedging is caused when water gets into cracks in rocks, and then it freezes and melts as the environment changes. Most rocks have small cracks in them. When it rains, the rainwater gets into the cracks. When temperatures at night drop, the water in the cracks freezes. You have learned that when liquid water goes through a phase change to become ice, the water increases in volume. That means as liquid water freezes and expands, the ice pushes against the surfaces of the rock. Over time, freezing and melting of water in the cracks in rocks causes the rocks to break apart into smaller pieces.

Test this at home: Fill a plastic bottle halfway with water. Draw a line on the bottle to show the water level. Put the bottle in a freezer (with no cap on it). Check the bottle in an hour to see what has happened. Check the bottle again when the water has completely frozen. What do you notice?

Your bottle was not full, so the liquid water molecules had room to move. Rocks are solid, so the spaces between the molecules are even smaller. They do not have much extra space to let the water expand in when it turns to ice. When there is too much pressure, the rock breaks. This cycle of freezing and thawing has to happen over and over again before the rock will actually break. Each time it cracks just a little bit more, the water can get a little deeper into the rock. The drawing at the beginning of this reading section shows how ice fills in cracks and forces them apart.

The following picture is from Rocky Mountain National Park. Because of the climate there, it might be one of the best spots to see the effects of frost wedging. Notice all the rocks that have been split apart. This is a sure sign of frost wedging at work.

Does frost wedging occur where you live? Why?

ICE


What Else Happens to Earth Materials?Another process you observed when you used a stream table is erosion. Erosion is the movement of Earth materials by water, wind, and ice. Erosion happens after Earth materials have been weathered. When a river flows and carries Earth materials with it, that process is called erosion. When a glacier moves and carries Earth materials with it, that process is erosion. When weather loosens the surfaces of rock, and the wind carries the tiny pieces away, that process is erosion.

Saving Mount RushmoreIn Lesson 1, you looked at a photo of Mount Rushmore. The faces of four presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln are carved into a cliff. In the late 1920s, the designers created a monument that they thought would be around for thousands of years. However, they did not understand the power of weather and water. Even though the sculpture is carved in rock, over 144 cracks have developed in the faces. The cracks have become larger because of frost wedging.

What do you think can be done to stop the destruction of Mount Rushmore because of the frost wedging?

How Does Frost Wedging Create Potholes?Potholes, like the one in the picture at the beginning of this reading, are also caused by frost wedging. Water leaks into cracks in the road. The water freezes in these cracks and it expands. As the volume of the water increases, the water cracks the rocks in the road. The problem gets worse because cars drive over the cracked areas. The weight of the cars bumping over the cracked road causes the holes to get even bigger. Road crews are busiest during early spring trying to repair the potholes created on the streets.

Why do you think there are more potholes in the spring than in the fall? Use your understanding of frost wedging to explain how potholes are created.


ACTIVITY 8.2 HOW DOES MOVING WATER CARRY PARTICLES?

What Will We Do?We will observe the effect of water on rock.

ProcedureDraw the setup of the tank that you see in the video. Label the different colors of Earth material and include the ruler that shows how deep the material is.

Before you watch the video, read the questions. Thinking about the questions ahead of time will help you know what to focus on as you are watching. After the video, you will have time to answer the questions.

Making Sense 1. Describe what is happening to the rocks in the video.

2. Do you think the blue layer of rock will ever move? Explain.

3. Do you think the rocks on the bottom will ever move? Why?


ACTIVITY 8.3 WHAT HAPPENS TO THE PIECES OF ROCK THAT ARE WEATHERED AND ERODED?

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