Weathering, Soil, Erosion, and Mass Movement Unit Plan
Unit Plan: Part 1-Weathering (3 days)
Objective: To introduce students to the weathering processes that shape our world and allow students to
make connections between these weathering process and those we see on a day to day basis. Key concepts
include defining weathering as the breakdown of rock, and distinguishing between mechanical and chemical
weathering. Students should be able to identify and distinguish between the different types of weathering
and their unique features.
SOLs:
ES.1 The student will plan and conduct investigations in which
a.) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes
in elevation/depth are calculated utilizing the most appropriate tools
ES.2 The student will demonstrate scientific reasoning and logic by
a) analyzing how science explains and predicts the interactions and dynamics of complex Earth
systems;
ES.8 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
b) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, and
sedimentation) and their resulting features;
NSTA Standards:
1b, 1c, 3b, 4b
Materials and Resources:
Weathering PowerPoint
Surface Area Weathering Activity Guide
Sugar Cubes (3 per group)
10-500 mL beaker
Water
Glass Stirrers
Stopwatch
Weathering Scavenger Hunt Activity Guide
Colored Pencils
Textbooks
Clipboards
http://www.brainpop.com/science/weather/weathering/
https://www.as.uky.edu/sites/default/files/elearning/module07swf.swf
http://www.kineticcity.com/mindgames/warper/
Classroom Management and Safety Concerns:
-Remind students to not eat the sugar cubes or drink the sugar water.
-Map out the area in which the students will go in completing the Weathering Scavenger Hunt. Make sure
guidelines and boundaries are in place. Remind students of the rules and acceptable behavior when going
outside and walking in the hallways.
-In case inclement weather have a backup activity for students.
Procedure:
Engage: (10 minutes)
The student will be engaged in weathering by looking at a picture of Bryce Canyon, UT. The students
will pair up and answer questions about what they think has happened to form this canyon. There is a list of
5 questions that the students will answer and turn in as a participation grade. The students will be given the
opportunity to share their predictions about what geologic processes are going on.
Explore: (60 minutes)
Students will be able to explore weathering through taking notes on the weathering process. Notes,
although not considered a explore activity; will be incorporated into an interactive classroom activity. In
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this activity, students will be asked to come up to the board and participate in an activity called “Shape It
Up”. In this activity students are given a picture of a landform and then a picture of that same landform
that has been altered due to some form of weathering and time. The students will be asked to select to
correct method of weathering and the time it took for it to form. This activity will be a fun and interactive
way to get them involved with the weathering process. As another explore activity students will participate
in a “Weathering Scavenger Hunt”. The students will go outside to an area that I designate and look for signs
of weathering. Students will draw and describe the weathering they see. They will also have to answer some
follow-up questions after completing the activity.
Explain: (30 minutes)
Students will take notes on both the chemical and mechanical weathering process. The students will
also read and answer questions from their textbook pertaining to the weathering section. The students will
turn the work in as a homework grade. It will be graded for completion and correctness and returned to the
student to keep in their notebook as notes.
Elaborate: (45 minutes)
In the elaborate section students will participate in a lab called “The Effect of Surface Area on
Weathering Rate”. The students will work in pairs and try to determine the relationship between weathering
rate and the amount of area that is exposed to weathering. The students will be given sugar cubes, water, a
500 mL beaker, stirrer, and stopwatch to complete the lab. They will also complete the activity guide in
which they will answer questions and create both a line and bar graph. The goal is to get students to
determine that the more surface area that is exposed to the elements the faster the rate of weathering.
Evaluation: In this section students will turn in their weathering rate lab, weathering scavenger hunt,
homework on pg. 263 of their textbook, and they will also complete a notes quiz.
Performance Criteria
Evidence
Points
Student understands the definition of
weathering as it relates to the
breaking down of rock
Students will answer questions on
their quiz, define the word as part of
their notes, answer critical thinking
questions in the book, review the
material as part of the review game
and answer questions on the chapter
test.
Students will answer questions on
their quiz, define the word as part of
their notes, answer critical thinking
questions in the book, review the
material as part of the review game
and answer questions on the chapter
test.
Students will answer questions on
their quiz, define the word as part of
their notes, answer critical thinking
questions in the book, review the
material as part of the review game
and answer questions on the chapter
test.
Completion of the Weathering Rate
lab and completion of weathering
notes. Students will also answer
critical thinking questions from the
textbook, will review these concepts
as part of the review game, and be
able to answer questions on the
chapter test.
Points will be rewarded according to
each individual assignment:
Weathering Rate Lab-30 points
Weathering Scavenger Hunt-50 pts
Notes Quiz-24 points
HW pg 263-16 pts
Student will be able to differentiate
between chemical and mechanical
weathering. (can differentiate by
definition and graphically)
Students will be able to understand
the mechanics and example of both
chemical and mechanical weathering
Students will be able to understand
the factors that influence weathering
rates
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Weathering Scavenger Hunt
Objective: Obtain & identify pictures/drawings of the different types of weathering. As a team you will work
together to find and identify areas around Blacksburg High School that have undergone weathering.
Record the
exact location of the site, draw the site and note any special characteristics around the site. Next, identify the
type of weathering, mechanical or chemical, and specify the kind of weathering that has taken place, i.e. Mechanical
weathering – biological activity. Answer the follow up questions when you are done observing.
Location 1 -
Type of weathering –
Unique characteristics –
Picture –
Location 2-
Type of weathering –
Unique characteristics –
Picture -
Location 3-
Type of weathering –
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Unique characteristics –
Picture -
Location 4 -
Type of weathering –
Unique characteristics –
Picture -
Location 5 -
Type of weathering –
Unique characteristics –
Picture -
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1. Count the number of mechanical and chemical weathering observations you've made. How many were Mechanical?
_______ Chemical? _______
2. Did you observe more mechanical or chemical weathering observations? Explain (Hint: Think about the role of
climate in the weathering process).
3. What type of weathering do you think caused the formation of most of the soil around our school? Why do you
think this?
4. How might animals have contributed to the weathering of rock around our school?
Application Questions:
5. Let's say you are sanding a rough board to make shelves for your bedroom. What type of weathering would this
be? How do you know?
6. You are looking at an old statue. It has lots of acid rain damage. Lichens grow on its surface. Where do you think
this statue has been for the last 50 years? Describe the climate.
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Unit Plan: Part 2- Soil (3 days)
Objective: To introduce students to how soil is formed and the corresponding key terms and key concepts.
Such terms include soil, parent material, residual soil, transported soil, soil profile, soil horizon, topsoil, and
subsoil. Such concepts include getting students to realize that soil is weathered rock. Students will also gain
an understanding of soil as a natural resource is being used and efforts to conserve this natural resource.
SOLs:
ES.2 The student will demonstrate scientific reasoning and logic by
a) analyzing how science explains and predicts the interactions and dynamics of complex Earth
systems;
ES.9 The student will investigate and understand how freshwater resources are influenced by geologic
processes and the activities of humans. Key concepts include:
a. Processes of soil development
NSTA Standards:
1b, 1c, 2c, 3b, 4b, 6b, 7b
Materials and Resources:
Activity Guide
Texture Triangle
Soil Samples
Introduction PPT with interesting facts
Small Cups
Desertification article
Spray Bottles
Dirt! The Movie
Soil ID Charts
Dirt! The Movie question sheet
Classroom Management and Safety Concerns:
-Remind students to not throw soil, spray each other with a water bottle, or taste the soil sample.
-Make sure no student is allergic to sulfur because traces could be found in the soil sample.
Procedure:
Engage (5 minutes):
Students will be engaged by thinking about living in a world where we did not have jeans, aluminum
cans, penicillin, or food. It will then be linked to the concept, that without soil we would not have any of
these things. Students will then learn several interesting facts about soil.
Explore (35 minutes):
Students will be able to explore the world of soil by completing the Soil Activity Guide. In this
activity guide students will use their textbook to become familiar with basic terms and concepts. Students
will then get to work with a soil sample. The students will be given a small sample of soil that they will have
to identify. They will be using an ID chart, textural triangle, ribbon test, and ball test to help them identify
their soil sample.
Explain (Mix in with explore and elaborate):
In completing the Soil Activity Guide students will gain a basic understanding of how soil is formed
and its main components. There are questions asking the students to define, compare, and think critically
about the components of soil. Within the elaborate section students will watch a film which focuses on how
important soil is as a natural resource. While the students are watching the film they will be answering the
questions on the movie activity sheet which will also serve as notes.
Elaborate (80 minutes):
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Students will watch Dirt! The Movie, a documentary on soil and its important role in plays in society.
The students will complete the movie activity guide, and write a reflection on the documentary. The goal of
watching this movie is to get students to think more critically about soil and the hope is that they see it
more than just dirt.
Evaluate:
Students will be evaluated through the completion of their activity guide, movie activity guide,
reflection, quiz, and chapter test. The performance criteria is for students to be able to describe how soil is
formed and its main components, how soil can be defined as a natural resources, and the importance of
maintain soil from a societal stand point.
Performance
Student understands the key
vocabulary associated with soil
formation and soil conservation
Students understand how soil is
formed and that soil is the result
of weathering
Students understand that soil is a
valuable natural resource that
needs conservation.
Evidence
Completion of the Soil Activity
Guide/Lab and Dirt! The Movie
worksheet. Participation in the
review game and completion of
chapter test question
Completion of Soil Activity Guide,
participation in the review game,
and completion of chapter
questions associated with topic.
Completion of the Soil Activity
Guide/Lab and Dirt! The Movie
worksheet. Participation in the
review game and completion of
chapter test question
Points
Points will be awarded on
individual assignments:
Soil Activity Guide-60 pts
Dirt! The Movie worksheet-56 pts
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Soil Activity Guide
Part 1: Notes-- Using your textbook, pages 264-266, answer the following questions:
1. In your own words define soil.
2. How are weathering and soil formation related?
3. Define parent material.
4. Compare transported soil and residual soil.
5. What is the difference between a soil profile and a soil horizon?
6. What horizons make up the topsoil? What horizons make up the subsoil? What are the characteristics of each soil
horizon?
7. Sketch a soil profile and label the A, B, and C horizons. Describe what you are likely to find in each soil horizon.
8. What are the three main/noticeable components of soil?
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9. What are the main factors affecting soil composition?
Part 2: Mystery Soil—In a small cup there is a soil sample. It is your goal to try to figure out what type of soil you have. In
order to do this you need:
 Soil sample
 Texture Triangle
 Soil Identification Chart
 Spray Bottle with Water
10. What does your soil look like? (What color is it? Are there any plants, rocks, or roots in your sample? Does your
sample have a distinct smell? Are there any other unique characteristics?)
11. Draw your soil sample (with colored pencils)
Procedure:
a. Pour a small amount of soil in your hand.
b. Locate your Soil Identification Chart and follow the directions.
12. After spraying your soil sample with water did your soil remain in a ball when it was squeezed? If so, why do you
think it stayed in a ball?
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13. Were you able to make a ribbon out of your soil sample? If so, how long was the ribbon?
14. What type of soil was in your cup?
15. Do you think your soil is part of the topsoil or subsoil? Explain why you think so.
16. Locate your texture triangle. If you were given a sample and you determined that the sample was 60% silt, 10% sand,
and 30% clay, what type of soil would you have?
17. If you were given a sample with 40% sand, 10% clay, and 40% silt what type of soil would you have?
18. What type of soil do you think is ideal for growing crops? Why?
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Dirt! The Movie
"Floods, drought, climate change, even war are all directly related to the way we are treating dirt."
1.
Why is dirt considered living?
2. Explain how a small “lens” of soil leftover from the glaciers can result in a large old growth forest.
3. Explain how the fungus mycelium makes dirt in a forest.
4. What happened in the back of Clyde’s pickup truck while he was in the hospital?
5. Explain the statement “I just had a sip of dinosaur pee” made by Andy Lipkis.
6. How are animals like cows essential to the formation of dirt?
7. Why does the wine expert taste and smell the dirt of the vineyards he is visiting?
8. Give three examples of practical applications of the mud/dung mixtures.
9. Practices such as strip mining and mountaintop removal are in pursuit of what resource?
10. What happens to the heavy metals that are exposed by strip mining?
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11. Los Angeles is mostly covered in concrete and pavement. What happens to the water that falls on the city?
12. Explain the relationship between dirt, desertification, and conflict.
13. How do monocultures relate to the Dust Bowl of the 1930s?
14. Why does the use of pesticides and herbicides become necessary with monocultures?
15. How does the use of nitrogen fertilizers result in dead zones in bodies of water?
16. What eventually happens to forest that is cut and burned?
17. What is the cause of the unusually high rate of suicide of Indian farmers?
18. What did the Haitians in the slum use as a remedy for hunger?
19. If the agroecology methods used successfully in Burkina Faso were duplicated in Ethiopia, how productive could the
country be?
20. How does the root system of an annual plant such as wheat compare to the root system of a perennial plant?
21. What is the relationship between the diversity of plant root systems and erosion?
22. Give two benefits of planting a “green roof”.
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23. Compare the types of landscapes children in urban settings use to play with those found in the rural villages of India.
24. How long did it take to compost the liquid fish waste into usable soil?
25. What are possible applications of the microbial fuel cells?
26. The movie ends with examples of how working with the soil of the Earth can change someone’s life. Describe one of
these examples.
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Unit Plan: Part 3- Erosion and Mass Movement (2 Days)
Objective: The students will expand their knowledge of weathering and soil formation and learn about
erosional and mass movement process. The students will be able to link that weathering is the breaking
down of rock and material, in which soil is formed, and then erosion is the transport of materials and mass
movement is the transportation of material by gravity.
SOLs:
ES.8 The student will investigate and understand geologic processes including plate tectonics. Key concepts
include
b) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, and
sedimentation) and their resulting features;
NSTA Standards:
1b, 1c, 3b
Materials and Resources:
Erosion and Mass Movement PowerPoint
Mass movement Internet Activity Guide
Computer Lab
Erosion Worksheet (Categorize Types of Erosion)
Textbook
Classroom Management and Safety Concerns:
-Students will be reminded of appropriate behavior in the computer labs as well as rules of the computer
lab.
Procedure:
Engage: (5 minutes)
Students are asked general discussion questions that can link weathering process, soil formation,
erosion, and mass movement together. Students will be asked to pair and share. This discussion will get the
students thinking about putting all that they have learned together.
Explore: (10 minutes)
Students will explore erosion by participating in the “Categorize the Erosional Process” worksheet.
Students will be given 4 types of erosion (wind, running water, waves, and glaciers) and are asked to sort
specific terms and places that go in each category. Students will be able to use their notes, but they will
have to put what they have just learned about erosion and the processes to complete the activity.
Explain: (35 minutes)
Students will take notes on the important erosional processes. Students will also take notes on mass
movement, what causes it, and how humans have impacted slope’s stability. Students will also read and
answer questions from the textbook to help make concepts.
Elaborate: (50 minutes)
Students will elaborate on their notes and book work to complete their Mass Movement Internet
Activity. Students will go to this website and complete the questions.
Evaluation:
Students will take notes, complete a notes quiz, erosion worksheet and a mass movement internet
activity.
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Performance Criteria
Students understand the definition
of erosion and how it differs from
weathering.
Students understand the various
categories and process associated
with erosion.
Students are able to define mass
movement and distinguish it from
other definitions
Students understand how humans
can impact mass movement events
by affecting a slope’s stability
Evidence
Completion of notes,
corresponding review questions,
corresponding quiz questions and
test questions.
Completion of Erosion Worksheet
and completion of notes. Also the
completion of review questions
and corresponding test questions.
Completion of notes, completion
of the Mass Movement Internet
Activity, completion of review
questions, and completion of
corresponding chapter test
questions.
Completion of notes, completion
of the Mass Movement Internet
Activity, completion of review
questions, and completion of
corresponding chapter test
questions.
Points
Points will be awarded on
individual assignments:
Mass Movement Internet-55 pts
Erosion and MM Quiz-24 pts
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Mass Movement Internet Activity
Go to: http://tinyurl.com/89tf69x
1. Under HOME, read the text in the right column. Define mass movement.
2. Click the START button at the bottom of this page. Describe what happened. In your own words define slump.
3. Click OVERVIEW. What is the driving force of mass movement?
4. What happens when driving forces exceed resisting forces?
5. What are 4 factors that influence the balance between driving and resisting forces?
6. Roll your mouse over the yellow circles in the diagram.
a. Does soil have more of less strength that rock? Why?
b. Movement along faults causes earthquakes. How do earthquakes influence resisting forces?
7. Click the arrow in the upper right corner. You should be on a page that says CONTROLS-SLOPE. What are the 3
components of the force of gravity?
8. When Gp=G and Gd=0 is the boulder in the diagram likely to move? ___________ Raise the slope 3 times. Is Gd less
than Gp? _____________?
9. Click the next arrow in the upper right corner. You should be on CONTOLS-Slope Material. What is one of the main
factors in the type of mass movement that will occur? (hint: slump v. landslide v. mudflows)
10. What type of crystalline rock are the most resistant to mass movement?
11. Describe a dip slope.
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12. Press START. What factors could have led to the mass movement?
13. Click the arrow in the right corner to go to CONTROLS-WATER. Does dry sand or damp sand have a greater angle of
response? Why?
14. When water was added, making the sand saturated—what is going on with the resisting and driving forces?
15. Select rainstorm—what happens?
16. Click next and go to CONTROLS-VEGETATION. What are 3 advantages to having plants/trees/vegetation on a slope?
17. How do humans affect the vegetation on slopes?
18. Click next and go to CONTROLS-TRIGGERS. What type of damage did Hurricane Mitch cause in 1998?
19. Describe the 2 mechanisms in which earthquakes cause mass movement events?
20. Click next. Go to FALLS. What is the name given to a pile of loose material at the bottom of a cliff?
21. What is their angle of response?______ Why does it have a high angle of response?
22. Click next. Go to Slides. Where are slides likely to occur? Why?
23. Describe slumps. How are they different from other slides?
24. What is typically left on a mountain after a landslide?
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25. Click next. Go to FLOWS. How does the material behave in a mass movement flow?
26. What are 3 examples of flows?
27. Describe creep. How long does it take to creep to become visible?
28. Click MODEL. Read the story to the right and complete the assignment. Describe your results here: (which
combination created the most damage and the least damage? Why?)
29. If you are finished and class isn’t over. Go to http://education.jlab.org/solquiz/index.html
Click 20 questions and click earth science. Tell me your score when you are done.
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Unit Plan: Part 4-Review and Chapter Test
Objective: To give students an opportunity to review all the material over the past 2 weeks and to provide
them with a time to ask questions to help clarify any areas of confusion. Also the chapter test will serve as a
formal assessment of learning objectives.
SOLs:
ES.8, ES.9
NSTA Standards:
8a
Materials:
Textbook
Jeopardy PowerPoint Review Game
Weathering, Soil, Erosion and Mass Movement Chapter Test
Procedure:
1. Students will complete the chapter review questions as a part of their review.
2. The students will also participate in a Jeopardy Review Game.
3. Students will take the Chapter Test
Evaluation:
Completion of Chapter Test-100 pts.
Key Concepts-Understanding and differentiation between weathering, erosion, soil formation, and mass
movement. Also understanding that they are all interconnected.
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Test: Weathering, Soil, Mass Movement (Ch.12)
Multiple Choice: Identify the letter of the choice that best completes the statement or answers the
question. Circle the appropriate answer on your test. (2 pts each)
1.
The breaking down and changing of rocks at or near Earth’s surface is called
A. Mass movement
B. Erosion
C. Weathering
D. Uplift
2. This is the type of chemical weathering that is a reaction of water with other substances.
A. Abrasion
B. Exfoliation
C. Hydrolysis
D. Oxidation
3. The removal and transport of materials by wind, water, or glaciers.
A. Chemical Weathering
B. Erosion
C. Hydrolysis
D. Mass Movement
4. Another name of the Subsoil layer is _______________.
A. Horizon A
B. Horizon B
C. Horizon C
D. Bedrock
5. What is usually found in the subsoil layer?
A. Organic Material
B. Clay and Iron-oxide
C. Humus
D. Large Rock Fragments
6. Type of mass movement in which blocks of land tilt and move downhill along a curved slope.
A. Creep
B. Mudflow
C. Slump
D. Talus
7. Carbonic acid mixed with rain is this type of chemical weathering.
A. Abrasion
B. Exfoliation
C. Hydrolysis
D. Oxidation
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8. Soil that has been moved from the place it originally formed is called __________.
A. Residual Soil
B. Soil Horizon
C. Transported Soil
D. Tropical Soil
9. Chemical weathering is most rapid in
A. Hot, dry climates
B. Cold, dry climates
C. Cold, wet climates
D. Hot, wet climates
10. The process of physical weathering and erosion shape Earth’s landforms by
A. Expanding the elevation of the Earth’s surface
B. Decreasing the elevation of the Earth’s surface
C. Changing the composition of Earth’s surface
D. Bending rock layers near Earth’s surface
11. Which
A.
B.
C.
D.
of the following rocks is most likely to weather quickly?
A buried rock in a mountain
An exposed rock on a plain
A buried rock in a desert
An exposed rock on a slope
12. The red color of rocks and soil containing iron-rich minerals is caused by
A. Chemical weathering
B. Mechanical weathering
C. Abrasion
D. Erosion
13. Which
A.
B.
C.
D.
of the following has the greatest impact on soil composition?
The activities of plants and animals
The characteristics of the parent rock
The amount of precipitation
The shape of the land
14. Which
A.
B.
C.
D.
of the following is least dangerous to people walking below?
Rockslide
Earthflow
Creep
Talus
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Use the table below to answer Questions 15-16
Texture Data for a Soil Profile
Horizons
Percent
Sand
Silt
Clay
A
16.2
54.4
29.4
B
10.5
50.2
39.3
C
31.4
48.4
20.2
R (bedrock)
31.7
50.1
18.2
15. According to the table, which horizon in this soil has the lowest percentage of sand?
A. A horizon
B. B horizon
C. C horizon
D. R horizon
16. Which
A.
B.
C.
D.
of the following is the best description of the soil represented by the table?
Sandy
Silty
Clayey
Organic
17. Which
A.
B.
C.
D.
of the following statements is true?
Increasing the surface area of an exposed rock increases the rate of weathering.
Decreasing the surface are of an exposed rock increases the rate of weathering.
Increasing the surface area of an exposed rock decreases the rate of weathering.
The surface area of an exposed rock has no affect in the rate of weathering.
18. Organic matter in soil is made from
A. Weathered parent rock
B. Decayed plants and animals
C. Acid rain
D. Carbon dioxide
19. V-shaped valleys, canyons, and deltas are all the result of which type of erosion?
A. Wave
B. Glacial
C. Wind
D. Running water
20. Which
A.
B.
C.
D.
of the following does NOT usually trigger mass movement?
Growth of native vegetation on slopes
Formation of over-steepened slopes
Saturation of surface materials with water
Vibration of the ground during an earthquake
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21. Exfoliation of granite at Earth’s surface occurs because
A. The granite has undergone upward expansion
B. The granite contains quartz
C. The granite is not very porous
D. The granite is impermeable
Identification: Identify whether the following statements are examples of mechanical or chemical
weathering. (M) for mechanical and (C) for chemical. (2 pts each)
________22. Tree roots wedging into a layer of sedimentary rock.
________23. The oxidation of minerals that contain iron.
________24. Carbonic acid weathering limestone.
________25. Animals digging burrows for homes in rock.
________26. Leaves decaying in a forest.
________27. Rocks falling off a cliff.
Matching: Match the correct type of erosion to the term on the left. Answers may be used more than once.
________28. U-Shaped Valleys
a. Running Water
________29. Grand Canyon
b. Waves
________30. Weathered Cliffs
c. Wind
________31. Smooth shells at beach
d. Glaciers
________32. Fjords
________33. Loess deposits
________34. Deltas
Short Answer: Read each question carefully and make sure you answer all parts of the question.
35. What is the difference between weathering, erosion, and mass movement? Give an example of each.
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36. Soil depletion and the loss of soil has become a major problem across the world. How and why does soil
depletion occur? What are 2 ways in which humans can work to conserve soil from loss of fertility and soil erosion?
37. Humans can greatly impact the likelihood of a mass movement event. What are 4 examples of how humans can
negatively impact a slope’s stability?
Extra Credit: Draw an ocean animal!
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