Connecticut Science Center · 2014-03-28 · CT Science Content Standard 7.3 – Landforms...

CT Science Content Standard 7.3 – Landforms Landforms are the result of the interaction of constructive and destructive forces over time

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Connecticut Science Center

Geological Forces Curriculum Guide CT Science Standard 7.3

Created By: Louise McMinn, Scofield Magnet School, Stamford Public Schools Michael Ross, Connecticut Science Center


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Table of Contents Section Page Title Page ............................................................................................................. 1 Table of Contents ............................................................................................... 2 Summary .............................................................................................................. 3 Inquiry Standards ................................................................................................ 4 CT Science Standards and CMT Correlation………. ....................................... 5 GLE’s and Unpacked Content Standards ......................................................... 6 MA Learning Standards ...................................................................................... 9 Safety Standards ................................................................................................. 10 Common Misconceptions .................................................................................. 11 Pre-Visit Activity .................................................................................................. 12 Science Center Classroom Activity ................................................................... 17 Trail Guides ......................................................................................................... 26 Post-Visit Activity ................................................................................................. 44 Performance Task ............................................................................................... 45 Guided Exploration (Embedded Task)

• Teacher Manual ................................................................................. 48 • Student Manual ................................................................................. 59

Teacher Resources .............................................................................................. 64 • Connecticut Geological History Timeline ....................................... 65 • Professional Development ................................................................ 66 • Interdisciplinary Activities ................................................................. 67 • Websites ............................................................................................. 68 • Literature Links ................................................................................... 70 • Videos ................................................................................................. 72 • Career Information ............................................................................ 73 • Additional Activities for Connecticut Geological Events ............... 74

Student Resources Student Websites ............................................................................ 76


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7.3 Summary Geological Forces is a unit that answers the questions: How do constructive and destructive forces shape the Earth’s surface? In particular, how have those constructive and destructive forces shaped the surface of

Connecticut? The Geological Forces unit has been developed to complement some of the core themes, content standards and expected performances of the CT Core Science Frameworks, as well as the National Science Education Standards. It contains key concepts needed to understand the forces that helped to shape our land and inquiry activities about plate movement and glaciers to engage your students. Landforms includes engaging investigations that give students the opportunity to explore the forces that help to build the land around them, with a focus on those forces that shaped Connecticut. A pre-visit activity has students examining weathering and erosion in their school community. In the Connecticut Science Center classroom, students will investigate how land can be shaped by glacial forces and glacial melt-water. In the Planet Earth Gallery, they will view simulations of major geological events that have occurred over millions of years, and how geologists have determined Connecticut’s geological past using rocks and fossils. Students will be able to view the changes that have occurred in the Connecticut River Valley over many years and will be able to investigate the effects of erosion in the large stream table located in the River of Life Gallery. Post-visit activities will give students the opportunity to continue their investigations of geological forces. Suggestions for interdisciplinary connections, career opportunities, and web and print resources are also included.

This unit has been developed to complement some of the core themes, content standards and expected performances of the CT Core Science Frameworks, as well as the National Science Education Standards. It is a supplemental series of “hands-on” investigations that are inquiry-based and designed to engage students as well as to enhance and build upon their prior content knowledge. It may be integrated with other subjects or it may be taught in its entirety within the science classroom.

The complete CT Core Science Curriculum Frameworks is available at the website http://www.state.ct.us/sde/curriculum/. See also: American Association for the Advancement of Science, Atlas of Science Literacy, Project 2061. In addition, Grade Level Expectations (GLEs) were released in Spring 2009, to “unpack” the science content. Content standard 7.3 is designed to allow students to explore the elements of geological forces and broaden their understanding of how these elements helped to create our current Connecticut landforms.


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Following are the specific sections from the CT Core Science Curriculum Framework that are addressed in this unit. The C INQ information reflects the process skills intended for grades 6-8 specifically representing the content standards of scientific inquiry, literacy, and numeracy.

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy

How is scientific knowledge created and communicated?

Content Standards Expected Performances

SCIENTIFIC INQUIRY

♦ Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.

♦ Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.

♦ Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

SCIENTIFIC LITERACY

♦ Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.

♦ Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

SCIENTIFIC NUMERACY

♦ Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

C INQ.1 Identify questions that can be answered through scientific investigation.

C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information.

C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions.

C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.

C INQ.5 Use appropriate tools and techniques to make observations and gather data.

C INQ.6 Use mathematical operations to analyze and interpret data.

C INQ.7 Identify and present relationships between variables in appropriate graphs.

C INQ.8 Draw conclusions and identify sources of error.

C INQ.9 Provide explanations to investigated problems or questions.

C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.


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Grade 7 CT Science Standards and CMT Correlation

State Framework CMT Correlation

Energy in the Earth’s Systems – How do external and internal sources of energy affect the Earth’s systems?

7.3 - Landforms are the result of the interaction of constructive and destructive forces over time.

7.3. a. Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, ridges and valleys.

7.3.b. Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place.

C 18. Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust.

C 19. Explain how glaciation, weathering and erosion create and shape valleys and floodplains.

C 20. Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.


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GRADE-LEVEL CONCEPT: Volcanic activity and the folding and faulting of rock layers during the shifting of Earth’s crust affect the formation of mountains, ridges, and valleys.

GRADE-LEVEL EXPECTATIONS:

1. Earth’s surface features, such as mountains, volcanoes and continents, are the constantly-changing result of dynamic processes and forces at work inside the Earth.

2. Earth is formed of three basic layers, with the densest being the iron and nickel core. The middle layer, the mantle, of the Earth is composed of mostly light elements such as silicon, oxygen and magnesium and is quite plastic because of its high temperature and pressure. The top layer, the crust, is solid but relatively thin, and it supports large land masses (continents) and oceans.

3. The earth’s crust is broken into different “tectonic plates” that float on the material beneath it. These tectonic plates move at different rates but very slowly, only a few centimeters per year. Continental drift is driven by convection currents in the hot liquid mantle beneath the crust.

4. The presence of plant and animal fossils of the same age found around different continent shores, along with the matching coastline shapes of continental land masses, provides evidence that the continents were once joined.

5. At the locations where two tectonic plates interact, a boundary exists. There are divergent boundaries (where plates move apart causing trenches and new crust to form), convergent boundaries (where plates push together causing folding, faulting and uplift and trenches), and transform boundaries (where plates slide past each other causing a build-up of resistance that can result in earthquakes). Connecticut has a great deal of fault rock evidence of crustal separation.

6. The folding and faulting of rock layers during the shifting of the Earth’s crust causes the constructive formation of mountains, ridges and valleys.

7. Mountain formation can be the result of convergent tectonic plates colliding, such as the Appalachians and the Himalayas; mountains may also be formed as a result of divergent tectonic plates moving apart and causing rifting as in East Africa or Connecticut.

8. Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.

The geological makeup of Connecticut shows evidence of various earth processes, such as continental collisions, rifting, and folding that have shaped its structure. GRADE-LEVEL CONCEPT: Glaciation, weathering, and erosion change the Earth’s surface by moving earth materials from place to place.

GRADE-LEVEL EXPECTATIONS:

1. Earth's surface is constantly being shaped and reshaped by natural processes. Some of these processes, like earthquakes and volcanic eruptions, produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over longer periods of time.

2. Glaciers are large, deep formations of compacted snow and ice. They form in areas where annual snowfall is greater than the seasonal melt, resulting in a gradual build-up of snow and ice from one season to the next.


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3. Glaciers continue to build and advance as long as snow and ice continually accumulate; rising temperatures and decreased snowfall cause glaciers to shrink and retreat. Over the past 100 years, glaciers worldwide have tended toward retreat as average temperatures have increased.

4. Glaciers can be hundreds to thousands of meters thick and can extend for many kilometers. Under the pressure of its own weight and the force of gravity, a glacier slowly spreads outwards across a region or moves down a slope.

5. In a process called glaciation, moving glaciers reshape the land beneath them by carving away the soil and rock over which they move. Glaciated valleys are trough-shaped, often with steep vertical cliffs where entire mountainsides were removed by glacial scraping. When the glacier retreats and ice melts, the valley may fill with water to form a river or a lake.

6. Moving glaciers reshape the land around them by transporting material as they move. Glaciers plow along a mixture of loosened soil, gravel and boulders (till), leaving piles that form mounded landforms off to the sides or at the glacier’s end.

7. During the last Ice Age, New England was covered by a glacier; Connecticut’s landscape provides many examples of glacial landforms.

8. Weathering and erosion work together as destructive natural forces. Both are forces that break down rock into small particles called sediments.

9. Weathering is the breakdown of rocks into small particles (sediment) due to physical, chemical, or biological interactions. Physical weathering can result from the repeated freezing and thawing of water entering small cracks or pores in rocks, or from temperature fluctuations causing expansion and contraction. Chemical weathering can occur when water dissolves minerals in certain rock types. Biological weathering can be caused by plant roots or lichens. Rock properties, such as hardness, porosity or mineral content, influence its susceptibility to weathering.

10. Erosion loosens and transports sediment formed by weathering. Moving water can carry away tiny sediments or entire hillsides, riverbanks, beaches, or roadbeds. Rivers, waves or waterfalls can carve landforms such as valleys, canyons, caverns or floodplains. Wind can erode some rock types, carving distinctive formations or creating sand dunes.


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SCIENTIFIC LITERACY TERMINOLOGY: Erosion, weathering, glacier, valley, floodplain, core, mantle, folds, fault/fault line, continent, tectonic plate, plate boundary, convection, mountains, volcano, earthquake. National Science Education Standards 5-8 Structure of the Earth Landforms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment; destructive forces include weathering and erosion. 5-8 Earth’s History The Earth’s processes we see today, including erosion, movement of lithospheric plates, and changes in the atmospheric composition, are similar to those that occurred in the past. Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet.


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Massachusetts Learning Standards EARTH AND SPACE SCIENCE, GRADES 3-5 4. Explain and give examples of the ways in which soil is formed (the weathering rock by water and wind and from the decomposition of plant and animal remains). 7. Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. EARTH AND SPACE SCIENCE, GRADES 6-8 6. Describe and give examples of ways in which the earth’s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. 7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciations, supports theories that the earth has evolved over geologic time.


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SAFETY STANDARDS:

• Review expectations for appropriate behavior, handling of materials, and cooperative group procedures to be sure those activities are accessible and safe for all students prior to beginning these investigations.

• Make any necessary student modifications. • Monitor students to be sure they are acting appropriately, handling materials

accordingly, and working cooperatively especially when working with water and potentially sharp objects.

• For more comprehensive information on science safety, consult the following guidelines:

American Chemical Society – http://membership.acs.org/c/ccs/pubs/K-6_art_2.pdf

Council of State Science Supervisors – http://www.csss-science.org/downloads/scisaf_cal.pdf.

Connecticut Department of Education – http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/safety/middlesch

ool_sciencesafety.pdf


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Misconceptions and Facts about Formation of Landforms Phillips, W, 1991. Earth Science Misconceptions http://k12s.phast.umass.edu/~nasa/misconceptions.html Wilson, Paula N and DeBoer, George E. Determining the Appropriateness of Terminology in Content-Aligned Assessments for Middle School Students: Examples from Plate Tectonics AAAS Project 2061 Middle School Assessment, NARST 2007

Misconceptions Facts Tectonic Plates: Students believe that there

are gaps between the tectonic plates. The rigid outer layer of Earth is made up of plates that fit closely together. Each plate directly touches the plate next to it.

Earth’s Landforms: Students may think that mountains are rapidly created.

Plate movement is very slow, it can only be measured in centimeters per year. Mountain formation can occur as the plates slowly move.

Earth’s Landforms: Many students think that the Earth’s surface only changes because of earthquakes and volcanoes.

Many events, including water, change the Earth’s surface. Humans cause changes to the Earth’s surface, too.

Earth’s Landforms: Mountains and valleys have always been on Earth

The geological history of Earth takes place over 4.6 billion years. During that time it has taken billions of years for the Earth to form as it exists today.

Meaning of Weathering and Erosion: Students frequently think that weathering means that weather caused the material to move. They belief that weathering and erosion are synonymous processes.

Weathering and erosion are two different processes.

Weathering is the process whereby rocks and minerals are broken down by chemical and or physical alteration into soil. The resultant product might or might not be transported. Weathering creates the soils of the world. Erosion is the transportation of soil from one place to another, usually by running water or wind.

Role of Plants: Some students may think that the soil doesn’t erode because the plants "soak-up" the water.

Plants do use water out of the soil, but the reason plants slow down erosion is because their roots keep dirt particles from being washed away. Also, if the plant drops leaves, the water drops hit the leaves, and the leaves lessen the force that the water droplet hits the earth material, thus limiting the erosion.

Role of Water: Students don’t identify that the speed of water is an agent of change. They often only focus on the amount of water.

With a greater flow of water, the more speed it has, therefore more erosion occurs.

Role of Sediment Type (Size and Weight): Students don’t see the connection between the size and weight of the material and how it is being eroded and deposited.

Finer-grained soils are more susceptible to erosion than coarser-grained soils. Lighter particles (typically smaller and less dense) are deposited farther downstream than heavier particles.


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Pre-Visit Activity-1 The visit to the CT Science Center begins in your classroom with the pre-visit activities. Please consider these activities as a prerequisite to prepare your students for the actual visit. We encourage all teachers who bring their students to the CT Science Center to do these pre and post activities as well as the integrated lessons and assessments that can be found at the end of this unit package. Pre Assessment: Show students pictures of Connecticut landforms – mountains, hills, road cuts, river banks, coastline, etc. Have students list what they see, and ask them to describe how they might have formed. Pre-Visit Activity: Erosion and Deposition Walk Concept: Weathering, erosion, and deposition wear down and build up the earth’s

surface. Moving water is a main force of erosion. Objectives:

• To observe and document where erosion and deposition occur on school grounds. • To hypothesize what causes erosion and deposition on school grounds.

Vocabulary: Weathering: breaking solid rocks into smaller pieces/sediments through chemical and/or physical means. Erosion: carrying away weathered materials. Deposition: depositing sediment. Sediment: small pieces of rock or soil. Materials: per group–3 students per group 1. Two clip boards 2. White typing paper for the clip boards 3. Writing utensils 4. Hand lenses* 5. Ruler 6. White school glue 7. 3 X 5 index cards 8. Plastic zip-lock bag to carry materials #3-7 9. Digital camera* 10. Map of school grounds* * optional


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Background Information: The Earth’s crust is constantly being reshaped by constructive and destructive

forces. Over time, weathering due to chemical action (dissolving, oxidation, etc.) and mechanical action (root action, sand blasting, ice wedging, etc.) breaks huge slabs of solid rock into small bits called sediments. Agents of erosion may include currents of air or water, glacial movements, etc. Once the sediments resettle, they’ve been deposited. Engagement:

Ask students what happened when they played in the sandbox as children. As they dug around, what did they notice? How high were they able to pile the sand before it started to slide back down?

In the case of the sandbox, their hands and gravity were the main agents of change, reshaping the sandbox’s sediments.

Activity:

Students will see where sediments have been taken away (eroded) from some places on school grounds and dropped (deposited) in others. They will work in research teams to document places where erosion and deposition have occurred. The documentation will include: 1. A map of the study area with:

a. the approximate location and size of the area where sediments have been eroded and deposited.

b. a compass rose. c. arrows pointing in the direction(s) of today’s wind (if any wind is blowing)

2. Detailed drawings and/or digital photographs of areas showing erosion and deposition. These areas will be keyed into their map. 3. Samples of deposited sediments that students have collected.

Students form groups of three and assign roles: a map maker, an illustrator/photographer, and a sample collector. All the students are responsible for making sure that all of their materials are back in their plastic bag before they return to the room. All students may use the hand lenses to observe more detail. They may want to use the rulers to draw the map and/or measure the length, width, and depth of the sediments.

Go over the roles of each student: Map-Maker: Draws a map of school grounds with a compass rose. Takes a wind reading by wetting a finger and feeling the wind. Draws the wind’s direction on the map. Keys in the other two groupmates’ evidence of erosion and deposition.


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Illustrator/Photographer: Provides detailed drawings and/or photographs as evidence of eroded or deposited sediments. The site where these drawings and/or photos were made should be marked on the map with a capital letter. Sample Collector: Collects samples of deposited sediments. The collector does this by adding a thin, nickel-sized smear of white school glue on an index card and then pressing the card, glue-side-down, onto the sediment deposit. The sediment will stick to the index card. The site where the samples were collected should be marked on the map with a number. Activity:

Pick a safe, self-contained space as the erosion and deposition study area. You may want to add a boundary by putting out orange traffic cones or roping off the area. Remind the students they’ll need to test and record wind direction(s). Allow students to explore and investigate the study area. Check to see that each student is understanding and performing assigned roles, that all groups are on-task, and that all students are working cooperatively. After a suitable amount of time has passed, bring all materials, samples, maps, drawings, and students back to the classroom.

Ask the groups to share their findings. (You might want to wait a day or two so students have a chance to print their digital photos) Possible Discussion Questions: 1) Erosion

Where did they observe erosion? How did they know erosion occurred there? What do they think caused the erosion? Why do they think that?

2) Deposition

Where did they observe deposition? How did they know deposition occurred there? What do they think caused the deposition? Why do they think that?

3) Why did we take wind direction? 4) Where were most sediments deposited? 5) Did all the sample deposits look the same? Compare and contrast the look of the sample deposits.


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Pre-visit Activity-2 Glacial Weathering, Erosion and Deposition in Connecticut Objectives:

• To simulate and explore the types of weathering, erosion, and deposition caused by glaciation in Connecticut.

• To make and record observations. • To communicate findings to peers.

Vocabulary: Deposition: the settling of transported material. Erosion: carrying away rock and sediment by water, wind, and glaciers Erratic: boulder transported by the ice of a glacier that is not related to the bedrock near

its present site. Glaciation: the process of covering large parts of the Earth with ice; being covered by ice. Glacier: large, long-lasting mass of ice formed on land by the compaction and

recrystallization of snow which then moves under its own weight. Moraine: a body of till left behind after a glacier has melted. Polish: rock’s high luster created by ice grinding and smoothing rock. Striations: straight scratches in rock created by abrasion of a moving glacier. Till: Pile of boulders, rocks, clay and gravel left by the movement or melting of a glacier Weathering: processes that chemically or physically change rock at or near the Earth’s

surface. Background Information: Connecticut was completely covered by the Wisconsinan Glacier about 20,000-25,000 years ago. As the glacier grew and advanced through Connecticut, it weathered and eroded the soil and rocks below. We can see evidence of the glacier’s advance by looking at signs of glacial polishing and striations on exposed horizontal faces of rocks. Sea level dropped more than 250 feet as water was locked in the glacier. Then about 18,000 years ago, the ice sheet began to melt, depositing soil and rocks as the melt water ran out from the glacier. Many glacial lakes formed from the glacier’s melt water including what used to be Glacial Lake Hitchcock and Glacial Lake Connecticut. Glacial erratics and glacial moraines provide clues to where the glacier dropped its load as it melted and retreated. The Effect of Slope on the Erosion Process-Investigation

INVESTIGATION SUMMARY

The students will be investigating how glacial weathering, erosion and deposition are responsible for creating certain features: striations, erratics, and moraines. They will conduct an investigation in small groups to answer their question on glacial features and report their findings to the whole group. Engagement (5 min.):


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Materials: Photos of glacial features – http://nsidc.org/data/glacier_photo/repeat_photography.html http://www.nrmsc.usgs.gov/repeatphoto/posters http://www.nrmsc.usgs.gov/repeatphoto/gg_mt-gould.htm Procedure:

1. Display the photos of glacial features. The students will be asked to share what they noticed from glacial photographs and what questions they raised about glacial features. (Notice/Wonderings) Have students create two columns in their science notebooks. Label one column noticings and one column wonderings. Ask students to record their observations and questions here.

2. Tell the students that they are now going to investigate the question they chose.

Some of the possible questions are: • What caused the gouges in the rocks? • What put a rock here all by itself? • How did this ridge form?

3. Share with the class that these features were all caused by glaciers in Connecticut thousands of years ago. Task Simulating Glacial Conditions Materials: Aluminum (not aluminum foil) baking pans, ice cubes, ice cubes with sand embedded in them, sand, rocks, modeling clay, plastic straws, plastic tubing, plastic cups, Styrofoam cups, overhead heat sources such as lamps or blow dryers. Procedure:

1. Divide the class into research teams by topic: those who have questions about how striations formed, those who have questions how the erratics got where they were, and those who have questions how the moraines formed.

2. The students will discuss how they will use the materials to try to simulate how glacial

weathering through erosion and deposition; form striations, erratics and moraines.

3. Allow the groups time to plan their projects. Facilitate as each group tries to recreate the necessary conditions for their feature to be created.

4. Give the class time to share their results. Did they find answers to what their questions?

Ask the class to determine which features were caused by glacial weathering and erosion, and which features were caused by glacial deposition.


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CT Science Center Discovery Center Activity -7.3 Content Covered 7.3 Landforms are the result of the interaction of constructive and destructive forces over time. 7.3.b Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place. GLE’s 7) Compare and contrast the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity. 8) Investigate and determine how glaciers form and affect the Earth’s surface as they change over time. 9) Distinguish between weathering and erosion. Purpose:

• Contrary to popular belief, Glaciers do not act as solid blocks of ice. They have a more fluid or plastic motion. This is one reason why the term glacial “flow” is often used. This will help the learner to get a better sense of how glaciers travel and how this traveling affects the landscape through erosion and deposition.

• Fulfill GLE’s 7, 8, and 9.

Preparation: Make enough ice cubes that each group of 3 has 2 cubes. Prepare the acid indicator cup as follows. Fill a cup about half way with water. Add two or 3 drops of universal indicator. Introduction

Contrary to popular belief, Glaciers do not act as solid blocks of ice. They have a more fluid or plastic motion. This is one reason why the term glacial “flow” is often used. This will help the learner to get a better sense of how glaciers travel and how this traveling affects the landscape through erosion and deposition. As it is very difficult to simulate glacial flow in a lab setting; please see this website (http://www.uky.edu/AS/Geology/howell/goodies/elearning/module13swf.swf) for nice descriptions and animations of glacial flow. Also the interactive simulation located at http://phet.colorado.edu/simulations/sims.php?sim=Glaciers allows the learners to see the flow of rock material through the glacier. You can adjust temperature and snow fall, as well as a toolbox of tools to measure different aspects of the glacier.

These websites could be explored with your class to help them get a better idea of

glaciers and glacially created features. Consider using these as the introduction or wrap up to glaciers and the formations they leave behind. Some of the glacial formations we see today such as eskers and stratified drift deposits are produced by the glacial melt-water. Moraines, drumlins, till, kettle pots, etc, are deposited directly by glaciers. The creation of these cannot be simulated in a classroom.


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Also in the website there are animations of glacial weathering and erosion, which the students will have a chance to experiment with during the activity.

Scientists use many terms to describe glaciers, their structure and formations they

leave behind. It can be overwhelming and a little confusing sometimes. This USGS website has list of glacial terms, definitions and pictures of examples. These definitions should be used when explaining glaciers and glacial formations. As the students will be labeling glacial formations on their sketches, a review of the most common terms should be completed.

The types of weathering and erosion that will be discussed are glacial, chemical, mass movement, flowing water, and wave action.

Weathering is the wearing away or breakup of rock and other material. Erosion is the process by which material is moved from one place, to another place by wind, water, or mass movement. Basically, weathering is the process by with rock is broken to smaller pieces and erosion is the process by which the pieces are carried away. Safety: Please review the safety concerns specified at the beginning of this package. Also:

• For this activity gloves and goggles are needed while using Universal indicator and HCL in “Investigation #2”.

• Although this HCL is low in concentration, avoid skin contact and if this occurs rinse area with water for at least 1 minute. Avoid HCL contact with clothing.

Materials: Per group: 2 x Ice Cubes Pebbles Play Sand 1 x Plastic Bin Colored Sand Water Science notebook Cup Small Beads Tray 6 inches of fishing line or bead wire 0.1M of HCL Ring Stand and Clamp (to set ice cube on) Dropper bottle for HCL Ruler Universal indicator Fabric such as denim 6” x 6” Limestone Soda Straw


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Investigation #1 – Glacier Creation and Behavior 1) Take fishing line or bead wire and thread a bead or two on to the line. Tie the ends

together. (This may be already assembled) 2) Place the ice cube on ring clamp. 3) Lay the bead and the wire over the ice cube, attach a heavy weight to the wire

(around 2kg). 4) What do you think will happen to the bead and wire? Draw the setup and write a

prediction in your notebook. 5) Leave this for a few minutes while we go onto the next activity. However,

throughout the class take a minute to observe and record what you see.

Teachers Notes: Due to the thickness and weight of the glacier, the ice crystals in a glacier actually compact and lose their shape. Any rocks or other material at the base of a glacier, will get “pushed” into the ice. The glacial ice actually “flows” around the objects and flows down the valley. Think of it as literally a flowing ice river. The glacial ice has a more fluid and melted plastic type of motion. The pressure from the bead and wire force the ice to melt slightly. As the ice melts the bead and wire move down into the ice cube. The small amount of melted water flows up and around the wire and refreezes above it. This is a similar process in which huge boulders get caught up in the glacial flow. See http://phet.colorado.edu/simulations/sims.php?sim=Glaciers and http://www.uky.edu/AS/Geology/howell/goodies/elearning/module13swf.swf


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Investigation #2 – Mechanical Weathering 1) Take the rocks in and grind/hit/rub them together over a flexible plastic mat or

paper. 2) What do you see falling onto the mat? What kind of weathering is this? 3) Carefully pour the sand you made into a clear plastic cup.

Teachers Notes: As rocks grind together, pieces of them break off. This is the process by which large rock is broken down into smaller pieces such as pebbles, sand, etc.

Investigation #3 – Acid/Rain and Chemical Weathering This investigation requires the use of Safety Glasses, nitrile gloves, and aprons. Please put them on now. Avoid clothing and skin contact with universal indicator and HCL. Rinse affected area for at least 1 minute if exposed.

1) Place the colored cup of water and a straw in front of you. The cup contains mostly water, and a small amount of an acid indicator. Depending on the pH of the water, the indicator will change color. Purple for bases, yellow for acids. Carefully and slowly blow into the cup making bubbles. Does anything change in the cup of water? If so, briefly describe how this has taken place. What are you blowing into the cup?

2) If the color changes, find the dropper bottle labeled “Base”. Slowly add drops to the cup until it changes to a green color, if it goes to purple you added too many drops.

3) Have another person blow into the cup until the color changes to yellow. Does the speed at which it changes color depend on the blowing speed? How would this happen in the real world?

4) Move the cup to the side. 5) Take the clear plastic cup with the homemade sand you made in Investigation #2.

The rocks are made of Limestone or marble and are common building stones because of their appearance and ease of cutting.

6) Place 3 drops of the acid on the homemade limestone sand in the cup. Describe what happens?

Teachers Notes: Acid rain is large problem on the Earth. It forms when there is a high concentration of CO2 or other water soluble gases are in the atmosphere. The CO2 dissolves in the water vapor which is then a weak carbonic acid. Acid rain falling on limestone buildings or statues will slowly be eroded away. A more severe effect of acid rain is its affect on the oceans. As acid rain occurrences increase more and more enter into the oceans. Some scientists believe that this decreases the natural pH of the oceans and causes what is called ocean acidification. Lowing the pH affects health of fish and other marine animals. Especially coral reefs which are made of compounds such as calcium carbonate, that dissolve at lower pH’s. In essence, acid rain may be dissolving the coral reefs. See Next Page for Picture of Setup


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Investigation #4 – Angle of Repose Angle of repose is the maximum slope angle for a granular material such as sand, stones, pebbles, etc. Determine the angle of repose for the sand as you pour it into a pile.

1) Slowly pour the sand into a single pile into the bin. As you pour, notice what happens when the pile gets too high. Describe how the pile of sand stabilizes itself. Using a ruler measure the diameter or height of the pile.

2) Repeat the experiment with the cup of pebbles. Using a ruler, measure the height or diameter of the pile. Is this height different than the height of the sand?

Teachers Note: The angle of repose is most important when discussing erosion along the base of steep cliffs. As rock is weathered and breaks off of cliffs it falls to the base of the cliff. The material that is collecting at the bottom is called talus. Depending on the material sizes the angle of the slope will be different. In general larger material can support a steeper slope, while smaller material can only support a shallower slope. This can be tested in the way it was above. Material is poured into a pile and as soon as it “grows” and spreads out with stuff from the top sliding down, that is the angle of repose. The volume and sand and pebbles should be exactly the same.


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Classroom Investigation #5 – Flowing Water from Glaciers (do this as a demonstration in the front of the room)

1) Take your long bin with sand in it. Move all the sand to one end of the bin. Take note of the different grain sizes and where they are located.

2) Tilt the long bin, so that the sand side is higher than the rest. Use a block of wood if available.

3) Place a piece of fabric over the sand. The fabric simulates the bottom of a glacier. The “melt-water” from the glacier makes its way down to the glacier/floor contact and then flows downhill. Fill up the cup with water from the pitcher.

4) Pour the water over the piece of fabric in one spot. Notice what happens to the sediment as it runs downhill.

5) Remove the fabric and observe any small streams or erosion patterns that were created from the water. Do you see any glacial features? Draw a sketch of what you see.

6) Look along the stream that was created as the water approaches the “ocean”. Is it just one stream? What kind of land forms were created from the erosion? Continue your sketch and label the landforms using glacial terms.

Teachers Notes: As glaciers recede up the valley, the usually melt and produce glacial melt-water. This water can find its way to the bottom of the glacier through huge cracks in the actual glacier. Other water may just flow off the top to a very high waterfall at the end of the glacier. The melt-water that flows under the glacier acts the same way as a normal river or stream would. However, because the glacier is on top of it, the melt-water river actually has a top and produces normal stream beds, but also eskers and other similar features.


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Investigation #6 – Landforms from Wave Action (optional) 1) Now that you have water at the lower end in your “ocean”, notice how the water

interacts with the sand “land”. Make a small pile of sand, or a little “sand castle” right on your beach. Use your hand or some other flat object to make slow waves in the “ocean” in the direction of the “land”. What happens to the sand? What happens to your sand castle? Does it stay in one spot? Move into the water? Move on to land? How is the wave action affecting your “beach”? Describe where and how you have seen this occur in your life.

Teachers Notes: It is easy to observe what happens on a beach when a wave crashes on the shore then retreats into the ocean. The wave is bringing sand up on to the beach when it crashes. During its retreat, it takes some other sand with it back out into the ocean. Since the constant flux of sand, on to and then off of the beach is a natural process, the net amount of sand does not accumulate or erode away. What it does to, is move sand around. It will erode sand structures and any exposed rock, because of the constant beating of the sandy water on the rock structures. As long as the currents stay the same, the beach will stay there. If people start to build structures along the beach, the shape of the beach will change and usually not to the delight of people. See http://www.uky.edu/AS/Geology/howell/goodies/elearning/module14swf.swf and click on “model” for a class demonstration of erosion prevention design.

Sharing/Communicating/Wrap Discuss what the students discovered in each investigation. Take them to the internet for animations so they will be able to see how this process occurs in the real world.


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Teacher Planet Earth Gallery Walk

The Planet Earth Gallery shows changes in our environment using three time scales: real-time weather, recent history (including climate changes) and distant geology. Concepts in this gallery relate to the Connecticut Science Framework 7.3

Landforms are the result of the interaction of constructive and destructive forces over time.

o Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, rivers, and valleys.

o Glaciation, weathering, and erosion change the Earth’s surface by moving earth materials from place to place.

Upon entering, note the visual effect of the room. Overhead bands twist and swirl, representing the many currents and forces, ocean, air, and tectonic, that help form the Earth as it is today. Earth tones set the mood of the gallery. Stop 1: 1.0 Earth Observatories This globe displays images and animations of global phenomena. Displays are changed by the use of a touch screen. Students can observe the following phenomena: Climate change

• Snow cover and sea ice • Sea surface temperature • Ocean productivity (photosynthetic plankton) • CO2 emissions over time

Geological/biological • Plants ‘dancing’ to the rhythms of the ocean • Hot spot volcanoes • Earthquake activity • Volcanic activity

Concepts: Many of the changes that occur on Earth happen over a long period of time. We only experience the events that occur in our immediate area. Modeling and data interpretation allow us to compare events and processes both through time and geographically. Satellite data allows us to see global trends in weather, climate change, ocean systems, earthquakes, volcanic eruptions and biodiversity with more clarity. Framework activity: Have students observe where volcanic and earthquake activity occurs. Is there a pattern? How has the size and number of glaciers changed? How has sea surface temperature changed, and does it affect plant growth?


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Stop 2: 6.0 Discovering Connecticut’s Past This table contains two workstations with an assortment of fossils and artifacts. It also contains a video microscope, LCD monitor and hand lenses. Students will examine the fossils and artifacts to make discoveries about Connecticut’s past climates and inhabitants. Encourage the students to use the available tools to make observations. Some specimens are tagged and will display questions, challenges and discovery tips on the monitor. Some activities are:

• Analyzing tropical plant fossils to determine where their closest living relatives can be found.

• Comparing fossilized pollen spores to those of today in order to deduce seasonal patterns.

• Viewing primitive fish fossils, shark fossils and dinosaur footprints to consider the types of water present during various eras.

• Examining glaciated rocks to learn which direction they traveled or how they responded to the stress placed upon them.

• Analyzing growth rings from a local Connecticut tree to determine climactic and other conditions in recent past.

Concepts: Geologists use the rocks and landforms around them to tell the stories of Connecticut’s past. They observe, ask questions, measure and collect data about their surroundings. They observe colors, textures, shapes, composition. They measure size, chemical composition, and angles of the formation. Framework activity: Have each student choose an artifact. They should draw the object and record their observations. Each student should ask a question that may be answered through the discovery. Stop 3: 7.0 Over the Long Run This exhibit shows a split ocean core. Students can view magnified layers of the core. Some sections will be highly magnified and the students may view the remains of microscope organisms. Concepts: Earth and ice cores are records of the Earth’s past. Ocean cores can give us information from the past 20 million years. Similar to a tree’s rings, the thickness of the layer and the type of material in the layer can indicate past plant and animal populations, and major earth events such as earthquakes and uprisings. Framework activity: The oceans have changed over a long period of time. Have students observe the different layers and note the shells and the varying sand and soil layers. Wide layers containing shells or dark peat would indicate more plant and animal life, and generally a warmer climate.


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Stop 4: 8.0 Driving Past Actual Connecticut road cuts are displayed on the large screen monitor. Below the screen are actual rock samples. These rock samples include:

• Gneiss/schist to introduce ancient mountain ranges • Granites to introduce cycles of melting and fractioning • Sandstone to introduce large river systems • Lava to introduce tectonic rifting patterns.

Concepts:”Crunch and Crack” can be used to describe Connecticut’s geological history. Connecticut formed approximately 350 million years ago when several plates came together, or crunched. One hundred million years later the plates began to move apart, and Connecticut “cracked”. Heat and pressure from plate movement and Earth’s forces caused different types of rocks to form. Framework activity: Have students locate a road cut close to their town. List the types of rocks that can be found in the road cut. Have them describe what type of earth formation might have helped to form the rock. Stop 5: Geology Wall The geology wall has four sections. Part 1 is the rock cycle. The formation of sedimentary, igneous, and metamorphic rocks is described. Part 2 shows Connecticut’s bedrock, and how it is formed from many types of rock. Part 3 describes the major forces of plate tectonics, and what occurs as the plates move. Part 4 shows Connecticut’s landscape as it exists today. This is nature’s work in progress, and it will continue to change. Concepts: Major ideas and vocabulary are shown along the wall. Framework Activity: This would be a good place to review geology vocabulary. A River of Life Exhibit Area This exhibit area explores the Connecticut River and its watershed. The exhibits explain the watershed area, how it has changed over time, and the diverse species that inhabit the area. In addition to Framework 7.3, Landforms, concepts in this gallery relate closely to the Connecticut Science Framework 6.4 Water moving across and through earth materials carries with it the products of human activities

• Explain how human activity may impact water resources in Connecticut, such as ponds, rivers, and the Long Island Sound ecosystem.

Water systems do affect the topography of the land through erosion. This exhibit shows the impact of the Connecticut River.


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Stop 6: Connecticut Watershed System A large curving water table is used to demonstrate how a river changes the land around it. Students can adjust the flow of the river, change the types of soil through which the water flows, build bridges and dams and make other adjustments to see the effects. Concepts: Sediments around a river can be transported through erosion. The rate of erosion can be affected by the slope of the land, the type and amount of sediment, plants and man-made objects, and by the amount of rainfall. Erosion can be controlled by nature and by humans. Framework Activity: Have students choose one variable to control when experimenting with the water table. Have them describe the effect of the change. How can this effect be changed through nature? How can man control this effect? Stop 7: The River Over Time The river environment has changed through time. Review the history of the river as you turn the pages of this super-sized book. Concepts: Nature and man have changed the uses and courses of this river. The impact of the river on nature and man has changed throughout the years. Framework Activity: Have students choose and explain five ecological changes that have taken place. Stop 8: Home on the River Many species live on and along the river. The “wet lab” allows students to see many of these species and examine the water quality factors that are needed to support these species. Concepts: Temperature, salinity, pH, and cleanliness, in addition to other factors, affect the number of diverse species that will live in the water. It is important to keep the correct balance of plant and animal life living in the water. Framework Activity: Have students describe three animals and two plants that live in the watershed area. Have them record the temperature, salinity, and pH of the water and describe how the water looks to them.


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Teacher Trail Guides

Teacher Notes:

• This globe displays images and animations of global phenomena. Displays are changed by the use of a touch screen.

Concepts: • Movement along plate boundaries may cause earthquakes and volcanoes.

Framework activity: Have students observe where volcanic and earthquake activity occurs. Is there a pattern? This exhibit addresses CINQ 5 and 8 and Content Standard 7.3 with Expected Performance C 8 and 9. Additional concepts:

• How has the size and number of glaciers changed?

Trail Guide Earth Observatory: 7.3 Geological Forces

THE PLANET EARTH GALLERY Visit Earth Observatory Look at the globe. Choose “Plates and Quakes” and write small e’s on the map below the areas where most occur. Now choose “Active Volcanoes” and write small v’s.

Is there a pattern? Describe it.


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Teacher Notes: Students will examine the fossils and artifacts to make discoveries about Connecticut’s past climates and inhabitants. Encourage the students to use the available tools to make observations. Some specimens are tagged and will display questions, challenges and discovery tips on the monitor. Concepts: Geologists use the rocks and landforms around them to tell the stories of Connecticut’s past. They observe, ask questions, measure and collect data about their surroundings. They observe colors, textures, shapes, composition. They measure size, chemical composition, and angles of the formation. Framework activity: Have each student choose an artifact. They should draw the object and record their observations. Each student should ask a question that may be answered through the discovery.

This exhibit addresses CINQ 5 and 8 and Content Standard 7.3 with Expected Performance C 8 and 9

Trail Guide Geologic Connecticut: 7.3 Geological Forces THE PLANET EARTH GALLERY Visit: Geologic Connecticut Choose a rock. Make observations using the lens and other tools. Do you see breaks or lines on the rock?

• Describe what might have happened to make those lines or break the rock.

• Would it take a lot of force to mark the rock? Are the lines all in the same direction? Why?


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Teacher Notes: This exhibit shows a split ocean core. Students can view magnified layers of the core. Some sections will be highly magnified and the students may view the remains of microscope organisms. Concepts: Earth and ice cores are records of the Earth’s past. Ocean cores can give us information from the past 20 million years. Similar to a tree’s rings, the thickness of the layer and the type of material in the layer can indicate past plant and animal populations, and major earth events such as earthquakes and uprisings. Framework activity: The oceans have changed over a long period of time. Have students observe the different layers and note the shells and the varying sand and soil layers. Wide layers containing shells or dark peat would indicate more plant and animal life, and generally a warmer climate. This exhibit addresses CINQ 5,8 and 9 and Content Standard 7.3 with Expected Performances C 7 and 8

Trail Guide Standing Atop a Timeline: 7.3 Landforms

THE PLANET EARTH GALLERY Visit: Standing Atop a Timeline Observe the ocean core. Describe the different layers that you see. Is the entire core the same color? Do the cracks look the same? What are some reasons why the different layers could crack differently? How can scientists tell that the oceans have become warmer over a period of 100,000 years? Describe the evidence that would show this.


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Teacher Notes: Driving by Mountains of Data Actual Connecticut road cuts are displayed on the large screen monitor. Behind the opposite wall are rock samples. These rock samples include:

• Gneiss/schist to introduce ancient mountain ranges • Granites to introduce cycles of melting and fractioning • Sandstone to introduce large river systems • Basalt to introduce tectonic rifting patterns.

Concepts: “Crunch and Crack” can be used to describe Connecticut’s geological history. Connecticut formed approximately 350 million years ago when several plates came together, or crunched. One hundred million years later the plates began to move apart, and Connecticut “cracked”. Heat and pressure from plate movement and Earth’s forces caused different types of rocks to form. Framework activity: Have students locate a road cut close to their town. List the types of rocks that can be found in the road cut. Have them describe what type of earth processes might have helped to form the rock. This exhibit addresses CINQ 5,8 and 9 and Content Standard 7.3 with Expected Performance C 7

Trail Guide Driving by Mountains of Data: 7.3 Landforms THE PLANET EARTH GALLERY Visit: Driving by Mountains of Data Find a road cut near your town. List the type(s) of rock that can be found in the geological formation. What is the geological history of the area?


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Teacher Notes: Remaking Earth The geology wall has four sections. Part 1 is the rock cycle. The formation of sedimentary, igneous, and metamorphic rocks is described. Part 2 shows Connecticut’s bedrock, and how it is formed from many types of rock. Part 3 describes the major forces of plate tectonics, and what occurs as the plates move. Part 4 shows Connecticut’s landscape as it exists today. This is nature’s work in progress, and it will

continue to change. Concepts: Major ideas and vocabulary are shown along the wall. Framework Activity: Review the forces and events that have helped to shape Connecticut. This would also be a good place to review geology vocabulary. This exhibit addresses CINQ 5,8 and 9 and Content Standard 7.3 with Expected Performances C 7,8, and 9

Trail Guide Remaking Earth: The Rock Cycle: 7.3 Landforms THE PLANET EARTH GALLERY Visit: Remaking Earth: The Rock Cycle Look at the landforms of Connecticut. List 3 events that have changed the shape of Connecticut’s landforms. 1. 2. 3. Will the landscape change in the future? What will make it change?


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Teacher Notes: A River of Life Exhibit Area This exhibit area explores the Connecticut River and its watershed. The exhibits explain the watershed area, how it has changed over time, and the diverse species that inhabit the area.

• Water moving across and through earth materials carries with it the products of human activities. • Explain how human activity may impact water resources in Connecticut, such as ponds, rivers, and

the Long Island Sound ecosystem.

Concepts: Water systems do affect the topography of the land through erosion. This exhibit shows the impact of the Connecticut River. Framework Activity: Both man and nature cause erosion to occur. Have students compare the effects of both. This exhibit addresses CINQ 5,8 and 9 and Content Standard 7.3 with Expected Performance C 8

Trail Guide River of Yesterday: 7.3 Landforms A RIVER OF LIFE GALLERY Visit: The River of Yesterday Choose two time periods. List five changes that have occurred due to nature. List five changes that have occurred due to man. Nature Man

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.


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Teacher notes:

There are many things that help make waters healthy: natural flows, diverse habitat, and unpolluted waters. Flow, chemistry, biological interactions, sources of energy (food), and habitat are all important. Water resource integrity is more than water quality - incorporating all essential factors that comprise the character and attributes of watersheds. The concept of water resource health, or integrity, includes the five major factors of water chemistry, habitat structure, energy dynamics, biotic interactions, and hydrology (flow regime) and how these interact to produce the "goods and services" important to healthy and sustainable aquatic ecosystems.Learn about biological integrity

In terms of the importance to humans, water resource integrity pertains directly to clean and safe drinking water supplies, safe consumption of fish, assimilation of wastewater, and healthy and diverse aquatic plants, animals and other wildlife.

Biological indicators are the best and most accurate measure of the health of a river, stream, or lake. But other measures, such as chemistry and habitat, are also vital. Sometimes changes in water quality (chemistry, physical parameters such as temperature and sediments) and habitat changes can come before changes in the biological community and can help be an early warning to the biota. Water quality and habitat are also used as "diagnostic" indicators to help determine the causes and sources of problems affecting the biota.Source: http://www.epa.gov/bioiweb1/aquatic/river-r.html

This exhibit addresses CINQ 5,8 and 9 and Content Standard 7.3 with Expected Performance C 8

Trail Guide WetLab: 7.3 Landforms A RIVER OF LIFE GALLERY

Visit: The WetLAB Describe 2 factors that influence the health of the Connecticut River. 1. 2. What is an Indicator Species, and why are they important? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Ask the Gallery Scientist a question!

Question

Answer


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Student Trail Guides

Trail Guide Earth Observatory: 7.3 Geological Forces

THE PLANET EARTH GALLERY Visit Earth Observatory Look at the globe. Choose “Plates and Quakes” and write small e’s on the map below the areas where most occur. Now choose “Active Volcanoes” and write small v’s.

Is there a pattern? Describe it.


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Trail Guide Geologic Connecticut: 7.3 Geological Forces THE PLANET EARTH GALLERY Visit: Geologic Connecticut Choose a rock. Make observations using the lens and other tools. Do you see breaks or lines on the rock?

• Describe what might have happened to make those lines or break the rock.

• Would it take a lot of force to mark the rock? Are the lines all in the same direction? Why?


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Trail Guide Standing Atop a Timeline: 7.3 Landforms

THE PLANET EARTH GALLERY Visit: Standing Atop a Timeline Observe the ocean core. Describe the different layers that you see. Is the entire core the same color? Do the cracks look the same? What are some reasons why the different layers could crack differently? How can scientists tell that the oceans have become warmer over a period of 100,000 years? Describe the evidence that would show this.


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Trail Guide Driving by Mountains of Data: 7.3 Landforms THE PLANET EARTH GALLERY Visit: Driving by Mountains of Data Find a road cut near your town. List the type(s) of rock that can be found in the geological formation. What is the geological history of the area?


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Trail Guide Remaking Earth: The Rock Cycle: 7.3 Landforms THE PLANET EARTH GALLERY Visit: Remaking Earth: The Rock Cycle Look at the landforms of Connecticut. List 3 events that have changed the shape of Connecticut’s landforms. 1. 2. 3. Will the landscape change in the future? What will make it change?


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Trail Guide River of Yesterday: 7.3 Landforms A RIVER OF LIFE GALLERY Visit: The River of Yesterday Choose two time periods. List five changes that have occurred due to nature. List five changes that have occurred due to man. Nature Man

6. 1.

7. 2.

8. 3.

9. 4.

10. 5.


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Trail Guide WetLab: 7.3 Landforms A RIVER OF LIFE GALLERY

Visit: The WetLAB Describe 2 factors that influence the health of the Connecticut River. 1. 2. What is an Indicator Species, and why are they important? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Ask the Gallery Scientist a question!

Question

Answer


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Post-Visit Activities

Connecticut’s Central Valley: Weathering, Erosion and Deposition Inquiry Background Information:

Connecticut’s landscape is characterized by uplands in the eastern and western thirds of the state and a large valley in the middle third of the state. The Eastern and Western Uplands have been subjected to about 200 million years of weathering and erosion and, as a result, these uplands stand considerably lower than they did 200 million years ago. Much of the material eroded from the uplands was deposited into the Central Valley. Like the uplands, this valley has also been shaped by weathering, erosion and geologic processes over the past 200 million years. Vocabulary: Deposition: the settling of transported material. Erosion: the transport/removal of solids such as rock or soil by running water, glacial ice,

wind, etc. Sediment: loose, solid particles formed by any of the following processes: weathering

and erosion of rocks, chemically dissolving rocks, and/or secretion by organisms. Sedimentation: the process of sediments settling out of solution or suspension. Weathering: processes that chemically or physically breaks down rock at or near the

Earth’s surface. Activity: Simulating Valley Formation

Engagement Materials: Pictures of mountains and valleys Procedure: Ask students to closely observe pictures of mountains and valleys. Have them fill in their notebooks with what they observe and questions or speculations they have about those landforms. Ask students to share their observations and questions. Ask students how the mountains and valleys formed. Allow students to answer without the teacher providing answers.

Share with the class that Connecticut’s valleys were formed by millions of years of weathering, erosion, and deposition.

Inquiry Activity: Materials: water, commercially-made Playdough, aluminum (not aluminum foil) baking pans, plastic straws, thin plastic tubing, plastic cups, and Styrofoam cups. Task: Challenge the groups to see if they can create valleys, but on a much smaller scale and in much less time.


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Thinking Tool - Demonstrate how students could use a Styrofoam cup, thin plastic tubing, and water to create a siphon. With the siphon, they could get a slow, steady drip to weather and erode their Playdough.

Allow the groups time to plan their projects. Facilitate as each group tries to recreate the necessary conditions to create a valley.

Give the class time to share their results. Did they find answers to their questions? Ask the class to explain how they made their valleys. What factors seemed to affect the rate at which their valley formed? What factors influenced how steeply- or gently-sided the valley was? Where did they see evidence of: weathering, erosion, deposition? Were they able to answer any of their own questions? Activity: Researching How Glaciers and Glacial Features Form Ask students to research glaciers and glacial features using relevant trade books, text books, and websites. Compare what this secondary research says with the primary/experimental research they conducted in the Connecticut Science Center museum classroom. Performance Task Background for the Teacher Based on geologic evidence, Connecticut has had an amazingly diverse series of

geologic events. These events have left us a unique landscape shaped by constructive

and destructive forces. Constructive forces include tectonic plate collision, folding of rock

layers, lava flows, and glacial and rainwater deposition. Destructive forces include tectonic

plate separation, faulted rock layers, rainwater erosion, and glacial erosion. These

constructive and destructive forces working together have left us folded hills in the eastern

and western thirds of Connecticut, and a lower, faulted area in the central third of

Connecticut known as the Connecticut River Valley.

Task 1 Designing an Exhibit on Connecticut's Geology

You have been hired by a local museum to design an exhibit on Connecticut's

geologic features and geologic history.


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• Research a geological feature found in Connecticut or a part of

Connecticut’s geological history.

• Produce an exhibit diagram that will help museum visitors understand what

happened during that geological time or what happened to create that

geological feature.

o Include materials or equipment needed

o Include a written description of the exhibit

Task 2

Designing a Website on Connecticut’s Geology

You are a geologist developing a website for the Department of Environmental Protection.

The website will be used to inform the public about the geological history of Connecticut.

It is important to include some of the following details in the website:

• What are some of the major landforms found in Connecticut?

• What geological events helped to shape these landforms?

• When was the last Glaciation period?

• What are some of the features left by the glaciers?

• Where are some of these features located in Connecticut?

Include in your website:

• Maps of Connecticut

• Links to State Parks

• Pictures and diagrams of the landforms


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Curriculum Guided Investigation Middle School Science

Core Science Curriculum Framework

Content Standard 7.3

http://www.exploratorium.edu/faultline/activezone/photos.html

Shake, Rattle & Roll

A guided exploration of earth movement

Teacher Manual

Connecticut Science Center Sandra M. Justin, Ph. D.


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Table of Contents Table of Contents .................................................................................................................. 48 Teacher Materials .................................................................................................................. 49

Introduction to "Shake, Rattle and Roll." ........................................................................ 49 How to Build a Shake Table .............................................................................................. 51 ENGAGE ............................................................................................................................. 52

Student Misconceptions ................................................................................................ 53 EXPLORE ............................................................................................................................ 54

Investigation #1 - Guided exploration .......................................................................... 54 Investigation #2 -Challenge .......................................................................................... 54

ELABORATE & EXPLAIN ................................................................................................... 56 Investigation #3 - Inquiry ............................................................................................... 56 Extensions or Variations ................................................................................................ 57

EVALUATE .......................................................................................................................... 57 Performance Assessment .............................................................................................. 57 Simulations, demonstrations and teacher information ............................................... 58

Student Materials ................................................................................................................... 59


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Teacher Materials

Introduction to "Shake, Rattle and Roll."

An exploration of the effect of earthquakes on structures. This is a learning unit about the movement of energy through the Earth's crust.

Each year more than 3 million earthquakes occur; many are too small to notice. The ground may move as a result of an erupting volcano, the collapse of a cavern, the tumbling of an underwater ridge or the impact of a meteor. Because earthquakes are among the most destructive of disasters, it is important to understand how and where earthquakes occur in order to protect and prevent the loss of lives and property.

In this performance task, students will explore the effect of earthquakes on structures. By simulating the movement of energy through the earth, with the use of a shake table, students will be able to design, create and test structures that are resistant to motion. Curriculum Embedded Inquiry Investigation: "Shake, Rattle and Roll" can relate conceptually to the following:

Energy in the Earth’s Systems – How do external and internal sources of energy affect the Earth’s systems?

Safety: • Marbles that fall on the ground can be a sliding hazard. Use caution when walking around

the room. • Elastic bands when released against skin can be painful and cause irritation. Avoid

dangerous use of elastic bands.

Content Standards

7.3 Landforms are the result of the interaction of constructive and destructive forces over time.

C.1 Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust.

C.2 Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.


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8.4 In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.

Unpacked Content Standards • Earth's surface is constantly being shaped and reshaped by natural processes. Some of

these processes like earthquakes and volcanic eruptions produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over longer periods of time.

• Earth's surface features, such as mountains, volcanoes and continents, are the

constantly changing result of dynamic processes and forces at work inside the earth. • Most volcanoes and earthquakes are located at tectonic plate boundaries where plates

come together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.

Underlying Science Concepts • Most earthquakes occur as a result of the buildup of strain at plate boundaries. • The energy released in an earthquake travels in waves. • A seismograph is used to determine the magnitude (strength) of an earthquake and

the location of its epicenter. • The amount of damage an earthquake causes depends on where it occurs and its

magnitude. • Safe building practices can limit the loss of life and property.

Key inquiry Skills • Identify questions that can be answered through scientific investigation. • Design and conduct appropriate types of scientific investigations to answer different

questions. • Use appropriate tools and techniques to make observations and gather data. • Draw conclusions and identify sources of error. • Provide explanations to investigated problems or questions. • Communicate about science in different formats, using relevant science vocabulary,

supporting evidence and clear logic. Objectives: Students will 1. Explore different materials, shapes and design options that affect the durability of a building. 2. Understand how to use models to perform controlled, scientific explorations.


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"Shake, Rattle & Roll." Per classroom: Shake table (At least one is needed, but more can be made available.) Directions as follows:

How to Build a Shake Table Materials: 1 shallow box, about 10 cm tall and lid 4 elastic bands 10 -20 marbles scissors, staples, string 1. Cut the lid so that it will fit into bottom of the box with a 2 cm clearance on all sides. This is the base of the Shake Table. 2. Staple an elastic band to each corner of the base. 3. Fill the box with marbles and place the base on the marbles.

3. Cut small slits in the corners of the box at the height of the base. 4. Attach the free end of the elastic to a paper clip and slide it through the slits. Adjust the elastics for easy movement. 5. To simulate an earthquake, gently pull one side of the base and let go. Optional: To simulate more rapid movement, attach strings to each side of the base at the middle, make small holes at the corresponding point in the sides of the box. To move the base, pull the strings through the holes and pull them back and forth.


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For each lab group: Building materials, such as straws, straight pins, sugar cubes, mini marshmallows, toothpicks, pipe cleaners and Popsicle sticks. Cardboard or stock paper (for the making of roofs and for foundation support) Modeling clay Advance preparation for the teacher: Make the shake table(s). Obtain construction materials.

ENGAGE This is where you set the hook! Give the students something to observe or to think

about, but no tools. Ask them to raise a question/make a statement about the object(s). Compare/contrast, use Venn diagrams and other graphic organizers. This is an anticipatory set to introduce them to the exercise and to set the context. This is an opportunity for a pretest. Listen carefully and note any misconceptions that might arise. Knowing the most common misconceptions, you might consider exposing the students to a demonstration to pique their interest and curiosity and most importantly, to get them to begin to confront their misconceptions

When you think of earthquakes, what comes to mind? What is an earthquake?

Where and why do earthquakes occur? Teacher notes: At this point you might expect to hear comments related to tsunamis, falling buildings, loss of life, fault lines, the movement of the earth, and other similar topics.

Technology connections: There are some engaging simulations and videos on the

Internet that would interest the students. These may be used at an introduction to the unit, as a way to present content or as an attention grabber.

Engage students with video clips from a website, such as the National Geographic website, listed below. Other appropriate web sites can be found at the end of the unit. The video clip information found at these sites are exciting and informative and would be a natural introduction to Shake, Rattle & Roll. http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html

Base & attached strings.


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Student Misconceptions Misconceptions and Facts about Formation of Landforms

Misconceptions Facts

There are gaps between the tectonic plates.

The rigid outer layer of Earth is made up of plates that fit closely together. Each plate directly touches the plate next to it.

Mountains are created rapidly.

Plate movement is very slow; it can only be measured in centimeters per year. Mountain formation can occur as the plates slowly move.

Earthquakes occur only in certain places on the earth.

Earthquakes occur in many areas, although some areas are more susceptible.

Someday, during an earthquake, California will break off from the continent, fall into the ocean or become an island..

The plates that meet at the San Andreas Fault System exhibit horizontal motion. In effect, Los Angeles is moving north at a rate of 46 millimeters a year.

If an area has not has an earthquake for some time, it means that a large earthquake will soon happen.

An increase or decrease in activity does not predict an earthquake. There is natural variation in seismic activity and there is no way to know when an earthquake will happen.

The ground can open up during an earthquake.

During an earthquake, movement occurs along the plane of the fault. The edges of the fault slide up or down, they cannot spread apart.


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EXPLORE Teacher note: To allow for a fair test, the teacher should determine the magnitude (strength) and length of time of the 'earthquake' on the shake table. This information should be shared with the students. For example, the teacher states that the earthquake will last 5 seconds and consist of 15 back and forth shakes of the table.

Investigation #1 allows the students to start thinking about and working with building structures and the use of materials. As the students manipulate the sugar cubes, they will learn that the structures they create are fragile. You may or may not introduce the shake table at this time.

Investigation #1 - Guided exploration Materials: 20 sugar cubes paper & cardboard scissors You have the job of building a structure out of bricks. You may only use 20 bricks and your structure must have a roof. Use a cardboard base as a foundation. • What would you structure look like? • How big would it be? • How sturdy is your structure?

1. Plan the shape of your structure. 2. Build your structure 3. Did you have any problems? How were they solved?

4. Would your structure survive an earthquake? 5. What do you notice or wonder about as you build your structure? Write your noticing and wonderings in your notebook.

Teacher note: Investigation #2 is a challenge. The students have a choice of building materials. It is up to them to create the design to meet the challenge.

Investigation #2 -Challenge Materials:

Sugar cubes, toothpicks, stirrers, mini marshmallows, plastic or paper straws, straight pins, pipe cleaners, Popsicle sticks, clay to be used as a base, cardboard, construction paper, scissors, rulers, tape Students may also bring in pre approved materials from home.

In this activity, you will design, build and test a structure for stability during an

earthquake. Your structure must be at least 30 cm tall, have a roof and not collapse on the shake table. You may use any of the materials on the table to build your structure. All completed structures will be tested on the shake table under the same conditions.


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Purpose: In small groups, you will investigate variables such as the shape and size of the building, stability, and building materials. Don't forget that buildings are designed to be attractive and functional. As you design your structure, keep an OWL chart.

Observations

What you notice Wonderings

Questions or ideas you have

Learning What you have learned

Procedure: 1. Using paper and pencil, design a structure that is at least 30 cm tall. 2. Check the design with you teacher. 3. Build your model. 4. Test your model on the shake table. You may use tape to secure your base to the shake table. 5. Observe the designs of your classmates as they are tested. Which designs were more stable? Draw the designs and make notes about the designs in your notebook. 6. Did you make any changes to your original design? Why or why not? 7. Write questions that you would like to investigate based on your observations and wonderings. Thinking tool: Note for the teacher: A thinking tool is a demonstration, probing question, or comment that focuses student thinking. Cut a 30 cm piece of foil wrap from a roll. Lay it on the table. With your hands firmly placed on the edges, slowly bring your hands together. As the foil buckles, it models the folding of the earth as two plates slowly come together. Ask the students to identify mountains, valleys and other geologic features as they appear on the crumpled foil. Teacher note: Share with the class any additional materials that will be available for their use; this may add to the number and type of questions. Collect and post the student generated questions. You might read through the questions and post them according to content or concept area. When the questions are posted, you could discuss the questions with the students. Some questions might not be investigable at this time, others might need clarification and some might inspire new questions. The students are now ready for a 'gallery walk.' A gallery walk allows the students to walk by and read all the posted questions. You may chose to allow pre-formed groups to select a question. Students can also form groups based on interest. Once a student has selected a question, he/she can stand by the question and wait for others who are interested in the same question. This grouping technique discourages groups based on friendship alone. Examples of student generated questions. What type of foundation or base of the structure is more stable? What shape of building is more stable? How tall can we build a stable structure? How do bridges react to a shake table?


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ELABORATE & EXPLAIN Taking your investigation further. You have been exploring structures and building materials. You have tested your

ideas and observed the plans and ideas of other students. You are now ready to explore and do research on your ideas. Feel free to investigate variables such as the shape of a building, construction materials, foundation support or the type of substrate a structure is built upon.

Take time to think about and to write what you have learned. Use your science notebook to write about your experiences and new learnings.

Teacher note: This is a good place for students to engage in writing and research. The students now have some experience in manipulating building materials. This new knowledge should be written in their science notebooks. It can also be used as a writing prompt. Research, via the internet or text, into earthquakes and building construction can also happen at this point.

Investigation #3 - Inquiry In this investigation, you will choose a question to explore based on your interest.

Feel free to use your imagination. Once you have decided upon a question and discussed it with your teacher, you will be ready to design your own investigation. As you plan, keep these questions in mind.

• How will you build your structure? What materials will you use? • How will you identify the variables? What is your control? • How will you test your structure(s)? How will you judge success? • How will you present your findings? Diagram? Chart? Graph? Demonstration? • On what will you base your conclusion of a successful design?

1. Choose a question for investigation. 2. Using the materials at hand, design a structure that can withstand 'an earthquake.'

Give reasons why you chose certain materials and how you decided upon the design. This should be part of your explanation to the teacher.

3. Show your design to the teacher before you start construction. You will be expected to share your design, reasoning and results with the class. 4. Build your structure. 5. Test your structure and complete your investigation. 6. Plan your presentation. 7. Communicate your findings.

• What were your results? • What did you learn? • What would you do differently next time?


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Teacher note: As you go from group to group, you should make a note of the science concepts that are discussed or demonstrated. This is when you might identify and correct misconceptions. During the presentations, encourage questioning and clarification from the students Add any new learnings that are expressed to your list. While the students are present, you may chart the concepts and scientific content. This important next step is the synthesis. The teacher summarizes the evidence presented and ties the concepts together. The student's work is validated and the learning is reinforced.

Extensions or Variations • Students might enjoy constructing their own shake table. • Other materials can be used as a base, such as gelatin, pudding and foam. • Some students might wish to build a bridge that is earthquake resistant. • Interested students might explore the 'Ring of Fire,' the zone of volcanic activity that

rings the Pacific Ocean. • The study of plate tectonics can be a unit of study for motivated students. • Earthquake tremors occur frequently in New England. A study of local earthquakes is

an appropriate extension. • Encourage the use of mathematics to present data - height, mass, elevation, etc.

EVALUATE

Performance Assessment Teacher note: This task may be used in a variety of ways. It can be a performance task, an end of unit assessment, or a research project.

Your company has been hired by the City of San Francisco to build the new town

hall on Alcatraz Island. Your job is to design an attractive structure that is earthquake resistant on Alcatraz Island. Use what you have learned about earthquakes, building materials and structures to prepare a presentation to the town council in support or rejection of your design.


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Simulations, demonstrations and teacher information There are numerous sites on the web that offer "up to the minute" earthquake information. Lesson plans and tools for educators. http://school.discoveryeducation.com/lessonplans/programs/earthquakes/ A well organized site offering video, audio and dramatic photos of earthquakes. http://www.nationalgeographic.com/xpeditions/lessons/07/g912/fonquakes.html U.S. Geological Survey Earthquake Survey Hazards program - Offers all types of information. There is a site for students and teachers. Shows recent earthquake information for New England. http://earthquake.usgs.gov/ World Wide Earthquake Locator - offers up to the minute earthquake information. http://tsunami.geo.ed.ac.uk/local-bin/quakes/mapscript/home.pl A good, teacher friendly website with examples of activities and assessments. http://quake.ualr.edu/schools/quakelsn.pdf USGS site with activities and information for students http://earthquake.usgs.gov/learning/kids/


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Curriculum Guided Investigation Middle School Science

Core Science Curriculum Framework

Content Standard 7.3

http://www.exploratorium.edu/faultline/activezone/photos.html

Shake, Rattle & Roll

A guided exploration of earth movement

Student Manual Connecticut Science Center

Sandra M. Justin, Ph. D.


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Table of Contents

Table of Contents ....................................................................................................... 51

Introduction to Shake, Rattle & Roll! ..................................................................... 52 ENGAGE .................................................................................................................. 52 EXPLORE ................................................................................................................. 52

Investigation #1 - Guided Exploration .............................................................. 52 Investigation #2 - Challenge .............................................................................. 52

ELABORATE & EXPLAIN ........................................................................................ 53 Investigation #3 - Inquiry .................................................................................... 53

EVALUATE ............................................................................................................... 54


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Student Materials

Introduction to Shake, Rattle & Roll!

An exploration of the effect of earthquakes on structures.

This is a learning unit about the movement of energy through the Earth's crust. Each year more than 3 million earthquakes occur; many are too small to notice. The ground may move as a result of an erupting volcano, the collapse of a cavern, the tumbling of an underwater mountain or the impact of a meteor. Because earthquakes are among the most destructive of disasters, it is important to understand how and where earthquakes occur in order to protect and prevent the loss of lives and property.

ENGAGE When you think of earthquakes, what comes to mind? What is an earthquake?

Where and why do earthquakes occur? Write your thoughts in your science notebook.

EXPLORE

Investigation #1 - Guided Exploration Materials: 20 sugar cubes paper & cardboard scissors You have the job of building a structure out of bricks. You may only use 20 bricks and your structure must have a roof. Use a cardboard base as a foundation. • What would you structure look like? • How big would it be? • How sturdy is your structure?

1. Plan the shape of your structure. 2. Build your structure 3. Did you have any problems? How were they solved?

4. Would your structure survive an earthquake? 5. What do you notice or wonder about as you build your structure? Write your noticing and wonderings in your notebook. Investigation #2 - Challenge Materials:

Sugar cubes, toothpicks, stirrers, mini marshmallows, plastic or paper straws, straight pins, pipe cleaners, Popsicle sticks, clay to be used as a base, cardboard, construction paper, scissors, rulers,


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tape

In this activity, you will design, build and test a structure for stability during an earthquake. Your structure must be at least 30 cm tall, have a roof and not collapse on the shake table. You may use any of the materials on the table to build your structure. All completed structures will be tested on the shake table under the same conditions. Purpose: In small groups, you will investigate variables such as the shape and size of the building, stability, and building materials. Don't forget that buildings are designed to be attractive and functional. As you design your structure, keep an OWL chart.

Observations

What you notice Wonderings

Questions or ideas you have

Learning What you have learned

Procedure: 1. Using paper and pencil, design a structure that is at least 30 cm tall. 2. Check the design with you teacher. 3. Build your model. 4. Test your model on the shake table. You may use tape to secure your base to the shake table, 5. Observe the designs of your classmates as they are tested. Which designs were more stable? Draw the designs and make notes about the designs in your notebook 6. Did you make any changes to your original design? Why or why not? 7. Write some questions you would like to investigate based on your observations and wonderings.

ELABORATE & EXPLAIN

Taking your investigation further. You have been exploring structures and building materials. You have tested your

ideas and observed the plans and ideas of other students. You are now ready to explore and do research on your ideas. Feel free to investigate variables such as the shape of a building, construction materials, foundation support or the type of substrate a structure is built upon.

Take time to think about and to write what you have learned. Use your science notebook to write about your experiences and new learnings.

Investigation #3 - Inquiry In this investigation, you will choose a question to explore based on your interest.

Feel free to use your imagination. Once you have decided upon a question and discussed it with your teacher, you will be ready to design your own investigation. As you plan, keep these questions in mind.

• How will you build your structure? What materials will you use?


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• How will you identify the variables? • How will you test your structure(s)? How will you judge success? • How will you present your findings? Diagram? Chart? Graph? Demonstration? • On what will you base your conclusion of a successful design?

1. Choose a question for investigation. 2. Using the materials at hand, design a structure that can withstand an “earthquake.” Give reasons why you chose certain materials and how you decided upon the design. This should be part of your explanation to the teacher. 3. Show your design to the teacher before you start construction. You will be expected to share your design, reasoning and results with the class. 4. Build your structure. 5. Test your structure and complete your investigation. 6. Plan your presentation. 7. Communicate your findings.

11. What were your results? 12. What did you learn? 13. What would you do differently next time?

EVALUATE Applying your findings: Expected Performance

Your company has been hired by the City of San Francisco to build the new town hall on Alcatraz Island. Your job is to find a location on Alcatraz Island suitable for a town hall and to design an appropriate building. Use what you have learned about earthquakes, building materials and structures to prepare a presentation to the town council in support of your location and design.


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Teacher Resources Safety Disclaimer:

The content of this Teacher’s Resource section is intended to serve as an educational resource for teachers and students.

Preparing for the safety of yourself and your students is a critical step in planning for any hands-on science- related activities. Prior to conducting any of the activities included in this resource section, please familiarize yourself and your students with any potential hazards, and take the necessary precautions appropriate for each specific activity.

Connecticut Science Center is not responsible for the contents of any books, videos, websites or other resources to which we provide a reference and does not necessarily endorse the opinions, activities, services, products or information expressed within them.


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Geological History of Connecticut 500 million years ago – Pre Pangaea

250 million years ago - Two plates collided “Crunch” – African, North American and Pieces

of Europe - PANGAEA Closed off the Iapetos Ocean 200 million years ago – Super continent began to break apart, separating North America

and Africa. Atlantic Ocean begins to form.

The “Crack” that formed became the start of the Connecticut River Valley. Rock is largely sedimentary – formed by sediment from the ocean floor. More susceptible to erosion.

Collision terrain – metamorphic rock – formed by the heat and pressure of the

collision - Eastern and Western Uplands 85,000 years ago - Most recent glaciation 20-25,000 years ago – glaciation reaches its peak – Ice was higher than the highest peaks

of the Northwest Highlands 18,000 years ago – glaciers started melting, sea levels rose. Terminal moraine – North Shore of Long Island Recessional Moraines – along the coast of Connecticut – Hammonassett Glacial lakes formed 9,000 years ago – Paleo-Native American tribes were walking around.

Erosion continues to wear away the surface of Connecticut


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Professional Development

Field Trip Professional Development Workshop Come be a student for two days. Prior to bringing your class to the CT Science Center, you are encouraged to spend time at the Center and explore the exhibits and programs available to you and your students by participating in our two day Field Trip Professional Development Workshop. During these two days, you will have an opportunity to explore the Planet Earth Gallery, and the River of Life Gallery and other relevant galleries using our standards based Trail Guides. These guides will lead you and your students on the pathway toward enjoying the museum while maintaining focus on your grade level or content standard. You will also have the opportunity to participate as a learner in the pre visit, visit and post visit activities provided by the CT Science Center. In addition, you will participate in an Embedded Task aligned with content standard 7.3. Afterward, you will process the various activities and discuss their applications in your classroom and in your students’ learning.


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Interdisciplinary Activities: Social Studies: Standard: Students will compare and contrast differences among maps, globes,

photographs, models and satellite images for solving geographic problems. • Draw maps that compare Pangaea with present day continent locations.

Standard: Students will describe human and natural characteristics of places and how they shape or place identity.

• Develop a timeline showing the geological history of Connecticut and man’s presence on Earth.

Standard: Students will use latitude and longitude to locate places and calculate

differences between places. • Plot the location of the latest Earthquakes in the world on a world map using

information from USGS. http://earthquake.usgs.gov/eqcenter/recenteqsww/Quakes/quakes_all.php

Standard: Students will understand how concepts of physical geography can be applied to explain natural processes;

• Research major earthquakes in the United States: Prince William Sound Alaska 1964 San Francisco 1906 New Madrid Region 1811

Language Arts: Standard: Students will research information from multiple sources for a specific purpose.

Students will research information from multiple sources for a specific purpose. • Write a children’s book that will describe a geologic event. Examples: What

is a glacier? How is a Mountain Made? What is an Earthquake? Mathematics: Standard: Students will display and compare sets of data using various systematic or graphical representations.

• Using ice core data, students will graph carbon dioxide levels against temperature change to establish trends. http://earth.rice.edu/activities/earthupdate/activities/EUactivities/activity07.html

Standard: Students will solve geometric and measurement problems through the use of a variety of tools, techniques and strategies.

• Using premade maps, students will measure the distance between South America and Africa at two points in Earth’s history and calculate the average speed at which the continents have been drifting apart.

http://earth.rice.edu/activities/earthupdate/activities/EUactivities/activity13.html


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Teacher Websites: All about Glaciers National Snow and Ice Data Center offers information, pictures, data, and virtual tours of glaciers http://nsidc.org/glaciers/story/ American Geological Institute This organization offers current information on geology and

educational resources. It sponsors the annual Earth Science Week in October. http://www.agiweb.org/index.html

Connecticut Geology Information on the geological history of Connecticut

http://www.wesleyan.edu/ctgeology/ Connecticut Geology Summary of places of geological note

http://geology.about.com/od/regional_geology/a/geology_CT.htm Digital Library of Earth Science Comprehensive database of earth science resources for

educators http://www.dlese.org Geological History of Connecticut: A summary of the major geological events in Connecticut http://www.yale.edu/ynhti/curriculum/units/1978/4/78.04.02.x.html#a IRIS – Incorporated Research Institutions for Seismology – Offers animations, one page

information sheets and current data on earthquakes http://www.iris.edu/about/ENO/

Life Cycle of a Glacier: NOVA website that supports the television segment “Descent into

the Ice” http://www.pbs.org/wgbh/nova/mtblanc/glacier.html Modeling Glacier Dynamics with Flubber Leigh A. Stearns, University of Maine This

activity uses “Flubber” made with white glue and borax to model glacier changes. The resource at the bottom of the page relates the activity to Malaspina, the largest glacier in Alaska. http://nagt.org/nagt/programs/teachingmaterials/11337.html

Online Glacier Database: Photographs of glaciers and how they are changing with global

warming. The state is sponsored by the National Snow and Ice Data Center http://nsidc.org/data/glacier_photo/special_collection.html Plate Tectonics: Made to Order NSDL/NSTA web seminar and links explaining plate

tectonics http://learningcenter.nsta.org/products/symposia_seminars/NSDL/webseminar4.aspx

The Face of Connecticut Michael Bell online version of the geological history of

Connecticut http://g3.tmsc.org/face_of_ct/index.html


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Paleontological Research Institution Explanation of historical glacial activity in the Northeast http://www.priweb.org/ed/TFGuide/NE/ne_main.htm

U.S. Geological Survey – This is a wonderful resource for local and national information on

Earth Science. The site has many education resources and links that are helpful. www.usgs.gov

Some links from USGS that may be helpful:

• Ask a Geologist – students can submit questions http://walrus.wr.usgs.gov/ask-a-geologist/

• Interior of the Earth – More technical information about the Earth’s layers: http://pubs.usgs.gov/gip/interior/

• This Dynamic Earth: website and online booklet that reviews the theory of plate tectonics http://pubs.usgs.gov/gip/dynamic/dynamic.html

• Faults and Earthquakes http://wrgis.wr.usgs.gov/docs/parks/deform/ • Paper models to demonstrate faulting

http://wrgis.wr.usgs.gov/docs/parks/deform/7modelsa.html • Volcanic events in Connecticut

http://vulcan.wr.usgs.gov/LivingWith/VolcanicPast/Places/volcanic_past_connecticut.html

Wired Antarctica Information, activities, animations, and podcasts on glaciers in the world and Antarctica http://www.wiredantarctica.com/


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Literature Links

Title Author ISBN Publisher Summary Elementary

Rocks in His Head

Carol Otis Hurst

0-06-029403-5 Greenwillow Books

Describes how a childhood passion for rocks leads to a productive career

Geology Rocks! 50 Hands-On Activities to Explore the

Earth

Cindy Blobaum 1-885593-29-5 Williams Publishing Company

Activities that reflect the processes that formed the Earth

Girls Who Looked Under Rocks

Jeannine Atkins 1-58469-011-9 Dawn Publications

Brief biographies of female naturalists

Diving to a Deep Sea Volcano

Kenneth Mallory

978-0-618-33205-2

Houghton Mifflin Company

Photographs and explanations of deep sea thermal vents

Middle Level Probing Volcanoes

Laurie Lindop 0-7613-2700-2 Twenty-First Century Books

Describes the careers of geologists and geochemists

Erosion: How Land Forms, How it Changes

Darlene R Stille 0-7565-0857-1 Compass Point Books

Resource for learning about erosions and its effects

Plate Tectonics Rebecca L. Johnson

0-8225-3056-2 Twenty-First Century Books

Explanation of how the Plate Tectonic Theory developed

Land In Motion- California’s San Andreas Fault

Michael Collier 0-520-21897-3 Golden Gate National Parks Association

Photos and geological history of the


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San Andreas Fault

Title

Author ISBN Publisher Summary

Reference Books The Face of Connecticut

Michael Bell 0-942-08101-3 Connecticut Department of Environmental Protection

Detailed information on how Connecticut was formed and shaped

Over the Mountains: An Aerial View of Geology

Michael Collier 1-931414-18-1 Mikaya Press Magnificent photos and explanations of geological features across the United States

Plate Tectonics: The Way the Earth Works

Kevin Cuff, Ian Carmichael and Carolyn Willard

0-924886-60-9 GEMS Teacher Guide

Activities for students to explore plate tectonics

Project Earth Science: Geology

Brent A. Ford 0-873551-31-1 National Science Teachers Association

Explanations and activities of major geological events


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Videos Earth Science in Action: Weathering and Erosion Schlessinger Media 23 minutes – Descriptions of the forces that cause weathering, erosion and deposition Earth Science in Action: Land Formation Schlessinger Media 23 minutes Explanations on how plains, mountains, plateaus, deltas, and other formations develop Planet Earth: Mountains Wonderful Explanations and breathtaking video on forces of nature that have developed and eroded our mountain systems available at http://dsc.discovery.com/convergence/planet-earth/guide/mountains.html http://www.pbs.org/wgbh/nova/sciencenow/3210/03.html world’s fastest glacier


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Careers in Geoscience Atmospheric scientist Marine geologist

Economic geologist Meteorologist

Engineering geologist Mineralogist

Environmental geologist Museum curator

Geochemist Oceanographer

Geochronologist Paleoecologists

Geologist Paleontologists

Geomorphologists Petroleum geologists

Geophysicists Planetary geologists

Glacial geologists Sedimentologists

Hydrogeologists Seismologists

Hydrologists Soil scientists

Marine geologists Volcanologists

Teachers

Geoscience Career websites:

American Geological Institute http://www.earthscienceworld.org/careers

American Geophysical Union http://www.agu.org/sci_soc/careers.html

Association of Women Geoscientists http://www.awg.org/

Careers for Geosciences Video – Career introduction and interviews with geologists – watch online or purchase. 42 minutes. http://www.earthscienceworld.org/careers/video/index.html

Women Who Walk through Time Downloadable award-winning video that was

designed to interest and encourage girls to enter the field of earth sciences. http://www.earth.utah.edu/women


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Additional Activities that relate to the geological history of Connecticut: Layers of the Earth: Group Research and Model Building Background Information:

The Earth is made of three main layers: core, mantle and crust. The outer layer, the crust, is by far the thinnest layer and relatively rigid/inflexible. Underneath that outer layer is the middle layer called the mantle. The top part of the mantle, called the asthenosphere, is semi-solid--similar in consistency to putty. Hotter than the overlying crust, the asthenosphere has convection currents that flow within it. Beneath the mantle is the hottest layer of all–-the core. The core has two parts: an inner core that is mostly solid iron, and an outer core that is mostly liquid iron. Both the mantle and the core are under tremendous pressure due to the mass of the materials laying above them. Research Activity: Earth’s Layers

Have students research the three layers of the Earth. The information they gather should address the following characteristics of Earth’s layers:

thickness volume temperature composition consistency (inflexible, putty-like, solid, liquid, etc.) any other information they think might be relevant or useful (like density) how scientists/geologists think they know about these layers even though

they’ve never been able to reach beneath the crust Activity: Earth’s Layers

After the students have researched the Earth’s layers, ask them to make a scale model of the Earth’s layers. Students may choose to make two dimensional posters or three dimensional models. Allow students to pick their own materials for 3-D models.

Activity: Convection Currents in the Asthenosphere: Demonstration and Simulation Background information: Once students understand how the Earth is put together, they are ready to find out how convection currents form in the asthenosphere. Convection currents are loops that form due to temperature and density differences in asthenosphere materials. The materials at the bottom of the asthenosphere are hotter. Since they are hotter, they are less dense and rise–as a hot air balloon rises above cooler air. As the hot asthenosphere rises, it cools. This cooled material is more dense, so it sinks back down again, completing the loop called a convection current.


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Demonstration Activity: Convection currents Demonstrate how convection currents work using a lava lamp, heating a beaker with glitter, etc. Students can speculate what is causing the movement of materials within the lamp and/or beaker. They need to see a connection between this kind of movement in your demonstration with the types of movement in the asthenosphere. Activity: Convection Currents

Ask students to create their own convection currents using sponges to represent land masses/continents/crust/crustal plates, water to represent asthenosphere, and a candle or other heat source from below to represent the heat coming from within the Earth. 1. Place a metal tray over two equal stacks of books. Make sure the tray is high enough for the heat source to fit under it but close enough so that the heat source can actually heat the water in the tray. 2. Fill the tray about halfway with cool water. 3. Float a few pieces of sponge on top of the water. 4. Begin heating the tray. 5. Observe what happens to the sponges as the water heats. What is causing this? Again, students need to see a connection between this kind of movement in their simulation with the types of movement in the asthenosphere and its effects on the overlying crust.


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Student Resources Safety Disclaimer:

The content of this Student’s Resource section is intended to serve as an educational resource for students.

Preparing for the safety of yourself is a critical step in planning for any hands-on science- related activities. Prior to conducting any of the activities included in this resource section, please familiarize yourself with any potential hazards, and take the necessary precautions appropriate for each specific activity.

Connecticut Science Center is not responsible for the contents of any books, videos, websites or other resources to which we provide a reference and does not necessarily endorse the opinions, activities, services, products or information expressed within them. Student Websites:

Al Pie del Volcán Interactive Spanish–language site that explores volcanoes.

http://enespanol.discovery.com/interactivos/discoverypresenta/discoverypresenta.html

Astroventure Animated geology guide that has offers career and content information

http://astroventure.arc.nasa.gov Careers in the Geoscientists Easy to understand site that explains the career

opportunities and education required http://www.earthscienceworld.org/careers/brochure.html

http://www.earthscienceworld.org/careers/faqs/index.html#4.1

Connecticut Science Center · 2014-03-28 · CT Science Content Standard 7.3 – Landforms...

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