PTT:
1) Title p. 58: Soil Profile and Definitions
2) Record the essential question Essential Question: How are layers of soil formed, and how does the environment affect them?
3) Record the date
Task 1:
1) Divide the page in half - label the top half: Soil Profile
2) Use this information to draw a soil profile
3) Next to each layer of the profile, describe what is in each layer
*This video might help as well (note: it doesn't list what the the horizon letters are. Just remember that A is topsoil, B is subsoil, C is weathered rock, D is bedrock)
Task 2:
Read the section on "soil formation" on pages 120 − 122 in the textbook (borrow a book from up front). Define the following words in your own notes (p. 58) or Studyblue if you use it: Parent rock, bedrock, residual soil, transported soil, humus
Task 3:
1) Title p. 59: Soil Erosion and Deposition
2) Draw this chart on the TOP half of the page
3) Use these videos to help you complete the chart
Effect of air on soil:
Effect of water on soil:
For effect of water and slope on soil:
Effect of water and slope on soil -
Visit the site: Earth History: FossWeb
Click on "multimedia"
Username: cheetah password: 112
Select "student"
Enter the program
Hover over the geology lab and click "earth processes"
Select compare stream tables
Use the different options to see how varying slopes affect erosion by water
For effect of vegetation on soil:
Task 4/Closure/Homework:
Answer the questions below on the bottom half of p. 59
1) How is soil formed?
2) Compare residual and transported soil.
3) What is humus? Why is it important for plant growth?
4) Plants get water and minerals needed for growth from soil. What do animals get from soil?
5) When you blew on soil with the straw, what force in nature are you simulating?
6) What are the effects of slope on soil erosion?
7) What are the effects of vegetation on soil erosion?
8) How would stripping vegetation from large areas of land cause problems?
9) Where does soil tend to be deposited?
Week 14, Day 2
PTT:
Complete this virtual lab to review how water, slope, and vegetation affect soil erosion. Complete the data chart and write a scientific explanation based on what you learn.
Task 1:
1) Turn to pages 58 and 59 in your science notebook
2) Check for work completion:
on p. 58 you should have a labeled and explained soil profile and five vocabulary words
on p. 59 you should have a completed chart and 9 questions answered
3) Show Ms. Davis that you are done to get a dispositions grade
4) We will go over the questions as a class
Task 2:
1) Title p. 60 - Demo: Comparing Soil Samples
2) Record the essential question and the date Essential Question: How are different types of soils/sediments affected by water?
3) Watch the demo to compare how water flows through different types of soil
4) Fill in the chart below using the class data from the demo and then the internet to find grain sizes for different soil types (this goes on the top half of p. 60)
Soil Type
Grain Size
Percolation Rate
Absorption Capacity
Gravel
Sand
Silt
Clay
NOTE: You can find the grain sizes in the chart below:
Task 3:
1) Read the information below Background Information:
The particles in the soil have settled out into layers, with the heaviest particles settling first, at the bottom. Gravel sized particles will settle almost immediately and form the bottom layer. Sand particles will settle next and form a layer on top of the gravel.Silt particles will settle next and form a layer on the sand. Clay may take over a day to settle on top of the silt and sand. Humus (fertile soil) may act as silt or clay sized particles, or it may be partly decomposed material that will float. Different types of soil will settle out differently. The amount of open space between particles has a lot to do with how easily water moves through a soil and how much water the soil will hold.
NOTE: The longer it takes for the water to appear, the greater the absorption capacity of the soil.
2) Below the chart, define in your own words the terms: pore space water percolation rate absorption capacity
3) Review: watch this video that summarizes what we learned from the demo
4) On the bottom of p. 60, record these questions with the correct answer: 1. Soil that is still sitting on top of its parent rock is called.... A. residual soil B. subsoil C. topsoil D. transported soil E. None of these are correct. 2. If soil has lots of pore spaces, then its percolation rate will be........ and its absorption capacity will be.....A. high, high B. high, low C. low, high D. low, low E. None of these are correct. Task 4:
1) Watch this if you still need more review:
2) Title page 61: Comparing Water Percolation through Soil
3) Make a bar graph using the information below:
In an experiment to measure the soil’s ability to hold water, particle size and the amount of humus the soil contained were tested. The data table below shows the results. Use the data to construct a bar graph that represents the relationship between the amount of water retained and the size of the soil particles.
Screen Shot 2012-11-28 at 9.50.09 AM.png
Closure: Based on your graph, on the bottom of p. 61 describe a type of soil that would supply water for plant roots during a period of little rainfall. (Record this below the graph)
Once you are done, show me the completed graph and response for a grade
Week 14, Day 3
PTT:
1) Turn to p. 60 in your science notebook - did you complete the chart, define the 3 words, and answer the 2 questions (tasks 2-3 from last class)? If so, move on to PTT #2.
2) On a post-it stuck to p. 60, explain why having mostly gravel in La Huasteca makes flooding even worse. (Hint: consider the percolation rate and absorption capacity.)
Task 1:
1) Watch this if you still need more review:
2) Title page 61: Comparing Sediments, Water Percolation, and Absorption and record the date
3) Make a bar graph using the information below:
In an experiment to measure the soil’s ability to hold water, particle size and the amount of humus the soil contained were tested. The data table below shows the results. Use the data to construct a bar graph that represents the relationship between the amount of water retained and the size of the soil particles.
Screen Shot 2012-11-28 at 9.50.09 AM.png
NOTE: the soil size should go on the x-axis and water retained by soil (absorption) on the y-axis. There should be 6 bars in total (small soil with humus, small soil without humus, medium soil with humus, medium soil without humus, large soil with humus, medium soil without humus).
4) Based on your graph, on the bottom of p. 61 describe a type of soil that would supply water for plant roots during a period of little rainfall. (Record this below the graph)
5) Once you are done, show me the completed graph and response for a grade
Task 2: 1) Take a look at your graph. It represents data on the soil’s ability to hold water, particle size and the amount of humus the soil contains. You will use this graph to complete step 2 of this task. 2) Copy these questions and record the answers on page 61 (label them Task 2 Questions):
a. Plant A: Cacti- Likes well drained soil and little or no organic material. What soil will I grow best in? b. Plant B: Tomato plant – Likes soil with slow percolation rate and lots of organic material. What soil will I grow best in?
Task 3: 1) Check your table of contents on p. 42 - make sure it is up-to-date 2) Turn to p. 43 - we have not yet decorated our table of contents. I want you to think back to what we have learned. Draw a collection of images (or one big image) that represents the following things: - Earth's layers - Earth's plates - Mountain formation - Weathering and erosion - The formation of igneous rocks from lava/magma - The formation of metamorphic rocks from intense heat inside the Earth and pressure from plates colliding - The formation of sedimentary rocks from compaction and cementation at the bottom of bodies of water (this can include oceans, lakes, swamps, etc.) - The formation of sediments by weathering and erosion 3) NOTE: Now is also the time to make up any incomplete/missing work from this unit.
Closure: We have a lab tomorrow about weathering and erosion - talk to a seat partner about what you think we might do.
Week 14, Day 4
PTT:
1) Turn to p. 62 in your science notebook
2) Title the page: Lab: Weathering and Erosion
3) Record the date and the essential question: Essential Question: What are the different ways in which weathering and erosion affect rocks?
4) Set up pages 62-64 as below to record your data from the lab:
Divide page 62 into a top and bottom half -
label the first half: Station 1: Stream Table Low Elevation
label the second half: Station 2: Stream Table High Elevation
Divide p. 63 into a top and bottom half -
Title them: Station 3: Types of Weathering
Station 4: Chemical Weathering and Limestone
Divide p. 64 into a top and bottom half
Title them: Station 5: Types of Erosion
Station 6: Erosion Prevention
Task 1:
You will complete the stations to go through the lab. For anyone who isn't here, read the directions and use the links below to complete the lab as best as you can. If it's something you can't do via the computer, try it at home or find images online that you can use to base your work on.
Station 1: Stream Table 1
Station 2: Stream Table 2
RESOURCE for absent students (stations 1-2):
Visit the site: Earth History: FossWeb
Click on "multimedia"
Username: cheetah password: 112
Select "student"
Enter the program
Hover over the geology lab and click "earth processes"
Select compare stream tables
Use the different options to see how varying slopes affect erosion by water
Watch this video to see how weathering and erosion affected Monterrey during Hurricane Alex (to see why trying to mitigate erosion is so important):
Task 2:
1) When you finish the lab, read over your notes, highlight the new words, and explain to your group members about the 2 types of weathering and the different forces that cause erosion
Closure:
At the top of p. 65, answer the essential question
Homework:
Begin reviewing geology unit - are there any parts with which you are having trouble?
Week 15, Day 1
PTT:
1) Turn to p. 62-64
2) Read over the results from the lab and consider: "what did I learn about weathering and erosion?"
Task 1:
Take the time to finish any lab stations which you have not completed.
Task 2:
1) Make sure you have a copy of the two concept maps (weathering and erosion).
2) Using your notebook (and the internet if needed), complete the concept maps to create a visual outline of the types of weathering and erosion
3) Tape these concept maps to p. 63 in your science notebook
4) Highlight any important or new terms in the concept maps
Task 3:
Chose ONE of the following options to reflect on your learning from the lab - complete it in Google Drive and put it in your science folder (GRADED ASSIGNMENT). This is due by Tuesday, November 26th.
OPTION 1: Write a letter to a 5th grader about weathering and erosion. Explain to them the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples of each
- what are the types of erosion and give examples of each
- why weathering and erosion are important to us in Monterrey
OPTION 2: Create a presentation (google presentation) about weathering and erosion. Include the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples WITH PICTURES of each
- what are the types of erosion and give examples WITH PICTURES of each
- why weathering and erosion are important to us in Monterrey
OPTION 3: Write a lab report about the stream tables
- Problem Question: How does slope affect water erosion?
- Include ALL of the parts of a regular lab report (problem question, hypothesis, materials, procedure, observations/data, and conclusion)
Week 14: Day 1
Table of Contents
1) Title p. 58: Soil Profile and Definitions
2) Record the essential question
Essential Question: How are layers of soil formed, and how does the environment affect them?
3) Record the date
Task 1:
1) Divide the page in half - label the top half: Soil Profile
2) Use this information to draw a soil profile
3) Next to each layer of the profile, describe what is in each layer
*This video might help as well (note: it doesn't list what the the horizon letters are. Just remember that A is topsoil, B is subsoil, C is weathered rock, D is bedrock)
Task 2:
Read the section on "soil formation" on pages 120 − 122 in the textbook (borrow a book from up front). Define the following words in your own notes (p. 58) or Studyblue if you use it: Parent rock, bedrock, residual soil, transported soil, humus
Task 3:
1) Title p. 59: Soil Erosion and Deposition
2) Draw this chart on the TOP half of the page
3) Use these videos to help you complete the chart
Effect of air on soil:
Effect of water on soil:
For effect of water and slope on soil:
Effect of water and slope on soil -
Visit the site: Earth History: FossWeb
Click on "multimedia"
Username: cheetah password: 112
Select "student"
Enter the program
Hover over the geology lab and click "earth processes"
Select compare stream tables
Use the different options to see how varying slopes affect erosion by water
For effect of vegetation on soil:
Task 4/Closure/Homework:
Answer the questions below on the bottom half of p. 59
1) How is soil formed?
2) Compare residual and transported soil.
3) What is humus? Why is it important for plant growth?
4) Plants get water and minerals needed for growth from soil. What do animals get from soil?
5) When you blew on soil with the straw, what force in nature are you simulating?
6) What are the effects of slope on soil erosion?
7) What are the effects of vegetation on soil erosion?
8) How would stripping vegetation from large areas of land cause problems?
9) Where does soil tend to be deposited?
Week 14, Day 2
PTT:
Complete this virtual lab to review how water, slope, and vegetation affect soil erosion. Complete the data chart and write a scientific explanation based on what you learn.
Worksheet:
Task 1:
1) Turn to pages 58 and 59 in your science notebook
2) Check for work completion:
on p. 58 you should have a labeled and explained soil profile and five vocabulary words
on p. 59 you should have a completed chart and 9 questions answered
3) Show Ms. Davis that you are done to get a dispositions grade
4) We will go over the questions as a class
Task 2:
1) Title p. 60 - Demo: Comparing Soil Samples
2) Record the essential question and the date
Essential Question: How are different types of soils/sediments affected by water?
3) Watch the demo to compare how water flows through different types of soil
4) Fill in the chart below using the class data from the demo and then the internet to find grain sizes for different soil types (this goes on the top half of p. 60)
NOTE: You can find the grain sizes in the chart below:
Task 3:
1) Read the information below
Background Information:
The particles in the soil have settled out into layers, with the heaviest particles settling first, at the bottom. Gravel sized particles will settle almost immediately and form the bottom layer. Sand particles will settle next and form a layer on top of the gravel.Silt particles will settle next and form a layer on the sand. Clay may take over a day to settle on top of the silt and sand. Humus (fertile soil) may act as silt or clay sized particles, or it may be partly decomposed material that will float. Different types of soil will settle out differently. The amount of open space between particles has a lot to do with how easily water moves through a soil and how much water the soil will hold.
NOTE: The longer it takes for the water to appear, the greater the absorption capacity of the soil.
2) Below the chart, define in your own words the terms:
pore space
water percolation rate
absorption capacity
3) Review: watch this video that summarizes what we learned from the demo
4) On the bottom of p. 60, record these questions with the correct answer:
1. Soil that is still sitting on top of its parent rock is called....
A. residual soil B. subsoil C. topsoil D. transported soil E. None of these are correct.
2. If soil has lots of pore spaces, then its percolation rate will be........ and its absorption capacity will be.....A. high, high B. high, low C. low, high D. low, low E. None of these are correct.
Task 4:
1) Watch this if you still need more review:
2) Title page 61: Comparing Water Percolation through Soil
3) Make a bar graph using the information below:
In an experiment to measure the soil’s ability to hold water, particle size and the amount of humus the soil contained were tested. The data table below shows the results. Use the data to construct a bar graph that represents the relationship between the amount of water retained and the size of the soil particles.
Closure:
Based on your graph, on the bottom of p. 61 describe a type of soil that would supply water for plant roots during a period of little rainfall. (Record this below the graph)
Once you are done, show me the completed graph and response for a grade
Week 14, Day 3
PTT:
1) Turn to p. 60 in your science notebook - did you complete the chart, define the 3 words, and answer the 2 questions (tasks 2-3 from last class)? If so, move on to PTT #2.
2) On a post-it stuck to p. 60, explain why having mostly gravel in La Huasteca makes flooding even worse. (Hint: consider the percolation rate and absorption capacity.)
Task 1:
1) Watch this if you still need more review:
2) Title page 61: Comparing Sediments, Water Percolation, and Absorption
and record the date
3) Make a bar graph using the information below:
In an experiment to measure the soil’s ability to hold water, particle size and the amount of humus the soil contained were tested. The data table below shows the results. Use the data to construct a bar graph that represents the relationship between the amount of water retained and the size of the soil particles.
NOTE: the soil size should go on the x-axis and water retained by soil (absorption) on the y-axis. There should be 6 bars in total (small soil with humus, small soil without humus, medium soil with humus, medium soil without humus, large soil with humus, medium soil without humus).
4) Based on your graph, on the bottom of p. 61 describe a type of soil that would supply water for plant roots during a period of little rainfall. (Record this below the graph)
5) Once you are done, show me the completed graph and response for a grade
Task 2:
1) Take a look at your graph. It represents data on the soil’s ability to hold water, particle size and the amount of humus the soil contains. You will use this graph to complete step 2 of this task.
2) Copy these questions and record the answers on page 61 (label them Task 2 Questions):
a. Plant A: Cacti- Likes well drained soil and little or no organic material. What soil will I grow best in?
b. Plant B: Tomato plant – Likes soil with slow percolation rate and lots of organic material. What soil will I grow best in?
Task 3:
1) Check your table of contents on p. 42 - make sure it is up-to-date
2) Turn to p. 43 - we have not yet decorated our table of contents. I want you to think back to what we have learned. Draw a collection of images (or one big image) that represents the following things:
- Earth's layers
- Earth's plates
- Mountain formation
- Weathering and erosion
- The formation of igneous rocks from lava/magma
- The formation of metamorphic rocks from intense heat inside the Earth and pressure from plates colliding
- The formation of sedimentary rocks from compaction and cementation at the bottom of bodies of water (this can include oceans, lakes, swamps, etc.)
- The formation of sediments by weathering and erosion
3) NOTE: Now is also the time to make up any incomplete/missing work from this unit.
Closure:
We have a lab tomorrow about weathering and erosion - talk to a seat partner about what you think we might do.
Week 14, Day 4
PTT:
1) Turn to p. 62 in your science notebook
2) Title the page:
Lab: Weathering and Erosion
3) Record the date and the essential question:
Essential Question: What are the different ways in which weathering and erosion affect rocks?
4) Set up pages 62-64 as below to record your data from the lab:
Divide page 62 into a top and bottom half -
label the first half:
Station 1: Stream Table Low Elevation
label the second half:
Station 2: Stream Table High Elevation
Divide p. 63 into a top and bottom half -
Title them:
Station 3: Types of Weathering
Station 4: Chemical Weathering and Limestone
Divide p. 64 into a top and bottom half
Title them:
Station 5: Types of Erosion
Station 6: Erosion Prevention
Task 1:
You will complete the stations to go through the lab. For anyone who isn't here, read the directions and use the links below to complete the lab as best as you can. If it's something you can't do via the computer, try it at home or find images online that you can use to base your work on.
Station 1: Stream Table 1
Station 2: Stream Table 2
RESOURCE for absent students (stations 1-2):
Visit the site: Earth History: FossWeb
Click on "multimedia"
Username: cheetah password: 112
Select "student"
Enter the program
Hover over the geology lab and click "earth processes"
Select compare stream tables
Use the different options to see how varying slopes affect erosion by water
Station 3: Identifying Examples of Weathering:
ARTICLE:
http://www.kidsgeo.com/geology-for-kids/0066-mechanical-weathering.php
http://www.kidsgeo.com/geology-for-kids/0067-chemical-weathering.php
VIRTUAL LAB:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.html
Station 3: Chemical Weathering and Limestone
RESOURCE for absent students:
http://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-Middle-School/r17/section/9.3/
Station 5: Types of Erosion
ARTICLE: http://education.nationalgeographic.com/education/encyclopedia/erosion/?ar_a=1
Station 6: Erosion Prevention
Watch this video to see how weathering and erosion affected Monterrey during Hurricane Alex (to see why trying to mitigate erosion is so important):
Task 2:
1) When you finish the lab, read over your notes, highlight the new words, and explain to your group members about the 2 types of weathering and the different forces that cause erosion
Closure:
At the top of p. 65, answer the essential question
Homework:
Begin reviewing geology unit - are there any parts with which you are having trouble?
Week 15, Day 1
PTT:
1) Turn to p. 62-64
2) Read over the results from the lab and consider: "what did I learn about weathering and erosion?"
Task 1:
Take the time to finish any lab stations which you have not completed.
Task 2:
1) Make sure you have a copy of the two concept maps (weathering and erosion).
2) Using your notebook (and the internet if needed), complete the concept maps to create a visual outline of the types of weathering and erosion
3) Tape these concept maps to p. 63 in your science notebook
4) Highlight any important or new terms in the concept maps
Task 3:
Chose ONE of the following options to reflect on your learning from the lab - complete it in Google Drive and put it in your science folder (GRADED ASSIGNMENT). This is due by Tuesday, November 26th.
OPTION 1: Write a letter to a 5th grader about weathering and erosion. Explain to them the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples of each
- what are the types of erosion and give examples of each
- why weathering and erosion are important to us in Monterrey
OPTION 2: Create a presentation (google presentation) about weathering and erosion. Include the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples WITH PICTURES of each
- what are the types of erosion and give examples WITH PICTURES of each
- why weathering and erosion are important to us in Monterrey
OPTION 3: Write a lab report about the stream tables
- Problem Question: How does slope affect water erosion?
- Include ALL of the parts of a regular lab report (problem question, hypothesis, materials, procedure, observations/data, and conclusion)