Day 5- Constructive and Destructive Forces
In your notebook, on the next two clean pages, insert EARTH'S FEATURES VOCABULARY. read the definition for each word in the first column and put it in your own words in the second column. In the third column, create a picture that describes the word. All pictures should be in color.
After the EARTH'S FEATURES VOCABULARY, insert CONSTRUCTION PROCESSES AND DESTRUCTIVE PROCESSES ARTICLE in order form 1 to 4. In each table, describe what you would look for in order to identify either the constructive processes or the destructive processes.
After the EARTH'S FEATURES VOCABULARY, insert CONSTRUCTION PROCESSES AND DESTRUCTIVE PROCESSES ARTICLE in order form 1 to 4. In each table, describe what you would look for in order to identify either the constructive processes or the destructive processes.
Day 6- Erosion
On page 24 of your notebook, draw a line halfway down the page and write the question and answer on the top half of the paper. Label it Earth Features Question 1.
Based on the information you have gathered, what specific processes are causing the earth to change? Identify each process as either constructive or destructive.
One pages 25 and 26 of your notebook, insert the data tables from the WEATHERING THE STORM LAB. On pages 27 and 28 (if necessary), answer the questions from the lab.
Questions from the lab:
In your notebook, answer the following questions in complete sentences. You may write the questions in the notebook, but if you do not, the answer should reflect the question. One word answers are not acceptable.
1. Was a constructive or destructive process demonstrated in this lab? What is the evidence to support your answer?
2. What did the water represent in the this activity?
3. What did the Skittle represent in this activity?
4. What did the color on the Skittle represent in this activity?
5. For each piece of candy, how long did it take to show a change in the candy?
6. Was there a difference between the candies? Why do you think there was a difference?
7. How many drops do you think it would take to make the candy completely disappear?
8. What would you do to speed this process up? Slow the process down?
9. What do you think would happen if you changed the liquid to:
a. Acid
b. Sugar Water
c. Ice Water
d. Coke
10. Application to real life: Erosion and weathering are happening every day, although the process may be too slow for you to actually notice a difference.
a.What would you do to protect a statue or gravestones?
b.What could you do to stop erosion of someone’s yard?
Based on the information you have gathered, what specific processes are causing the earth to change? Identify each process as either constructive or destructive.
One pages 25 and 26 of your notebook, insert the data tables from the WEATHERING THE STORM LAB. On pages 27 and 28 (if necessary), answer the questions from the lab.
Questions from the lab:
In your notebook, answer the following questions in complete sentences. You may write the questions in the notebook, but if you do not, the answer should reflect the question. One word answers are not acceptable.
1. Was a constructive or destructive process demonstrated in this lab? What is the evidence to support your answer?
2. What did the water represent in the this activity?
3. What did the Skittle represent in this activity?
4. What did the color on the Skittle represent in this activity?
5. For each piece of candy, how long did it take to show a change in the candy?
6. Was there a difference between the candies? Why do you think there was a difference?
7. How many drops do you think it would take to make the candy completely disappear?
8. What would you do to speed this process up? Slow the process down?
9. What do you think would happen if you changed the liquid to:
a. Acid
b. Sugar Water
c. Ice Water
d. Coke
10. Application to real life: Erosion and weathering are happening every day, although the process may be too slow for you to actually notice a difference.
a.What would you do to protect a statue or gravestones?
b.What could you do to stop erosion of someone’s yard?
Day 7- Erosion and Weathering
While watching the BILL NYE- EROSION video, answer the following questions on page 29 of your notebook.
- Why are rocks today different than the same rocks from yesterday?
- What are the different ways in which erosion occurs?
- How can erosion be slowed down or stopped?
- How are mushroom rocks, arches, canyons, hoodoos and sea-stacks formed?
- How does water change rocks?
- Describe 4 different ways in which erosion occurs.
- Compare and contrast mechanical weathering to chemical weathering.
- Connection to History: In the 1930, an event called the Dustbowl occurred. Explain what the dustbowl was, why it happened, and how it is an example of erosion. If you need more information about the Dust Bowl, click the button above, or search it on the internet.
- Connection to History: Cleopatra's Needle is a monument that was moved from Egypt to New York City in 1880. Do some research to see the effect of the change in location on the needle either using the button above, or by researching it on the internet. Briefly describe what the effect of moving Cleopatra's Needle to New York City, and what would be the effect if it have been transferred to the cold, dry climate of Siberia instead.
- Connection to Real Life: Imagine that there is an area of land where mechanical weathering has caused damage. Describe 2 ways to reduce the rate of mechanical weathering.
- Connection to Real Life: Find and describe 4 (four) ways that help help with soil conservation (avoid soil erosion).
- Connection to Real Life: A hillside community that receives heavy rainfall has contacted you to assess the safety of their village. You find that they have a high chance of landslides. You are asked to come up with ways to prevent this. Describe three ideas that could prevent landslides. Use diagrams to help describe your ideas.
Day 8- Soil
Many part of the ground (soil) are moved around randomly by wind, water, and other forces of nature. However, over time unique layers (called horizons) will form over time, layers the can be identified. A soil profile is a sample of the soil that shows all the layers.
- Using the SOIL PROFILE link above, create a diagram of what a basic soil profile would look like. Label each of the horizons and describe what can be found in each of the horizons. You do not need to include horizon E. Your diagram should be in color and should reflect what is found in each horizon. The diagram should fill one sheet of 8.5''-11''white paper (a standard piece of computer paper). The rubric is found below. Your number should be written on the back of the paper and turned in by the end of the day to receive credit. This will be for an assessment grade.
- In your notebook on the next clean page, divide the paper into three equal rows. Turn your notebook so that the longer side of the paper is facing you. you now should see 3 columns. Label each column Tropical, Temperate and Desert/Arctic. Draw what the soil profiles would look like for the three different climates in color, labeling each horizon.
- On the following page of your notebook, answer the following questions:
- Describe how soil is formed
- Describe what kind of soil and climate would be best for growing deep rooted (such as the red dogwood) plants?
- Connection to Real Life: Why would tropical soil not be good for sustained farming (farming in the same place over long periods of time)?
Day 9- Glaciers
Although individual snowflakes can be very light, a lot of snow, compacted to a rock hard substance, can actually have a lot of weight and create a lot of force. If the snow continues to compact and get bigger, it can ritually form a large mass of moving ice called a glacier.
On the next blank page of your notebook, answer the following questions:
On the next blank page of your notebook, answer the following questions:
- How do glaciers form?
- How do glaciers change the landscape of the planet? In this description, define deposition, plucking, abrasion and freeze-thaw weathering.
- How do glaciers move?
- What is the zone of plastic flow? What effect does if have on glaciers?
- What are the different features that from by glacial deposition?
- Compare glacial sediment deposited directly by glacial ice with the sediment deposited by glacial meltwater.