Erosion and Deposition Lab Sequence Standards 6 Grade Earth Science

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22 févr. 2014 (il y a 3 années et 6 mois)

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Erosion and Deposition Lab Sequence


Standards


6
th

Grade Earth Science

2.

Topography is reshaped by the weathering of rock and soil and by the transportation and
deposition of sediment. As a basis for understanding this concept:

a.

Students know
water running
downhill is the dominant process in shaping the landscape,
including California's landscape.


Engage

1.

Hand out aerial photos of erosional landforms in the Coachella Valley
(or wherever you are) These are at this website:
http://terraserver.microsoft.com/image.aspx?T=1&S=13&Z=11&X=337
&Y=2340&W=2

,
http://terraserver.micro
soft.com/image.aspx?T=1&S=13&Z=11&X=351
&Y=2345&W=2

http://terraserver.microsoft.com/image.aspx?T=1&S=13&Z=11&X=349
&Y=2340&W=2






You can also use an LED projector to project the picture on the wall or on
a screen.





















Google earth has better pictures, but you need a download, which our
Tech support blocked and I didn’t

have time. See if students can tell
from the pictures where in the valley these pictures are taken. Ask
students to pair share or share with lab groups
-
“These are photos of the
desert around here taken from space. What do they show? How are
these kinds of

landscapes made?” After students have pair
-
shared call on
several students to see what answers they came up with. This will allow
you to pre
-
assess what students already know about erosion, and also if
they are able to understand aerial photos.









Explore

2.

Explain the demonstration we are about to do to the class. Each group
will get a ziplock bag of wet dirt, and a flat rectangular Tupperware.
The class will go outside to a location with a slab of concrete that can
be easily swept off. Each group w
ill pack the wet dirt into the
Tupperware, then turn it upside down to make a sand mesa. Each group
gets two 16 oz. plastic cups: one normal and one with a hole in the
bottom. A nail heated over a stove flame will easily put nice clean
holes in the cups. F
irst check their sand mesa and see that they all
have a piece of paper for writing down their results. Then fill the
normal cup with water. Students will hold the cup with the hole in it
30 cm over the center of the sand mesa and then pour the water into
i
t. Let water drain until there is no water left. Photograph each
group’s results with a digital camera, then print out the results the
next day and have students label them. You can also project the
pictures with an LED projector and have students point ou
t landforms.

Note; Most of your science departments have stream trays or
steam tables that could be used to design a much better lab.
This lab assumes that you have no equipment. If you have good
equipment
-

use it!




Explain

3.

Have students do a rea
ding assignment on erosion, deposition, and
landforms. Concentrate on the vocabulary terms: erosion, deposition,
sediment, alluvial fan, canyon, and delta.

4. Students should now take the pictures from step 2 and add labels
reflecting the vocabulary.

5. Us
e a clear jar or bottle filled about 1/3 full of earth materials (mixed
gravel, sand and clay) and the rest of the way with water. Hold it up
without moving it much. Ask: “what is happening” The answer is
nothing. Now start to gently shake the bottle, “wha
t does moving
water do. “It begins to move the sediment. This is like erosion. ”
Shake the bottle so all of the sediment is suspended. Set it down
quickly. “What happens when the water slows down. “Sediments fall
out of suspension.” This is like deposition
.

6. Project a non
-
aerial picture of an erosional landform and see if
students can recognize landforms from this perspective.



Extend



7.

Have students hypothesize what will happen if the flow rate is
increased by putting five holes in the cup instead of o
ne. Show
students the two cups and point out that the amount of water will be
the same. For this experiment we will narrow our focus to one
question. How far away will sediment be deposited from the mesa?
Use the lab report worksheet to write hypotheses be
fore the
experiment begins. The lab report worksheet and rubric is at the back
of this document. Explain that the lab report sheet is the rough draft.
If you like you can add a class data table to the data section with
class averages. If so have students m
ake a bar graph of the class
averages to support their data. This will probably add a day to the
write up but is worth it.





Evaluate

8. Pass out the two pictures of the Martian landscape. Here are the
URLs:
http://photojournal.jpl.nasa.gov/jpegMod/PIA03591_modest.jpg

,
http://photojournal.jpl.nasa.gov/jpegMod/PIA03585_modest.jpg





Don’t tell them it’s Mars. Ask the students to write a paragraph a
bout
what process produced these landforms. Now explain that these
pictures were taken of Mars where there is no water. Challenge them
to explain the landforms that they see. Students write a second
paragraph hypothesizing how these landforms might have be
en
produced.











I.

Erosion and Deposition Lab
-

Rough Draft


II.

Hypothesis


If we increase the number of holes in the cup so that the same
amount of water flows more quickly, I think that the distance that
sediments will be deposited will be (less/the
same/ greater). I
think this because
-



III.

Materials


The materials we used to do this experiment were:



-



-



-



-



-



-



-



-



-


IV.

Procedure


What did you do differently in the two trials in this
experiment?

The thing we did differently in the two

trials was
-





The things we were careful to do the same were
-


V.

Data/Observations


Pictures of the results with measurements and labels

Trial 1 (one hole)


















Trial 2 (5 holes)


Observations
-
















VI.

Analysis and Conclusions


Topic

sentence:

My hypothesis was (correct/ incorrect). Or: My data isn’t clear enough for
me to tell if my hypothesis is correct of incorrect.





Explain your topic sentence:


My data show that when I increased the flow of water __________.



Give evidence t
o support your conclusion:

My pictures show that
-




The distance that sediments were deposited in trial 1 was_________, and in
trial 2 was____________________.



When we increased the flow of water
-



Restate your topic sentence in a different way
-






T
ake the five sentences you have written and turn them into a paragraph
-


_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________
________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________






Lab Report : PSUSD lab report

basic rubric










Student Name:




________________________________________







CATEGORY

4

advanced

3

proficient

2

basic

1

below

basic

Purpose and/or
Hypothesis

The purpose of the
lab or the
hypothesis to be
tested during the
lab is clearly
identified, stated
logicall
y, and
supported with
evidence.

Purpose and/or
hypothesis are
clear.

Purpose and/or
hypothesis are
unclear.

Purpose and/or
hypothesis is
erroneous or
irrelevant

Procedure (as
required)

Someone could
reproduce the
experiment by
following the
procedure.

Pro
cedures are
listed in clear
steps.

Procedures are
not clear.

Procedures are not
accurate.

Data/observations

Graphs and tables
are neat, clear,
accurate, well
labeled and make it
easy to understand
the results.

Clear, accurate,
and correctly
labeled.

Not c
ompletely
clear, well
made, or
complete.

Disorganized and
inaccurate.

Analysis and
Conclusion

Uses specific
details from the
results to support
or reject the
hypothesis.
Relates the results
to topics covered in
class.

Uses evidence
from the results to
co
rrectly
support/reject the
hypothesis.

Correctly
supports/rejects
the hypothesis,
but doesn't use
evidence.

Incorrectly
supports/rejects
the hypothesis

Format and
conventions of
language

There are few if
any errors in the
use of grammar,
punctuation, and
spelling. The report
is complete and
follows the format.

There are some
errors, but a reader
can still understand
the report.
Complete and
follows the format.

Many errors.
One or two
parts are hard
to understand.
Missing a
section.

Serious errors. It is
ha
rd to understand
the report. Missing
two or more
sections.