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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Earth Science – Grade 6
Unit: Human Impact
General Task
Erosion at Providence Canyon
Standards (Content and Characteristics):
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
d. Describe processes that change rocks and the surface of the Earth.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic
eruptions, gravity) on geological features including oceans (composition, currents, and tides).
i. Explain the effects of human activity on the erosion of the Earth's surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
S6CS3. Students will use computation and estimation skills necessary for analyzing data
and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent
forms, such as integers and decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific
calculations to determine the proper unit for expressing the answer.
d. Draw conclusions based on analyzed data.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring
scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather
systems, solar systems, and ocean systems including how the output from one part of a system
(in the form of material, energy, or information) can become the input to other parts. (For
example: El Nino’s effect on weather)
S6CS6. Students will communicate scientific ideas and activities clearly.
c. Organize scientific information using appropriate tables, charts, and graphs, and identify
relationships they reveal.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 1 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
Enduring Understanding:
• Erosion is the movement of rock particles by water and wind.
• Weathering and erosion wear down, and deposition fills in the Earth’s surface.
• Although weathered rock is the basic component of soil, the composition and texture of
soil and its fertility and resistance to erosion are greatly influenced by plants and other
organisms.
• Human activity can have a positive or a negative impact on the surface of the earth.
• Human activities can cause or accelerate erosion
• Non-renewable resources from very slowly, over millions of years.
• Human activities, such as reducing forest cover and intensive farming have changed the
Earth’s surface.
Essential Question(s):
Overarching Essential Question:
What are the characteristics of weathering, and how does weathering differ from erosion?
Topical Essential Questions:
• What is meant by weathering? How many different kinds of weathering processes are there?
• How are weathering and erosion different?
• How are weathering and erosion related?
• How does the formation of soil relate to the processes of weathering and erosion?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 2 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
ADMINISTRATION PROCEDURES
Pre-Assessment:
Ask students if they know anywhere that erosion is occurring. Have students record specific
examples they have heard or seen on the board or on chart paper.
Outcome /
Performance
Expectations:
Students will learn how human activity can lead to erosion of the land.
General
Teacher
Instructions:
Provide students with background information on Providence Canyon, GA (see
below).
Provide maps and allow students to locate Providence Canyon, GA.
Provide photos of Providence Canyon.
Students may need assistance with simple math skills.
Georgia maps
Photos of Providence Canyon from the web (modern and from 1937)
Calculator
Pencils
Graph for students to plot information (see below)
none
Materials
Needed:
Safety
Precautions
Task with
Student
Directions:
Human Impact on Erosion – Providence Canyon
Providence Canyon State Park provides a spectacular example of erosion and
environmental change over the last 200 years. The park contains a series of
canyons and gullies as much as 200 feet (66 m) deep, formed by humaninduced erosion. The park is located in Stewart County, in southwestern
Georgia, near Lumpkin.
Providence Canyon is sometimes called Georgia's “Little Grand Canyon". It is
one of the Seven Natural Wonders of Georgia. It differs from the Grand
Canyon in Arizona, however, because Providence Canyon cuts through soft,
unconsolidated sediments, rather than hard rock. The Grand Canyon in Arizona
formed over a much longer time from much older hard rock, including granite
and gneiss.
The canyon is actually a relatively recent feature. It did not exist when the first
settlers arrived in the early 1800's. The following “folk tale” of the formation of
the canyon may be shared with the students in order for them to distinguish
“fact” from “fiction”. The canyon began to form because of a woman
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 3 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
throwing her dishwater out into the yard, day after day and year after year.
That is not exactly true, however. The story is a little more complicated.
Providence Canyon began to form because of poor farming practices, which led
to runaway soil erosion. After the trees were cut down and the land was cleared
for agriculture in the early 1800's, farmers plowed straight up and down the
hills. The furrows provided a good path for rainwater to run, causing erosion.
Between 1820 and 1930, erosion removed about 8 inches of soil and sediments
per year. By 1850, gullies ranging from 3 to 5 feet deep (1 to 2 meters) had
formed in the fields. Once gullies appeared, erosion rates increased, and the
land became useless for farming. Gullies deepened and widened into canyons.
In the 1930’s, the Civilian Conservation Corps planted trees in the Providence
Canyon area to try to stop the erosion.
Erosion at the head of each canyon caused the canyons to lengthen. Rates of
headward erosion were measured from aerial photos taken over the years.
Between 1955 and 1968, the canyons lengthened by about 6 feet (2 m) per year.
Providence Canyon became a State Park in 1971.
Providence Canyon is a perfect example of erosion as a result of human impact
on the land, and the need for sound soil conservation practices. The softness of
the sediments in this area, and poor farming practices led to the severe erosion
that formed Providence Canyon.
Activities:
1. Locate Providence Canyon on a map of Georgia.
2. Find photos of Providence Canyon online. See Resources.
3. Between 1820 and 1930, erosion removed about 8 inches of soil and
sediments per year. If erosion began in 1820, calculate how deep the
canyon was in 1930.
___________cm
___________ m
4. If the canyon is currently about 200 ft (66 m) deep, find the erosion rate
since 1930.
Increase in depth since 1930 ___________m
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 4 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
Number of years since 1930 ____________yrs
Divide depth in meters by years to get erosion rate in meters per year
_______________m/yr
5. Has the erosion rate increased or decreased since 1930?
__________________________
6. Graph the erosion at Providence Canyon (gully or canyon depth) from
1800 to present. (See sample graph, below.)
7. Predict how deep Providence Canyon will be in 2050.
8. Draw a timeline of events at Providence Canyon from 1800 to the
present. Include these items on your timeline:
The area was covered by forest
Forests were cut down
Farming began
Gullies began to form
Gullies were 1-3 m deep
Gullies are about 75 m deep
Gully depth you calculated above for 1930
Trees were planted to try to slow erosion
The area became a State Park
9. What caused the erosion to begin in the Providence Canyon area?
10. Compare the modern color photos with photos from 1937 at the Library
of Congress website (see web address in Resources). What differences
do you notice about the land?
11. Research farming practices that have been implemented in order to
conserve soil since the early 1800’s. (Students could prepare a poster,
brochure, report, or journal entry.)
12. What does kudzu have to do with controlling erosion? When was it
introduced to the south and why?
13. Suggest ways in which you could help prevent soil erosion.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 5 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
Resources:
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-943
http://gastateparks.org/info/providence/
http://gastateparks.org/net/content/images.aspx?s=20.0.1.5
http://gpc.edu/~pgore/Earth&Space/GPS/erosion.html
http://www.henry.k12.ga.us/PGES/instruction/kid-pages/sevengeorgia/seven.html
http://www.cviog.uga.edu/Projects/gainfo/photogallery/thumbnails/providence.
htm
http://www.southpoint.com/states/ga/providence.htm
http://findarticles.com/p/articles/mi_qa3854/is_200610/ai_n17196546
http://www.gamineral.org/_docs/7-12june05.pdf
http://www.dot.state.ga.us/dot/construction/materials-research/badmin/research/onlinereports/9803.pdf
Photos from 1937 at the Library of Congress website:
http://lcweb2.loc.gov/cgibin/query/f?fsaall,app,brum,detr,swann,look,gottscho,pan,horyd,genthe,var,cai,
cd,hh,yan,bbcards,lomax,ils,prok,brhc,nclc,matpc,iucpub,tgmi,lamb:0:./temp/~
pp_3Tah:
Homework /
Extension:
List types of soil conservation measures that you can see in your area.
Photograph them with a digital camera.
Find a place in your area, perhaps near your school or home, where erosion is
occurring. Take photos with a digital camera to show what it looks like.
Suggest ways in which this erosion could be slowed or halted.
Classroom Extension: Plan a field trip to Providence Canyon, GA. Adequate
supervision will need to be obtained prior to taking students on this field
excursion. Follow system requirements for student-adult ratios. Also ensure
students wear appropriate outdoor clothing including close-toed shoes and
socks as walking will be difficult in other footwear. Remind students to apply
appropriate sun-block and wear head covering to prevent damaging sun
exposure. Provide sufficient water for all participants to avoid dehydration if
the trip occurs in the warmer months of the school year. Students should also
wear appropriate outerwear depending upon the season the trip is planned.
Costs of this field excursion should be addressed according to local system
policy.
Instructional
Task
Accommodati
ons for ELL
•
•
pair ELL students with strong English partners during investigative
activities
present the content information about Providence Canyon orally as well as
in written form
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 6 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
Students:
•
•
•
Instructional
Task
Accommodati
ons for
Students with
Specific
Disabilities:
•
•
•
•
•
Instructional
Task
Accommodati
ons for Gifted
Students:
•
•
•
•
•
be sure to adjust speaking rate when giving directions orally
increase the amount of time allowed for the completing this task
have ELL students offer examples comparable to erosion in Providence
Canyon in their cultural experience
break this task into manageable sections (1-7, 8-9, 10-13)
pair students with disabilities with a peer partner who can move through the
task efficiently
increase the font size for visually impaired students when offering a copy of
the content information about Providence Canyon
present the content information about Providence Canyon orally as well as
in written form
encourage students to check off each part of the task (1-13) as they
complete it or provide a check along with the directions
have gifted students complete this task as a multi-media presentation to be
given to other audiences outside the classroom
allow gifted students to negotiate their grade on this task through a contract
& be sure to broaden the “depth” of information students are required to
find as a part of the contract agreement
allow gifted students to design a hands-on lab or center for classmates to
investigate causes and results of erosion
encourage students to communicate with county extension agents to
develop a project on the history of erosion in their home county over a 50 to
100 year period
give gifted students the option of writing their research information as a
news article to be published in a local newspaper
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 7 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – Grade 6
Canyon depth (feet)
200
150
100
50
0
1800
1850
1900
1950
Years
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  Grade 6  Human Impact
July 26, 2007 Page 8 of 8
Copyright 2007 © All Rights Reserved
2000
2050