LabLearner—The Science of Learning
LabLearner—The Science of Learning

Teacher Portal:

Weathering and Erosion

Investigation 3 – PreLab

 

 

 

 

 

 

 

Back to Investigation 3

ZERO-IN

Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that weathering and erosion are the two main ways that Earth’s rocky surface is molded and changed. Together they create and reveal marvels of nature from boulders crashing down mountainsides to sandstone arches in the desert to jagged cliffs along the shore. 

BRANCH OUT

Remind students that nearly 70 percent of shorelines worldwide are eroding. Environmental scientists are developing a new method for monitoring beaches using small, remote-controlled drones, each equipped with a Canon camera. The scientists use the images captured by the drones to create a digital, three-dimensional version of the beach. Their image of the beach is then combined with sea state observations and data such as wave direction, wave height and current wave speed. The final outputs of their computer models show patterns of erosion along the shore, and the severity of coastal changes. 

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Questions:

  • What are some components of soil? Some components of soil include gravel, organic component, and sand.
  • How are the different components of soil different from each other? The different components of soil are different chemically and in size.

Note: These questions are located in students’ SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concept as a class:

  • Physical weathering of rock occurs when a rock is gradually reduced to smaller particles over many thousands or millions of years.
  • Causes of physical weathering include freezing and thawing cycles, heating and cooling cycles, tree roots, and gravity.
  • Rocks consist of mixtures of elements and chemical compounds.
  • Chemical weathering occurs when chemicals react with the minerals of a rock to convert them to new chemical compounds.
  • Chemical weathering generally takes place over millions of years.

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

  • physical weathering
  • chemical weathering
  • rocks
  • minerals

Note: Definitions to these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

  • Explain to students that they will model soil and its components.
  • Explain to students that both weathering and erosion contribute to the formation of some soil components such as gravel and sand.
  • Physical weathering helps break larger rocks into smaller and smaller pieces. Many pieces of rock of different sizes can be found in soil.
  • Chemical weathering also contributes by further breaking down rock particles since physical weathering exposes new rock surfaces that are susceptible to chemical weathering.
  • An additional component of soil is the organic component that consists of dead remains from plants and animals. The organic component is an essential source of nutrition for plants growing in the soil.
  • Assess students’ prior knowledge and their understanding of the Background by asking them to recall the answers to the following questions. Students will formulate answers to these questions after they have completed the Investigation.
    • Where do you find soil?
    • What do you find in soil?
    • Why is soil important?
  • Direct students to complete the Recall section in their SDRs.
  • Explain to students that the Investigation consists of two Trials. In Trial 1, students combine three different materials to form their sample of model soil. In Trial 2, students will investigate the different particle sizes found in their soil samples.
  • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
  • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.