Name __________________________________________________ Room _______________

Nanjemoy Creek needs your help! The waterfront property next to our Environmental

Education Center was recently surveyed and sold. The survey revealed that we (NC) and the

property owner were missing close to one acre of land! That’s almost ¾ of a football field.

Take a look at the following maps and photographs to better understand the problem.

Flow direction of Nanjemoy Creek

Properties in question

Original property line for survey completed in 1987.

Current shoreline.

A B

C D

E

A

B

C

D

After observing the maps and photograps of the shoreline, make an initial claim to what is going on in this

system. Where did the missing land go? Support your initial claim with evidence and prior knowledge. You

can draw and write to further explain.

Claim:

As you go through this unit, you will gain a better understanding of the problem in order to design a possible

solution. Along the way, you will learn other information that relates to Earth Systems.

E

Lesson 1 - Sedimentary Sandwiches

Engagement -

Your first task is to observe photograph D, the sedimentary rock samples that your teacher will pass out, and

just for fun, this Smith Island Cake (Maryland’s State Dessert).

What does the photograph of Nanjemoy Creek’s shoreline, the sedimantary rocks, and the Smith Island Cake

all have in common?

__________________________________________________________________________________________

What does the photograph of Nanjemoy Creek’s Shoreline and the sedimentary rock samples have in

common?

__________________________________________________________________________________________

Exploration -

Sedimentary Rocks are created when layers of different sediments layer on top of each other and pressure

causes them to harden to rock.

Your team will create a model (sedimentary sandwich) that represents different sediments, which then forms

different sedimentary rock. After creating, draw and label your rock layers below using the list of what

sediments the food parts represent.

Sediments are represented by the following food items:

white bread = white sand

brown bread = dust/dirt

peanut butter = mud

raisins = big rocks

red jam = old decaying plants

purple jam = old bones and remains of animals

graham cracker crumbs = clay

Explanation –

Draw and label your sedimentary layers.

1. Press down on the top layer to model the compacting action of the sediments.

2. On your drawing, label the oldest and the youngest layer of rock.

3. Some sediments are made from once living organisms. Which layers in your model were once living?

____________________________________________________________________________________

4. Some sediments are nonliving. Which layers are nonliving?

____________________________________________________________________________________

Write a short Sedimentary Sandwich story based on your model and labeled diagram. __________________________________________________________________________________________

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5. Which processes preserve shells in sedimentary rock? A. pressing and melting

B. melting and cooling

C. heating and uplifting

D. layering and compacting

6. The picture shows a close–up view of fossils found

within the cliff wall. This cliff is most likely composed of

A. igneous rock B. molten rock C. metamorphic rock D. sedimentary rock

Elaboration –

Take your model and

bend it.

slightly twist it.

rip it.

You have just modeled forces of nature acting on the Earth’s crust. What are some of the forces that can change Earth’s surface?

_________________________________________________________________________________________

What force or forces do you predict were at behind the missing land and exposed sediment layers on Nanjemoy Creek’s shoreline?

_________________________________________________________________________________________

Exit Ticket

After closer inspection of the Nanjemoy Shoreline, you find that the top layer is silt with sand mixed and

below. The layer under that is clay, which is several feet thick. The bottom layer that is touching the river is

sand and gravel. Mixed in with the gravel are what look like old shells and possible a triangular tooth. The

shells and tooth feel like rock. Explain how once living things can be turned into rock.

__________________________________________________________________________________________

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Lesson 2 - Fossil Detectives

Engagement - The tooth and shells turned out to be fossils. They were found at the lowest of the exposed

layers of Nanjemoy Creek’s shoreline, which is the oldest of the layers that we can see. Read the following

articles to learn more about fossils before working to solve the fossil mysteries.

How would you like to see real dinosaur bones? Dinosaur National Park is located in Utah. There they have a cliff face with over 1,500 dinosaur bones in it!

These bones are no longer bones, but fossils. A fossil is a sign that an ancient animal or plant once lived. There are no dinosaurs today. But we know about them because scientists have found dinosaur fossils.

Bones are hard. They can last a long time after an animal dies. They can be covered in sand or mud. Over time, the sand or mud hardens and becomes rock. The bones in the sand or mud become rock, too. They become fossils.

It's not only bones that can become fossils. At Dinosaur State Park in Connecticut, there are many fossil footprints, or tracks. Scientists call some of the tracks Eubrontes. They actually named the footprints! A dinosaur probably made the Eubrontes tracks. Scientists think that the dinosaur ate meat because the tracks look like the footprints of other meat-eating dinosaurs. How can we see the tracks that dinosaurs made over 100 million years ago today? Imagine stepping in some mud. Your foot leaves an imprint, or mark. The dinosaurs stepped in mud, too. Their feet left imprints. Over time, the mud turned into rock. The dinosaur footprints became part of the rock.

Plants can also make fossils. Most plant fossils are imprints, like dinosaur footprints. They form from plant leaves or stems.

Scientists use fossils to learn about Earth's past. At Dinosaur State Park, you can walk through a place that is like the place where the dinosaurs lived. Park workers used fossils to figure out what plants were alive at the same time as the dinosaurs. Then they put plants that are like the fossil plants along the trail.

Many museums and parks have fossils of ancient animals and plants. Thanks to these fossils, we can learn about Earth's past.

Exploration -

Directions: Today you will solve fossil mysteries. Use observations to help discover the following:

1. What was the past environment like? How has it changed?

2. What living organisms does the fossil resemble? Distant relatives?

3. What other facts can you learn from analyzing the case?

1.

2.

3.

4.

5.

6.

Explanation –

Here is a theory what happened in the Mystery #4 – “The Case of the Missing Growing Season.”

Secrets of Antarctica's Fossilized Forests

By Howard Falcon-Lang Royal Holloway, London

Dinosaurs once foraged beneath the Southern Lights in Antarctica

It may be hard to believe, but Antarctica was once covered in towering forests.

One hundred million years ago, the Earth was in the grip of an extreme Greenhouse Effect. The polar ice caps had all but melted; in the south, rainforests inhabited by dinosaurs existed in their place. These Antarctic ecosystems were adapted to the long months of winter darkness that occur at the poles, and were truly bizarre.

But if global warming continues unabated, could these ancient forests be a taste of things to come?

One of the first people to uncover evidence for a once greener Antarctic was none other than the explorer, Robert Falcon Scott. Toiling back from the South Pole in 1912, he stumbled over fossil plants on the Beardmore Glacier at 82 degrees south. The extra weight of these specimens may have been a factor in his untimely demise. Yet his fossil discoveries also opened up a whole new window on Antarctica's sub-tropical past.

Forests in the Frost

Professor Jane Francis of the University of Leeds is an intrepid explorer who has followed in Scott's footsteps. She has spent 10 field seasons in Antarctica collecting fossil plants and received the Polar Medal from the Queen in 2002.

"I still find the idea that Antarctica was once forested absolutely mind-boggling", she told the BBC.

"We take it for granted that Antarctica has always been a frozen wilderness, but the ice caps only appeared relatively recently in geological history."

One of her most amazing fossil discoveries to date was made in the Transantarctic Mountains, not far from where Scott made his own finds.

She recalled: "We were high up on glaciated peaks when we found a sedimentary layer packed full of fragile leaves and twigs."

These fossils proved to be remains of stunted bushes of beech. At only three to five million years old, they were some of the last plants to have lived on the continent before the deep freeze set in.

Annual rings in fossil wood reveal Antarctica’s subtropical past

However, other fossils show that truly subtropical forests existed on Antarctica during even earlier times. This was during the "age of the dinosaurs" when much higher CO2 levels triggered a phase of extreme global warming.

"Go back 100 million years ago and Antarctica was covered in lush rainforests similar to those that exist in New Zealand today," said Dr Vanessa Bowman who works with Francis at the University of Leeds.

"We commonly find whole fossilized logs that must have come from really big trees."

Professor Francis has been polishing thin slices of these logs to reveal the "annual rings" in the wood. Studying these tree-rings sheds light on ancient climate.

Dark Secrets

Possibly the weirdest and most baffling feature of the polar forests was their adaptation to the Antarctic "light regime". Near the pole, night reigns all winter long while in the summer, the sun shines even at midnight.

Professor David Beerling of the University of Sheffield, and author of Emerald Planet, explained the challenge that Antarctic trees must have faced in this unusual environment: "During prolonged periods of warm winter darkness, trees consume their food store," he said. And if this goes on for too long, they will eventually "starve".

To understand how trees survived against the odds, Professor Beerling has been investigating the kinds of plants that once grew on Antarctica. These include trees like the Ginkgo, a living fossil.

"What we did was grow seedlings of these trees in blacked-out greenhouses where we could simulate Antarctic light conditions", he told the BBC.

"We also raised temperature and CO2 concentration to match ancient growing conditions."

His experiments showed that trees could cope remarkably well with the strange environment. Although they used up food stores in the winter, they more than made up for this by their ability to photosynthesize 24 hours per day in the summer.

In fact the main problem seems to have been that trees did not know when to stop.

"We found that trees made so much food during the summers… that this eventually caused photosynthesis to slow down," Professor Beerling explained. "As a result they couldn't fully take advantage of the long hot summers for photosynthesis".

Dinosaurs in the Dark

However, it wasn't just trees that had to find ways to cope with the unusual polar conditions. Amazing fossil discoveries show that dinosaurs foraged in the tangled undergrowth.

Professor Thomas Rich of the Victoria Museum, Australia, is a world-famous dinosaur-hunter, responsible for finding several polar dinosaurs.

Over the past 20 years, he has meticulously excavated fossil sites in southern Australia. This region was positioned just off the east coast of Antarctica, 100 million years ago.

Global warming may signal a greener future for Antarctica

His finds raise an interesting question: did Antarctic dinosaurs migrate during the winter, or were they adapted to living in the dark forests of the polar night?

Professor Rich thinks he knows the answer: "The only complete dinosaur skeleton that we've found is Leaellynasaura. What's really unusual about that specimen is the skull. It indicates that the animal had enlarged optic lobes," he explained

This suggests that polar dinosaurs might have possessed acute 'night-vision' and were well suited to the prolonged winter darkness. What might an encounter with a polar dinosaur have been like?

"Had you seen Leaellynasaura as a silhouette at dawn, you would have been justified in confusing her with a [small kangaroo]," remarked Professor Rich.

"She was bipedal with large hind limbs and a long tail." However, it would have been no threat because its teeth show that it fed exclusively on plants.

Emerald Antarctica

Visiting the frozen wasteland of Antarctica today, it is hard to believe that rainforests haunted by small dinosaurs once flourished where 3km thick ice-sheets now exist. However, the geological record provides irrefutable evidence that dramatic climate fluctuations have occurred throughout our planet's history.

Indeed, over the past 50 years, the Antarctic Peninsula has warmed by an alarming 2.8 C, faster than any other part of the world. So, if this warming were to continue unabated, could an emerald Antarctica be reborn?

"It is just possible," said Professor Francis. "However, that assumes that plant species are able to migrate

across the Southern Ocean from places like South America or Australia," she said.

Elaboration -

In addition to fossilized shark teeth and fossilized shells, fossilized whale bones have been found in the

Nanjemoy Creek area.

Make an inference as to what the environment was like in the past.

__________________________________________________________________________________________

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Nanjemoy Creek Chesapeake Bay

Lesson 3 – Weathering: What Happens to Rock?

You found out that the exposed shoreline of Nanjemoy Creek is comprised of layers of sediment and rock. In

lesson 1, you found out that sediments can be compressed together to make sedimentary rocks. In lesson 2,

you found out some sedimentary rock layers contain fossil or rock copies of once living organisms. Before you

can solve the problem of the vanishing shoreline, you need to better understand how rocks can change.

Engagement – Observe and discuss the pictures of rock. Infer how you think they have changed over time.

Think about cause and effect.

Inferences and Predictions:

How I think the rocks have changed – Cause and Effect

How I think the rocks have changed – Cause and Effect

How I think the rocks have changed – Cause and Effect

Weathering – a process of rock being broken into smaller parts and sediments through natural forces.

HULK SMASH

ROCK!!!

Exploration –

Directions: Observe as your teacher models how ice can weather rock.

Model 1 – Teacher Demo Ice

Materials – plaster, 2 clear cups, water, balloon, freezer

Procedure –

1. Fill a small balloon with water (size of fist). 2. Mix the plaster and water. 3. Place the balloon in

one of the cups. 4. Divide the mixture into the cups. 5. Let the plaster dry. 6. Place one cup in the

freezer. The 2nd cup will remain at room temperature. 7. Make observations the next day.

Before – (draw and label cup 1 and 2)

After - (draw and label cup 1 and 2)

Work in your lab group to complete two additional models of weathering (next page). Read the procedures

for each model carefully. Record your observations in the chart.

Model 2 - Water Model 3 - Wind

Materials – plastic jar with lid, water, variety of

rocks, coffee filters, funnels, beakers

Procedure –

1. Place the rocks into the jar. 2. Cover rocks

with water. 3. Place and tighten lid. 4.

Shake for 2 minutes. 5. Place the filter in the

funnel and set in the beaker. 6. Open the jar

and pour the water and rocks through the

funnel into the beaker. 7. Check the filter

for evidence of weathering. 8. Repeat again.

Materials – sandpaper, chalk or soft rock

Procedure –

1. Lightly rub the sandpaper across one part of

the chalk or rock for 2 minutes. 3. Observe

any changes.

Before –

After -

Before After

Discuss – How did the models help you better understand the process of weathering? View the website to

learn more about weathering.

Evaluation: Create a claim supported by evidence about the effect of weathering on earth materials. Think

about the cause and effect relationship you observed in the models. Connect to the real world if possible.

__________________________________________________________________________________________

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Lesson 4 – Chemical Weathering

Downstream from Nanjemoy Creek is the Morgantown coal burning power plant. Most of the electricity we

use is produced there. You can see the locations on the map below.

Engagement - What connection does coal burning power plant have to the weathering of the limestone rocks and limestone tombstone?

Exploration –

Burning fossil fuels (like coal) releases acidic compounds into the atmosphere. Once these acidic compounds

are in the air they mix with water in the clouds. This decreases the pH level of the water, making the water

more acidic. The pH level is a way to measure how acidic or alkaline (basic) substances are. Take a look at the

pH scale below:

You can see that pure water has a pH of 7 which means that it is not acidic or basic. The farther you move

from the middle the stronger the acid or base. Rainwater has a pH of 5.6-6, while acid rain is classified as less

than 5.6. Complete the following investigation to model the chemical weathering process. You will be using

chalk (a form of the sedimentary rock limestone) in the model.

Materials: Procedures:

3 cups or beakers (containers)

Graduated cylinders (various sizes)

Safety goggles

3 pieces of chalk

Pitcher of tap water

Beaker of vinegar

Tube of pH paper

Trays

Paper towels

1. Put on your safety goggles. 2. Place the containers on the tray or trays. 3. Using the graduated cylinder to measure 250

mL to pour into one of the containers. 4. Fill the next container with 200 mL of water

and 50 mL of vinegar. 5. Fill the final container with 150 mL of water

and 100 mL of vinegar. 6. Clean up any spills with the paper towels. 7. Measure and record the pH of each of the

cups. To do so, take one of the pH strips and dip half in the container. Compare the color change to the tube. Using new strips, repeat for the following containers.

8. Observe the chalk and draw in the chart. 9. At the end of the lab, remove chalk from the

containers, observe, and draw in chart.

Container 1 – pH _______

Container 2 – pH _______

Container 3 – pH _______

Star

t o

f La

b

End

of

Lab

Discuss your results with the class. Note any trends.

__________________________________________________________________________________________

__________________________________________________________________________________________

Evaluation -

Describe the relationship between the pH level of the modeled rainfall and the effects of weathering on the

sedimentary rock. Provide evidence in the form of observations and measurements.

__________________________________________________________________________________________

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Lesson 5 – Sediments on the Move

Engagement -

You have learned that the Najnemoy Creek shoreline and the rest of Southern Maryland are comprised of

thick layers of various sediments. Some of these sediments were formed from the weathering of rock. Most

of the sediments did not originate, which leads us to the question… Where did these sediments come from

and how did they get here? Also, in our study of Nanjemoy Creek’s vanishing shoreline, where are they going?

The moving or transporting of sediment is called erosion. Deposition is when the moving sediment stops and

is often in a pile or formation. A force is needed to cause erosion or the sediment to move.

Predict some natural forces that could move or erode sediment and then deposit it. List the natural force and

then a brief explanation of how you think it happens. Try to come up with 4 natural forces. They can be fast

or slow moving.

Natural Force

Natural Force Natural Force Natural Force

How –

How –

How –

How –

Exploration –

Complete the following investigations to see how the three main forces of erosion can transport and deposit

sediments.

Investigation 1 – Wind Erosion

Materials

Safety Goggles

Straws

Trays (1 per group)

Sediments (piled on one end of the tray)

Procedures 1. Observe and draw what your tray sediment looks like BEFORE

starting. 2. Put on safety goggles. 3. Hold the straw parallel to sand so you can blow across the sand like

the wind. 4. Blow normal through the straw across the sand and observe. 5. Blow harder through the straw across the sand and observe. (Be

careful.) 6. Wait until your entire team does has a turn and then observe and

draw. 7. Make sure your drawings have labels (sediment, erosion,

deposition) and use arrows to show direction of the transport.

BEFORE

AFTER

Investigation 2 – Glacial (Ice) Erosion

Materials

Safety Goggles

Binder for slope (place under end of tray)

Blocks of ice

Trays (1 per group)

Sediments (piled at one end of the tray)

Procedures 1. Observe and draw what your tray sediment looks like BEFORE

starting. 2. Put on safety goggles. 3. One team member at a time push the ice block (glacier) down the

pile of sediment. 4. The last team member to go can leave the ice block at the end of

the tray away from the starting point. 5. Inspect the bottom of the ice for additional observations. 6. Observe and draw in the AFTER box. 7. Make sure your drawings have labels (sediment, erosion,

deposition) and use arrows to show direction of the transport.

BEFORE

AFTER

Investigation 3 – Water Erosion

Materials

Safety Goggles

Pitcher of water

Rain maker cups

Slope (binder works well)

Trays (1 per group)

Sediments (piled at one end of the tray)

Procedures 1. Observe and draw what your tray sediment looks like BEFORE

starting. 2. Put on safety goggles. 3. One team member will hold the rain maker cup at the elevated

end. 4. Another team member will slowly pour water from the pitcher into

the rain maker cup. 5. Observe as the water moves across the surface of the sediment. 6. Observe and draw in the AFTER box. 7. Make sure your drawings have labels (sediment, erosion,

deposition) and use arrows to show direction of the transport.

BEFORE

AFTER

Elaboration –

You can conclude that Nanjemoy Creek’s vanishing shoreline is from erosion. Sediments are being removed by a force, but what force? You learned about wind, ice, and water erosion during the labs. Make a claim about what force is changing Nanjmoy Creek’s landscape. Support your claim with any information in the packet that you have completed.

Claim -

__________________________________________________________________________________________

Evidence –

__________________________________________________________________________________________

__________________________________________________________________________________________

Evaluation –

Summarize how erosion can change the surface of the Earth. In crafting your summary, use cause and effect from your investigations.

__________________________________________________________________________________________

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Awesome…erosion!?

Lesson 6 - Water Erosion Inquiry

You have determined that the erosion of Nanjemoy Creek’s shoreline is being done by water. What variables could affect the rate of erosion? Take a look at the photographs below and follow the prompts in the boxes.

With your group, discuss similarities and difference of the images.

Make inferences about the cause and effect relationship in the images.

Exploration –

Observe the review of water erosion. Your teacher will model it using a system made up of parts, such as the sediment, slope, rainmaker cup, etc.

“What parts of the system could be changed to test the erosion rate?” Example – One part of the system that could be changed is water. You could change the amount of water that flows into the system (flow rate).

System

Soil

Water

Landscape

As your group is brainstorming, think about how each part of the system could be changed.

After brainstorming, reflect on which ideas likely would affect erosion rates and which would

not. Circle or star ideas that your group thinks would.

Gro

up

mem

bers:

Water Erosion Inquiry

Directions: Write a testable question. A testable question cannot be answered with a simple yes or no. The question should have the change (variable) you are making and the outcome you are measuring and /or observing. This is similar to a cause and effect. The change you are making is the independent variable. The outcome you are measuring or observing is the dependent variable

Investigative Question:

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__________________________________________________________________________________________

Directions: Write a hypothesis. Predict what you think will happen and explain why you think so. Remember to use your prior knowledge about the subject to make connections to support the explanation.

Hypothesis:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Directions: Design way to test your question and hypothesis. Your test needs to a fair test, meaning the only variable you change is the independent variable. Everything else in the system needs to be kept the same. This will help you measure the effect on the dependent variable. Your scientific test needs to be repeated at least three times to provide data for drawing a conclusion. As you design your test, make a material list, the steps or procedures, and discuss responsibilities of the group. Which members of your team will do which step?

Materials:

Team Member Responsibilities: Example – Tina will complete step 1, 4, and 8

Procedures:

Directions: Design a chart that will help you organize the data you will collect. Remember to have a place to for the three different trials for each test. Don’t forget to add labels in your chart. Labels help to clearly communicate your data collected.

Data Chart:

Directions: Represent your findings to share with your class. Your team will share their testable question,

hypotheses, test procedure, findings (charts and graphs), and additional information from text to the class.

Also include additional questions they have after completing the lab. Each member should use the space

below and on the next page to make a rough draft. Then make a visual to share with the class, such as a

poster or a transparency.

Rough Draft

Rough Draft continued.

Group Presentations –

Directions: As each group presents, write down the “BIG” ideas learned from their lab.

Group # BIG Idea

1

2

3

4

5

6

7

8

Evaluation -

Option 1: Write a letter to your teacher explaining how to design a river system that would not have a fast erosion rate. Option 2: Create a labeled diagram of a river system that would not have a fast erosion rate. Use the following choices to guide your design: Slope – Steep or less slope Bank and Bed – rock or mud Flow rate – fast or slow Banks – vegetated or bare

Lesson 7 – Build a Barrier You have learned that many different variables can affect the rate of erosion in a system. Nanjemoy Creek is a unique system that has different variables which play a role in the shoreline erosion. 1. Nanjemoy Creek is a flowing body of water. You will notice that the creek makes a bend or turn close to our shoreline. Our property and our neighbor’s property are on the outside of the curve or bend. The water flows faster on the outside of the bend, while the water on the inside flows slower. That is why you can see wetlands on the opposite shore due to slower water. 2. Nanjemoy Creek is located by a boat launch (Friendship Landing) and many property owners have boat docks. When boats move through the water they produce waves called wake. On our stretch of the creek, there isn’t any posted speed limits. Boats can travel as fast as they want. The faster they move through the water, the more wake they produce. 3. Nanjemoy Creek is a tidal creek. The tides are the movement of Earth’s waters caused by the moon’s gravity pulling. We have two high tides and two low tides each day. The times of the tides changes with the position of the moon as it orbits the Earth. Tides are not shown on the map below, but would be represented by an arrow going out or downstream and an arrow going in or upstream. 4. Nanjemoy Creek can be affected by hurricane storm surge. This is because Nanjemoy Creek is connected to the Chesapeake Bay by way of the Potomac River. A hurricane’s powerful wind can push a wall of water up the rivers and creeks that are connected to the Bay. 5. Waves produced by wind. WE receive a lot of wind from the West and Northwest directions. When the wind blows with enough force, waves are produced which crash into our shoreline.

2

5

Wetlands

1

4

.

Ask

How can we decrease the Nanjemoy Creek’s shoreline erosion?

Build a Barrier Design Challenge

Your team will create a barrier that reduce the rate of erosion. Your team will be working as environmental engineers. You must test your design, make modifications, and share your final design with the class. Your barrier must meet certain constraints that are listed below:

Design Constraints:

Choose no more than 5 types of materials to construct the barrier

Cost no more than $100

Test in the provided system

Building Materials Cost Connectors Cost

Toothpicks

$1 each Paper Clips

$2 each

Pebbles

$2 each String

$5 each

Rocks

$5 each Masking Tape

$5 each

Popsicle Sticks

$10 each Duct Tape

$10 each

Mulch

$10 each bag Rubber Bands

$10 each

Mesh Cloth

$10 each Wire

$10 each

Grass

$15 each bag The materials and connectors are to represent real word objects.

Screen

$15 each

Sponges

$20 each

Clay

$25 each block

Imagine

Directions – Read through the design cards. Evaluate the designs.

Solution: Pros: Cons:

Solution: Pros: Cons:

Solution: Pros: Cons:

Solution: Pros: Cons:

Solution: Pros: Cons:

Solution: Pros: Cons:

Imagine

Directions – Design your own solution by creating a labeled diagram. You can use one of the design solution cards, combine parts of some of the design cards, or come up with a new solution. Don’t forget to use the constraints!

My idea –

Materials & Cost

Diagram

Plan

Directions – Listen to each team member as they share their design. Discuss and decide on a team method. You may choose to use one plan as is or combine several of your ideas. Use the space below to design your solution. Remember to stay on budget!

Our Team’s Plan –

Materials & Cost

Diagram

Plan

Erosion Plan Rubric

Performance Criteria Assessment

Points Self Teacher

1. Our plan contains a

complete material list.

5

2. Our plan was on budget. 2

3. All parts of our plan are

clearly labeled.

5

4. My drawing is large enough

to see clearly.

2

Conclusion:

Describe your solution or plan. Justify why you chose this solution.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Create

As a team, construct your erosion control on the shoreline in the model.

Test your design for 2 minutes. Look for signs of erosion. Record observations below.

Test 1

Improve

Make improvements. Do you simply need to reposition your design? Do you need to add material that was part of your design?

Test your design for 2 minutes. Look for signs of erosion. Record observations below.

Test 2

Make final improvements. Test your design for 2 minutes. Look for signs of erosion. Record observations below.

Test 3

Discuss findings as a class.

Evaluation –

After testing and discussing all the designs as a class, what solution do you think would work best for Nanjemoy Creek? Draw and/or write what you think would be the best solution.