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Student Journal
6ES1
The Planet
Rock
A Sixth Grade Unit
supporting the
Michigan Science K-7 Content Expectations
Name:
___________________
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A
e
w
s
n
y
e
K
r
Copyright © 2009 by Battle Creek Area Mathematics and Science Center. All rights reserved.
A
Name:
C
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Rocks Tell a Story
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make a chart and record your observations of your rock. Include the physical properties
of your rock.
Student charts will vary. Look for organization of rock
observations that include color, shape, size, luster, hardness,
and interesting markings.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
1
1
J
O
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R
N
A
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Name:
Rocks Tell a Story (cont.)
1
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write a paragraph about the properties of your rock. Include what you have discovered
about what your rock is made of.
Responses will vary. Check for a reference to color, shape,
size, luster, hardness, minerals, granules, and beginning
ideas about how the rock was formed.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
2
A
Name:
C
T
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V
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Weathering Rocks and Minerals
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Draw and write your description of the following sediments: gravel, sand, silt, and clay.
Responses will vary. Check for descriptions that include
color, texture, and particle size.
Sediment
Description of Sediment
gravel
sand
silt
clay
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
3
2
J
O
U
R
N
A
L
Name:
Weathering Rocks and Minerals
(cont.)
2
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Explain how rocks are broken down into different sizes of sediment.
Student responses should include elements related to
weather (wind, rain, ice, sleet, and extreme temperatures)
and the action of roots, moving water, and living
organisms.
2. Explain how the crayons in this activity are used as a model to show the weathering
of rocks.
Student responses should refer to the use of the tools as
models for weathering and the crayon shavings as the
worn away pieces of rock.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
4
A
Name:
C
T
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V
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Y
Sediments Become Rocks
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Challenge:
Your group has combined samples of crayon sediments. Your challenge is to think
of a plan that will combine the samples into one solid piece again. The plan for this
sediment sample does NOT include heating or melting. Draw and write your plan for
combining the group sediments.
Responses will vary. Look for ideas that refer to pressure.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
5
3
A
C
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I
V
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Y
Name:
Sediments Become Rocks (cont.)
Date:
3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw and label each sedimentary rock specimen.
Illustrations and labels will vary.
2. Compare the rock sediments to the different sedimentary rock specimens. Write
what sediments you think make up the different sedimentary rocks.
Student responses should include similarities in color,
texture, and particle size of the sediments compared to the
sedimentary rock.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
6
J
Name:
O
U
R
N
A
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Sediments Become Rocks (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
1. Draw and label a diagram of how sedimentary rocks are formed. Include the
elements that contribute to weathering and erosion. Write a caption for your drawing.
Example illustration:
Caption: Over millions of years the rain, wind, and moving water wear
away at the rock, forming small pieces and bits or sediments. The
sediment is carried downstream and settles at the bottom of ponds, lakes,
and oceans. After millions of years at the bottom, great pressure and time
form the sediments into sedimentary rock.
2. Draw and label a diagram of the sediments in the jar of water. Write a caption for
your drawing.
Caption: The sediments settled to the
bottom of the jar with the largest
particle size on the bottom layer and
the smallest particle size on the top
layer.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
7
A
C
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I
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Rocks Can Change
Y
Name:
Date:
4
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Your group is comparing four sedimentary rocks to four unknown rocks that are formed
in a different manner. Describe how the sedimentary samples are similar and different
from the unknown rock samples.
Responses will vary. Look for ideas that relate to different
texture, luster, and color between the sedimentary rocks and
rocks formed in a different manner.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
8
J
Name:
O
U
R
N
A
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Rocks Can Change (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
1. Draw and label a diagram of how metamorphic rocks are formed. Include the elements
that contribute to weathering and erosion. Write a caption for your drawing.
Example illustration:
Caption: Metamorphic rock is formed when existing sedimentary or igneous
rock is exposed to great heat and pressure and causes the existing rock to
change.
2. Describe the difference between how sedimentary rocks are formed and how
metamorphic rocks are formed.
The difference between sedimentary rocks and metamorphic
rocks is the addition of great heat. Sedimentary rocks are
primarily formed by great pressure over long periods of time.
Metamorphic rocks are exposed to both heat and pressure. The
heat changes the existing rock into new forms of rock.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
9
A
C
T
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Y
Name:
Rocks Can Melt
Date:
5
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1. Make observations of the sedimentary, metamorphic, and igneous rock. Describe
the types of rocks in the chart below. Include texture, specks, luster, and markings
in your descriptions. Descriptions will vary.
Type of Rock
Sedimentary
Metamorphic
Igneous
Description
rough, small grains, easily broken or
chipped
rough and smooth edges, speckled, stripes,
hard, flattened granules
rough and smooth edges, speckled, hard,
variety of colors
2. Describe the differences in how the three different rocks are formed.
Responses will vary. Look for a reference to: sedimentary
is formed with great pressure over a long period of time,
metamorphic is formed when existing rock is exposed to
great heat under pressure, and igneous rock is formed
when lava cools either above ground or underground.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
10
J
Name:
O
U
R
N
A
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Rocks Can Melt (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
1. Draw and explain the three ways that minerals and rocks are formed.
Drawings and responses will vary. The response to Question
#2 is a formative assessment for their final response in the
journal entry. See #2 for example explanation.
2. Explain how crayons can be used as a model that represents the formation of
sedimentary, metamorphic, and igneous rock.
Student responses should include a reference to the use of
the tools as models for weathering and the application of
pressure and a heat source to demonstrate how rocks are
formed.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
11
A
C
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My Rock Tells a Story
Name:
Date:
6
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Rock Cycle Game
1. Before you begin to play the game, write the different processes that take place in
the formation of the different types of rocks on the index cards. Use the class list,
Venn diagram, and the book, Remarkable Rocks, as references for your game cards
if necessary.
2. Make duplicate cards of some of the processes you think are most important.
3. Once the game cards are complete, shuffle the cards and place them in a stack for
all the players to reach.
4. Each player chooses a game piece: Sedimentary Rock, Sediments, Metamorphic
Rock, Magma, or Igneous Rock.
5. All the players start on the space their piece represents. The goal of the Rock Cycle
Game is to go around the board and finish in your original space.
6. Roll the die to determine which player will go first.
7. The first player selects and reads a card and determines what effect the condition
on the card has on him/her.
8. The player moves his/her piece in the direction determined by the conditions on the
card and the number on the die. Caution: Some cards may not have an effect on
your game piece; for example, if you are Magma and turn over a “weathering and
erosion” card, you lose a turn, as magma is not affected by weathering and erosion
on the surface of the Earth.
9. When a player lands on a labeled space with a “short cut” arrow, he/she makes
another throw of the die. The player must roll a 4, 5, or 6 to follow the “short cut”
arrow. If another number is rolled, the player can advance on the game the “long”
way around.
10. Continue the play until the first player is back to the original space or until your
teacher says, “Time is up.”
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
12
A
Name:
C
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Y
My Rock Tells a Story (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Use the space below to write an outline or concept map of your rock story.
Concepts maps will vary. Look for references to pressure,
heat, long period of time, and magma or lava when
appropriate.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
13
6
A
C
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I
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Y
Constructive and Destructive
Changes on Earth: Weathering
7
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw and label a picture of the lava flow down the slope. Include the surface
features of the slope.
Illustrations will
vary. Look for
representation of
surface features
that may change
due to the flow of
lava down a slope.
2. Write a description of the movement of the lava and the effect it had on the slope.
The movement of lava on the slope moved the smaller
rocks and pebbles with the lava. The plants in the path of
the lava are burned and uprooted and soil is carried with
the lava down the slope.
3. Describe the difference between the observations of the model and what happens
when a volcano erupts and lava flows downhill.
The model demonstration does not give an accurate
representation of the extreme temperature of the flowing
lava, the speed at which the lava flows, or the damage due
to burning and erosion of soils and rock in its path.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
14
A
Name:
C
T
I
V
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Y
Constructive and Destructive
Changes on Earth: Weathering
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw and label a picture of the model igneous rock and the obsidian.
Illustrations will vary.
2. Draw a Venn diagram to compare and contrast the model igneous rock and the
obsidian.
Venn diagrams will vary. Check for ideas that include
similarities in a glassy look, smooth surfaces, sharp
edges, and differences in color, shape, size, etc.
Model Igneous
smooth sides
glassy
yellow
sharp edges
smooth
sides
glassy
sharp edges
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
15
Obsidian
smooth sides
glassy
black
sharp edges
7
A
C
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Y
Constructive and Destructive
Changes on Earth: Weathering
(cont.)
7
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Draw a Venn diagram to compare the obsidian and the granite. Use what you have
learned about how they are formed and what you observe in your comparison.
Venn diagrams will vary. Check for differences in color,
texture, smooth surfaces on the obsidian and a rough
texture with speckles on the granite, and presence of
minerals in granite, Both rocks are igneous rocks, one
forming above ground from lava and the other below the
surface of the Earth from magma.
4. Write a paragraph that describes the similarities and differences between obsidian
and granite.
Responses will vary. Check for an understanding of the
similarities in their hardness and formation from
magma or lava and the differences in the texture, color,
and presence of minerals.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
16
J
Name:
O
U
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N
A
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Constructive and Destructive
Changes on Earth: Weathering
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
Draw and label a picture of a volcano and lava flow. Write a caption for your picture that
explains how the volcano and lava flow are related to the constant changes on the
surface of the Earth.
Illustrations and responses will vary. Check for
understanding that the volcanic eruption and volcanic flow
are part of the constant changes in the surface of the Earth
due to the formation of new rock (igneous) and surface
changes due to lava flow down slopes, carrying, melting,
and changing landforms, earth materials, and living
organisms in its path.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
17
A
C
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The Nature of Weathering
Name:
Date:
8
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make a list of the forces of nature that may have an effect on the mountain.
Lists may vary. Look for ideas that relate to volcanic
eruptions, earthquakes, wind, moving water, extreme
temperatures, avalanches, landslides, melting snow, and
glacial movement. Students may also list effects due to
development, mining, and other activities by humans and
animals.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
18
A
Name:
C
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The Nature of Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Names of group members:
Names will vary.
2. My group is going to build a model that investigates
Responses will vary. Check for ideas that are consistent
with the effects of weathering on the surface of the Earth.
3. Draw and label a picture of the model your group is going to build.
Responses will vary.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
19
8
A
C
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Y
The Nature of Weathering (cont.)
Name:
Date:
8
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. List the materials you will need:
Responses will vary.
5. Explain how your model will demonstrate your topic of investigation.
Responses will vary. Check for ideas that relate to the
weathering effect on the surface of their model.
6. Write what you think will happen.
Responses will vary. Students should refer to what they
have learned about the effect of weathering.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
20
A
Name:
C
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Y
The Nature of Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. Write the steps you will take.
Responses will vary.
8. Make a chart for observations and data collection.
Charts and data collection may include observations,
time, and measurements of amount of weathering in
terms of mass of soils, etc.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
21
8
A
C
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Name:
The Nature of Weathering (cont.)
Date:
8
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9. Write what you found out. (Include a claim, evidence, and reasoning in your
conclusion.)
Responses will vary. Check for a clear and concise
statement that refers to the evidence collected and what
they know about weathering and changes in the surface
of the Earth.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
22
J
Name:
O
U
R
N
A
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The Nature of Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw a picture of the model your group made that demonstrates weathering.
Illustrations will vary with the model.
2. Explain how weathering changes the surface of the Earth.
Weathering changes the surface of the Earth through the
movement of water, air currents, and temperature
changes. Sometimes weathering occurs over very long
periods of time and sometimes weathering can occur in a
short period of time due to floods, avalanches, landslides,
etc. Weathering wears away, cracks, and breaks apart
surface features of the Earth, constantly changing the
Earth’s surface.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
23
8
A
C
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Y
Name:
Chemical Weathering
Date:
9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part 1
Chemical Weathering Investigation
1. Write the question you are investigating.
Responses will vary.
Example: What are the effects of chemicals on surface
features of the Earth, such as rocks?
2. Write what you think will happen.
Responses will vary.
3. List the materials you will use.
Materials should include:
- chalk
- vinegar
- water
- cups
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
24
A
Name:
C
T
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Y
Chemical Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Write the steps you will take.
Responses will vary. Look for procedures that include
measuring the mass of the chalk before and after it is
placed in liquid over a period of time. They should also
include placing the chalk in water, water and vinegar,
and vinegar. Students should measure the quantities
and be consistent in the amount of liquid for all cups,
and keep track of the time involved in their observations.
5. Make a chart to record your observations and data.
Data organization will vary. Look for ideas that relate to
the mass of the chalk before and over time in the liquids,
and observations of all liquids at even intervals of time.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
25
9
A
C
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Chemical Weathering (cont.)
Name:
Date:
9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Write what you found out. (Include a claim, evidence, and reasoning in your
conclusion.)
See Teacher Guide, pages 80-81, for examples of claim,
evidence, and reasoning.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
26
A
Name:
C
T
I
V
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Y
Chemical Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part 2
Oxidation Investigation
1. Write the question you are investigating.
Questions will vary. Look for ideas that relate to the effect
of weathering in the form of oxidation or rusting and if
salt water, water, and air differ in the amount of rusting
over a period of time.
2. Write what you think will happen.
Responses will vary.
3. List the materials you will use.
Material lists should include:
- steel wool
- petri dishes
- water
- salt
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
27
9
A
C
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Chemical Weathering (cont.)
9
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Write the steps you will take.
Procedures will vary. Look for consistency in salt water
concentrations, amount of time, and observations.
5. Make a chart to record your observations and data.
Charts will vary. Students should record time and
observations in all three petri dishes.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
28
A
Name:
C
T
I
V
I
T
Y
Chemical Weathering (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
6. Write your conclusion or scientific explanation to your investigation. (Include a claim,
evidence, and reasoning in your conclusion.)
Example:
The steel wool in the ____________ showed the greatest
amount of weathering due to oxidation or rust. The data
shows that the steel wool in the ___________ had the greatest
amount of rust after _____ days. The ____________ had the
second greatest amount of rust and the ____________ had
the least amount of rust after the same number of days.
The concentration of chemicals, water, and surrounding
air affect the process of oxidation or rusting and the
changes on the surface of the Earth.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
29
J
O
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Chemical Weathering (cont.)
Name:
Date:
9
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pretend you are a piece of granite that contains a great deal of iron. Describe the
place you would most want to live and the place you would least like to live and
explain why. Use data from your investigation to support your reasoning.
Student responses will vary. Look for ideas that relate to:
- A preference to living in a dry climate to prevent
weathering due to oxidation or rusting.
- A reference to data that supports their preference for a
place to live.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
30
A
Name:
C
T
I
V
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Y
Glacier Grooves and Moves!
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw and label a picture of your group’s model of a glacier before it has been
placed in the freezer.
Illustrations will vary. Example:
2. Describe what you think will happen after the model has been in the freezer
overnight.
Responses will vary. Check for ideas that relate to the
water freezing and particles of soil and gravel becoming
imbedded in the ice.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
31
10
A
C
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Y
Glacier Grooves and Moves!
(cont.)
10
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Draw and label a picture of the glacier model after it has been in the freezer.
Compare your frozen model to your prediction.
Illustrations will vary.
- Check for comparisons that describe the particles of soil
and gravel that have been “picked-up” in the ice
formation.
- Student responses may also include how some of the
soil is imbedded in the ice and some of the soil is “left
behind.”
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
32
A
Name:
C
T
I
V
I
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Y
Glacier Grooves and Moves!
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Glaciers Pluck Rocks and Soil From the Earth
Rocks are weakened and cracked through the freezing and thawing of water that moves
into the tiny nooks and crannies of rocks and rock beds. When liquid water seeps into
tiny cracks and freezes, the volume of the water expands, creating larger cracks and
weakened rocks or rock fragments.
As the glacier moves slowly over the surface of rocks and rock beds, there are
conditions where the glaciers melt a little bit, creating a thin layer of water between the
rock and ice. This melted ice flows down into the cracks of the rocks where it can
freeze and melt several times. Rocks become loose and dislodged from the rock bed.
The loose rocks are “plucked” from the rock bed and frozen into the glacier and move
as part of the glacier to different locations. The “plucked” rocks in the glacier can be as
small as gravel or large boulders that are the size of automobiles or semis!
1.
glacier ice
thin layer of
melted ice
(liquid water)
2.
Cracks in the rock fill
with water and expand
and contract with
freezing and thawing.
bedrock
bedrock
cracks in
rock
bedrock
3.
Water from the thin layer of melted
ice seeps into the cracks and
crevices of the bedrock. When the
water freezes, it expands, causing
bits of rock to break away from the
bedrock.
fragment
bedrock
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
33
Rock fragments
break away from the
bedrock and
become frozen in
the bottom of the
glacier. The rock
fragments move
with the slowly
moving glacier.
A
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Glacier Grooves and Moves!
(cont.)
10
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Describe the materials that made scratches or grooves in other materials. Explain
why you think that happened.
Student responses should include a description of their
comparisons between the limestone, sandstone, wood,
sandpaper, granite and ice. The granite is the hardest of
the samples and will scratch the surface of the other
samples. Sandpaper has ground or crushed granite and
will also scratch the surface of other samples.
2. Rank the materials based on their ability to create a groove.
Student results may vary slightly.
- granite, sandpaper, ice, wood block, limestone,
sandstone
3. Rank the materials based on their ability to become grooved or scratched.
Student results may vary slightly. Look for a comparison between responses to Question #2 and Question #3.
- granite, limestone, wood block, ice, sandpaper, granite
4. Explain why some rocks are able to erode certain rocks and not others.
Example: Rocks are made up of different sediments and
through different processes. Sedimentary rocks are the
softest rocks and can be eroded by other rocks more
easily. Sedimentary rocks break apart more easily and
do not wear away or erode other rocks. Metamorphic and
igneous rocks are formed in a melting and cooling
process that makes them a harder rock than sedimentary.
They can make grooves and wear away other rocks as
they move back and forth across the surface of the softer
rock.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
34
A
Name:
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Glacier Grooves and Moves!
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Glacial Abrasion
Glacial abrasion is the second type of weathering and erosion that occurs when
glaciers slowly move across the surface of the Earth. Glacial abrasion occurs when
there is contact or rubbing between the rocks that are embedded in the bottom of the
glacier through plucking and the bedrock or rocks on the surface of the Earth. The
glacier acts like sandpaper and smoothes and scratches the surface of the bedrock.
The grooves and scratches are called striations. The striations in rocks that are softer,
such as limestone and sandstone, are deeper and create more sediment or dust than
harder rock such as granite.
The weight and force of the glacier pushes down on the rocks and also affects the
depth of the grooves, smoothness of the bedrock, and amount of sediment that is
produced from the rubbing and scraping. As the glacier slowly moves over the
bedrock, the rocks embedded in the underside of the glacier grind into the bedrock
and polish and smooth the surface, creating a path of dust or sediments. Abrasion
also leaves a trail of striations or grooves that appear as parallel lines. The size and
hardness of the surfaces of the rocks in the glacier and the bedrock determine the
amount and depth of striations and how smooth or polished the bedrock becomes.
1.
2.
ice flow
ice flow
force
bedrock
rock fragments
in glacier
bedrock
Rock fragments that are
imbedded in the bottom of the
glacier act like sandpaper and
polish and sand the surface of
the bedrock.
3.
Rock sediments form
from the rubbing of the
rock fragments on the
bedrock.
bedrock
Grooves or striations are
evidence of glacial abrasion,
leaving deep impressions in
the bedrock.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
35
J
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Glacier Grooves and Moves!
(cont.)
10
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Look at the picture of the diagram
of the bulldozer as a model for
glacier movement and how
glaciers shape and reshape the
surface of the Earth. Explain how
the picture is NOT an accurate
model of how glaciers cause rocks
to move, grooves in rocks, and
other formations on the surface of
the Earth. Include the terms
glacier, glacial plucking, and glacial
abrasion in your response.
Some explanations of erosion due
to glaciers describes the glacier as
a bulldozer that scrapes and pushes
rocks along the glacier’s path.
The picture of the bulldozer does not depict an accurate
representation or model of how glaciers cause rocks to
move, because the bulldozer only pushes and piles the rock
in front of it. The movement of a glacier involves the
thawing and freezing of the ice in the glacier. In the
process of thawing and freezing, the ice picks up stones,
rocks, and other soil materials, glacial plucking, and the
earth material moves with the glacier. As the rocks and
stones imbedded in the ice move across other rocks, stones,
and the surface of the Earth, it causes glacial abrasion,
scratching and wearing away at the material it moves.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
36
A
Name:
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What Is Soil?
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
1. Make a chart that describes the properties of your soil sample. (color, texture,
different particles, other observations)
Charts may vary. Example:
Sediment
sample
Color
Texture
Particle size Observations
sand
silt
clay
2. List what you think makes up your soil sample.
Student responses will vary. Look for ideas of sediments
from rocks.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
37
A
C
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Name:
What Is Soil? (cont.)
Date:
11
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Write what you are trying to find out.
Which sediment samples will sink to the bottom of a
container of water first?
2. Draw and label how your jar looks after the soil has settled.
water with
debris from
humus
humus
clay
silt
sand
small rocks
and gravel
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
38
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Name:
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What Is Soil? (cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Explain how soil is related to the weathering and erosion of rocks. Include in your
explanation what materials make up soil and how soil may differ from place to place.
Student responses should include:
- Soil is a mixture of sediments and organic material.
- Soil is formed through the weathering and erosion of
rocks that produce sediments.
- Soil may differ from place to place due to the different
rock formations in the region and the sediments the
rock produces. The soil differs in the difference in the
type and amount of weathering and erosion that occurs
to produce a sediment with a smaller particle size.
- The organic material that makes up soil differs with the
variety of living organisms in the region (plants and
animals).
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
39
A
C
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Taking a Closer Look at Sediments
Name:
Date:
12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sediment Properties Chart
Observations will vary. Check for accuracy in recording
the mass of the sediments and a constant volume of one of
each of the sediments.
Sediment
Color
Particle
Size
Texture
gravel
sand
silt
clay
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
40
Mass
Sink/Float
A
Name:
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Taking a Closer look at Sediments
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
1. Write the question you are investigating.
Example: How much water will flow through the different
sediments?
2. List the materials you will use.
Responses will vary.
3. Draw a picture of your set-up for the investigation.
Illustrations will vary. Look for a drawing that includes
the container for the sediments, collection of water, and
addition of water for the investigation.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
41
A
C
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Taking a Closer Look at Sediments
(cont.)
12
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Make a chart to organize your data.
Data charts will vary. Check for measurement of the
amount of water that traveled through the sediment and
collected in the container over a measured amount of
time.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
42
A
Name:
C
T
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Taking a Closer look at Sediments
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
5. Write a scientific explanation or conclusion for your investigation. (Include a claim,
evidence, and reasoning in your conclusion.)
Example:
Clay retains the most water and gravel retains the least
amount of water. The data shows that after _____ minutes,
____ ml of water was retained by the clay and ____ ml of
water was retained by the gravel. The silt retained ___ ml
of water and the sand retained ____ml of water. The
smaller the particle size, the greater the retention of water
or longer it takes for the water to move between the particles. Water moves between the spaces of the particles of
sediments; the closer together the sediments, the greater
the ability for sediments to retain water.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
43
J
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Taking a Closer Look at Sediments
(cont.)
12
Name:
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Choose two sediments and use a Venn diagram to compare and contrast their
properties.
Venn diagrams will vary. Look for possible differences in
color, texture, particle size, ability to hold water, and
possible similarities in that they both have granules or
particles.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
44
J
Name:
O
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Taking a Closer look at Sediments
(cont.)
Date:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
2. Explain how the particle size of sediments affects how they interact with water.
Responses will vary. Check for understanding that the
smaller the particle size of the sediment, the smaller the
spaces between the particles. Sediments that have smaller
spaces between particles “hold” a greater amount of water.
Students may also explain that it takes a longer amount
of time for water to drain through the sediments with the
smaller particle sizes.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
45
Key Terms
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
chemical weathering - Chemical weathering is the process by which rocks are
decomposed or loosened by chemical processes to form sediments and other
materials.
clay - Clay is a sediment that is produced by physical weathering of rock. The particle
size of clay is smaller than silt. Clay has the ability to be molded and then dried or
fired into specific shapes.
constructive forces - Constructive forces are forces that help in building new rocks
and landforms.
cycle - A cycle is a pattern of change that reoccurs through time. It helps to explain
how natural events or phenomena occur.
destructive forces - Destructive forces are forces that wear away rocks and landforms.
erosion - Erosion involves the processes that move weathered material from place to
place. Erosion occurs through the forces of gravity, wind, ice, water, and human
actions.
glacial abrasion - Glacial abrasion is the result of the scraping of rocks that are
imbedded in the ice of the glacier against the rock bed beneath the glacier.
glacial plucking - Glacial plucking refers to the slight melting of the bottom surface of
the glacier that causes freezing and thawing in the cracks in the rocks below. The
loosened rocks become imbedded or attached to the ice and move with the glacier.
glacier - A glacier is a large mass of ice that has formed from many years of
compacted snow. The glaciers are slow moving masses that change the surface of
the Earth.
gravel - Gravel is sediment produced by physical weathering. Gravel has large
particles and is considered loose rock that is larger than 2mm and smaller than
64 mm.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
46
Key Terms (cont.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
humus - Humus is the decomposed (rotting) organic material (living material) found in
soil.
igneous rock - Igneous rock is formed when molten rock material cools and hardens
to become a solid. It is one of the three types of rocks.
lava - Lava is the magma that reaches the Earth’s surface during a volcanic eruption
or lava flow.
magma - Magma is molten rock material found beneath the Earth’s surface, which
forms igneous rock when it cools and hardens.
metamorphic rocks – Metamorphic rocks are preexisting rocks in which minerals are
changed by great pressure and heat.
mineral – A mineral is a solid element or compound with a unique structure of atoms.
Minerals are formed by natural processes and are the building blocks of rocks.
organic material - Organic material is the living, or once living, material that makes
up soil.
particle size - Particle size is the size of each grain of a sediment. The particle size
decreases from gravel to sand to silt and, finally, clay.
physical weathering - Physical weathering refers to the effect of motion, such as
wind, rain, waves, glacial movement, and freezing and thawing that wear away
rocks and bedrock.
pressure – Pressure is a force that occurs when an object pushes on other objects.
Pressure is involved in the formation of sedimentary and metamorphic rocks.
properties - Properties are characteristics by which matter is described. Hardness,
size, color, shape, flexibility, buoyancy (sinking and floating), state of matter (solid,
liquid, gas), odor, mass, and volume are some properties of matter.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
47
Key Terms (cont.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
rock – A rock is a natural, solid earth material that is made of one or more different
minerals. Rocks form a major part of the Earth’s surface.
rock cycle - The rock cycle is an endless process of change in which existing rocks
are changed into new rocks.
sand - Sand is sediment produced by physical weathering of rock. The particle size of
sand has visible grains of a variety of colors. Sand feels gritty to the touch.
sediment - Sediment is made of small pieces of broken rocks created by wind, water,
or ice and carried to other locations. Sediments include gravel, sand, silt, and clay.
sedimentary rock - Sedimentary rock is formed when sediments are deposited in
layers, pressed down under great pressure over a long period of time, and become
cemented or fastened together into a solid piece.
silt - Silt is a sediment that is produced by physical weathering of rock. The particle
size of silt is smaller than sand and larger than clay. Silt is often deposited in the
bottom of bodies of water.
soil - Soil is a mixture of organic (living) and inorganic (nonliving) material that makes
up the top layer of the surface of the Earth. Soil provides the necessary nutrients
and minerals for plant growth and repair and is home to many species of animals.
thermal contraction - Thermal contraction refers to a decrease in volume due to
change in temperature. Water contracts when it thaws.
thermal expansion - Thermal expansion refers to an increase in volume due to a
change in temperature. Water expands when it freezes.
weathering - Weathering includes the processes that cause minerals and rocks to
become smaller. It includes the actions of frost, plant roots, thermal expansion, the
rubbing of rocks upon rocks, moving water and wind, gases, and living organisms.
Copyright © 2009 by Battle Creek Area Mathematics and Science Center.
48