rills and thrills: erosion affects me -...

Science Teacher Education Program ©2006-2009 Geophysical Institute, UAF 281 Rills and Thrills: Erosion Affects Me

Rills and ThRills: ERosion affEcTs MEPrep Time: 30 minutes Teaching Time: 2 hours

science concept:Wind, water, and ice shape and reshape our earth by a process called erosion.

objectives:The student will:

• observe and record that wind, water, and ice can shape and reshape our earth in a process called erosion;

• classify erosion into categories of wind, water, or ice erosion; and • write descriptions in paragraphs.

GlEs addressed:Science[4] SD2.1 The student demonstrates an understanding of the forces that shape Earth by observing models

of how waves, wind, water, and ice shape and reshape Earth’s surface by eroding rock and soil.[4] SA1.1 The student demonstrates an understanding of the processes of science by asking questions,

predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

Writing[4] W2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction

forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations.)

Vocabulary:barrier – a fence or other obstacle that prevents movement or accessdeposition – the dropping of material which has been picked up and transported by wind, water, or iceerosion – the gradual wearing away of the surface of land by wind, water, and iceforce – the effect one object has on another, such as a pull or push, which causes or tends to cause a change

in motionglacier – a slowly moving mass or river of ice formed by the accumulation and compaction of snow on

mountains or near the polesice erosion – gradually wear away by force of icerills – a small stream; a shallow channel cut in the surface of soil or rocks by running watersand dunes – a mound or ridge of sand or other loose sediment formed by the wind, especially on the sea

coast or in a desertwater erosion – gradually wear away by force of waterwind erosion – gradually wear away by force of wind

Materials: • Shoebox • Sand • Measuring cup • Rocks, 2-3 inches in diameter (five to eight) • Straws (one per student, plus a few extra) • Shallow plastic tub


Rills and ThRills: ERosion affEcTs ME

• 20 ounce plastic cup • 12-inch plastic ruler • Sand • 8 ounce plastic cup • 8 ounce, or larger, plastic cup • Modeling clay • Ice Cubes • Tape measure, 36-48 inches (one per pair of students) • OVERHEAD: “Landforms” • STUDENT INFORMATION SHEET: “Station I: Wind Erosion” • STUDENT INFORMATION SHEET: “Station II: Water Erosion” • STUDENT INFORMATION SHEET: “Station III: Glacial Erosion” • STUDENT WORKSHEET: “How Does Erosion Affect My World?” • STUDENT WORKSHEET: “Erosion Lab” • STUDENT WORKSHEET: “Erosion on the Grounds”

activity Preparation:1. Make a notch in one short side of the shoebox. 2. Poke small holes in the bottom of the 8-ounce or larger plastic cup.3. Use the STUDENT INFORMATION SHEETS to set up the stations for the Explore section of the lesson.

Place the relevant copy of the STUDENT INFORMATION SHEET at each station for student use.

activity Procedure:Please refer to the assessment task and scoring rubric located at the end of these instructions. Discuss the assessment descriptors with the class before teaching this lesson.

Gear UpProcess Skills: questioning, observing, communicating

1. Display OVERHEAD: “Landforms.” Ask students to share their experiences with these types of landforms. Where have they seen them? Have they climbed in/on/over them?

2. Ask students to name the landforms and describe their characteristics. List student responses on the board.

3. Explain that physical or chemical processes of the earth created each of these landforms. One of these processes is called erosion.

4. Distribute the STUDENT WORKSHEET: “How Does Erosion Affect My World?” and direct students to find an area on school grounds to complete the form. Be sure to set boundaries.

ExploreProcess Skills: questioning, observing, communicating, describing

5. Explain that students will do investigations of different types of land erosion at stations. Divide students into pairs or small groups. Distribute the STUDENT WORKSHEET: “Erosion Lab” and instruct students to complete the worksheet in their groups; each student should complete a separate worksheet. Instruct students to move from station to station in their groups.

6. Be sure students understand that these are only a few examples of erosion processes.

GeneralizeProcess Skills: communicating, classifying, inferring, describing, and making generalizations

7. Discuss the following questions as a class. Introduce the vocabulary words to the students as the discussion proceeds.a. What did you observe when you blew into the shoebox with sand?



b. Where did the sand go that moved off of the pile?c. How is this like things that you have seen in real life?d. What did you observe when the water poured over the sand castle?e. Where did the dirt/sand go when it was moved?f. How is this like things that you have seen in real life?g. What did you observe about the ice cube?h. What did you observe about the clay?i. How is this like things you have seen in real life?j. How are the three stations different from each other?k. How are the three stations the same as each other?

applyProcess Skills: observing, measuring, classifying, inferring, describing, and investigating

8. As a class, talk a walk around school grounds and point out evidence of erosion. Examples can often be found near drains and at the edges of blacktop.

answers:sTUdEnT WoRKshEET: “how does Erosion affect My World?”

Answers will vary.

sTUdEnT WoRKshEET: “Erosion lab”

Station I: Wind Erosion1. The drawing should show the sand in the box, undisturbed.2. The drawing should show the sand in the box, having formed sand dunes.3. Answers will vary, but should demonstrate that wind can erode the soil and the sand. This creates

new landforms, such as sand dunes.4. Answers will vary but should indicate that the rocks got in the way of the wind and slowed it down

or blocked the sand and soil from traveling any farther.

Station II: Water Erosion1. The drawing should depict the sand mountain and ruler.2. The drawing should depict the sand mountain, but partially destroyed.3. Answers will vary.4. Answers will vary.

Station III: Glacial Erosion Answers will vary.

sTUdEnT WoRKshEET: “Erosion on the Grounds” Answers will vary.


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naME: __________________________ hoW doEs ERosion affEcT My WoRld?

Directions: Find a location at your school that appears to be affected by erosion and answer the

following questions.

1. What are your first impressions about this area or situation? What makes you think erosion has taken place?

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2. What questions do you have regarding this area or situation?

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naME: __________________________ ERosion on ThE GRoUnds

Directions: Find a location where erosion has occurred. Use observation skills to record at least one

example of what you see. Remember to include the surrounding area in your observations.

1. Draw your observations.

2. Describe your observations by listing at least one example from each of the following categories: wind erosion, water erosion, ice erosion. You may make inferences about the possible cause of the erosion.

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naME: __________________________ ERosion on ThE GRoUnds

3. Explain what you learned about erosion. Use three or more of the following terms in your response: water erosion, wind erosion, glacial erosion, rill, deposition, sand dune, barrier, and/or force. Please write at least one paragraph that is clear and complete.

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sTaTion i: Wind ERosion”

You are going to be doing a scientific investigation into the effects of wind erosion by creating a miniature environment and then blowing wind into the environment.

Materials

• Shoebox, with notch in one short side • Sand • Measuring cup • Rocks • Straws

Procedure

STEP 1. Pour one cup of sand into the center of the box. STEP 2. Scatter rocks on top of the sand. STEP 3. Draw a picture on your worksheet of what the materials look like in the box.STEP 4. Place a straw in the notch at the end of the box and blow once, creating a

“windstorm.” Each student should take a turn, choosing a new straw each time.STEP 5. After the “windstorm” has finished, record the results on your lab sheet.STEP 6. Remove rocks from box and pour sand back into container. Throw away used

straws.STEP 7. Answer the questions on the worksheet for this station.



sTaTion ii: WaTER ERosion

You are going to be doing a scientific investigation into the effects of water erosion by creating a land mass (sand castle) and sprinkling water (rain) onto the top of the mass.

Materials

• Shallow plastic tub • 20 ounce plastic cup • 12 inch plastic ruler • Sand • Water • 8 ounce plastic cup • 8 ounce, or larger, plastic cup

with small holes in the bottom • Bucket, for mixing • Bucket, for used sand

Procedure

STEP 1. Mix sand and water to create a damp soil.STEP 2. Pack wet sand into the large cup, leveling off the top.STEP 3. Turn the cup upside down into the large tub.STEP 4. Remove the cup from sand to create

a sand castle.STEP 5. Carefully hold the sides of the castle

while another person gently pushes a ruler into the top of the castle.

STEP 6. Draw a picture of the structure on your lab sheet. Be sure to include ruler measurements.

STEP 7. Fill the 8-ounce cup with water.STEP 8. Hold the cup with holes in the bottom directly over the sand castle at the top of the

ruler.STEP 9. Pour the water into the cup with the holes.STEP 10. Observe the results and record them on your worksheet.STEP 11. Remove the ruler and empty sand into used sand bucket.

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sTaTion iii: Glacial ERosion

You are going to be doing a scientific investigation into the effects of glacial erosion by creating a land mass (clay) and rubbing ice over the top of the mass.

Materials

• Modeling clay • Ice cubes • Dish • Sand

Procedure

STEP 1. Create a 1-2 inch diameter ball of clay.STEP 2. Flatten the ball of clay.STEP 3. Rub an ice cube on the clay.STEP 4. Draw a picture of your

observations of the ice and the clay on your worksheet.

STEP 5. Pour some sand into the dish.STEP 6. Set the ice cube in tray of sand for a few

seconds.

STEP 7. Rub the ice cube on the clay again.

STEP 8. Draw a picture of your observations of the ice and the clay on your worksheet.

STEP 9. Discard the ice and return the clay to its container.


naME: __________________________ ERosion lab

sTaTion i: Wind ERosion

1. Draw a picture of the materials in the box before the “windstorm.”

2. Draw a picture of the materials in the box after the “windstorm.”

3. What were the effects of the air movement from the straws?

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4. What effect did the rocks have on this process?

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naME: __________________________ ERosion lab

sTaTion ii: WaTER ERosion

1. Draw a picture of the materials in the tub before the “rain.”

2. Draw a picture of the materials in the tub after the “rain.”

3. What did you observe about the sand castle while the water poured over it?

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4. What do you think might happen if you raised the cup of rain?

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naME: __________________________ ERosion lab

sTaTion iii: Glacial ERosion

1. Draw a picture of the clay after the plain ice cube was rubbed on it.

2. Draw a picture of the clay after the sandy ice cube was rubbed on it.

3. What did you observe about the difference in rubbing the sandy ice vs. rubbing the plain ice?

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4. How do you think this might be similar to a glacier?

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landfoRMs

Mountains

photo by R.J. Wilk, U

S Fish & W

ildlife Service

photo by Dirk Beyer


landfoRMs

Canyons

photo by Tobias Alt

photo by Jason J. Corneveaux

photo by Meckim

ac/wikim

edia.com


landfoRMs

Glaciers

photo by Tobias Alt

photo by Andreas Tille


landfoRMs

Valleys

photo by Thomas M

uesphoto by Kogo / w

ikimedia.com


landfoRMs

Deltas

photo by NA

SA/exploitcorporations

photo by Justin Hall


landfoRMs

Rivers

photo by U.S. Fish and W

ildlife Servicephoto by Reinhard Kuknat


landfoRMs

Sand Dunes

photo by Roy Kiki / wikim

edia.comphoto by W

ing-Chi Poon

rills and thrills: erosion affects me -...

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