EIGHTH GRADE SCIENCE

Calcasieu Parish Schools Earth and Space Science

Standard

The students will develop an understanding of the properties of earth materials, the

Structure of the Earth system, the Earth’s history, and the Earth’s place in the

Universe.

ESS-M-A2

Understanding that the Earth’s crust and solid upper mantle are divided plates that move in response to convection currents (energy transfers) in the mantle.

· Model the theory of Plate Tectonics using cut-outs of ancient land masses

· Use a drop of food coloring in a warm beaker of water or Viscous (rheoscopic) fluid in a heated

beaker to demonstrate convection currents in the mantle.

· Students collect data for earthquake epicenters and volcanic eruptions for last two weeks, plot epicenters. Contrast results with actual plate boundaries. Glencoe, Predicting Tectonic Activity, pg 294-295.

Science As Inquiry: SI-M-A3, SI-M-A4, SI-M-A5, SI-M-A6

http://www.ucmp.berkeley.edu/geology/tectonics.html

ESS-M-A5

Identifying the characteristics and uses of minerals and rocks and recognizing that rocks are mixtures of minerals.

· Compare and contrast the characteristics of unknown rock and mineral specimens.

· Verify the identity of unknown rock and mineral specimens using the rock key or the steps of mineral identification.

· Identify real world uses of rocks and minerals by touring your school campus.

· Use a magnifying glass to examine quartz crystal, salt, sandstone, granite, mica, schist. Classify the material examined as either rock or mineral. Glencoe, Explore Activity, pg 61.

Science As Inquiry: SI-M-A1, SI-M-A5, SI-M-A7, SI-M-A8

http://www.einsteins-emporium.com/earth/geology/eg910.htm

ESS-M-A6

Explaining the processes involved in the rock cycle.

· Compare and contrast the various types of rocks by the use of a rock key. Introduce students to the three types of rocks and the processes that form them. FOSS Earth History, Investigation 3, part 1, “Grand Canyon Rocks.” Investigation 8, part 1, “One Rock to Another.”

· Construct three sedimentary rocks(limestone, sandstone, shale)using plaster of paris, oyster shells, sand, clay, and sodium silicate. FOSS, Earth History, Investigation 4, “My Sediments, Exactly.” Investigation 5, “Limestone.”

· Create a “white glue” rock to simulate sandstone and the sedimentation process. Glencoe, Mini Lab,-Modeling Rock, pg 91.

· Demonstrate the rock cycle by using canning paraffin, (add crayons for color). Melted paraffin represents molten magma from the Earth’s interior. Cool the wax to harden it into igneous rock. Scrap the hardened wax through a vegetable grater and then use a pencil and slightly compact the wax into a test tube to represent sedimentary rock. To change sedimentary rock into metamorphic rock, use a hair dryer to slightly heat the test tube representing sedimentary rock and using pressure from a pencil eraser to evenly compact the rock layers to form metamorphic rock.

· Observe the texture and color of igneous rocks (rhyolite, basalt, pumice, granite, obsidian, gabbro) to determine how they formed. Glencoe, Activity-Igneous Rock Clues, pg 98.

Science As Inquiry: SI-M-A1, SI-M-A5, SI-M-A7, SI-M-A8

ESS-M-A8

Identifying the man-made and natural causes of coastal erosion and the steps taken to combat it.

· Create a list of man made and natural occurrences that affect coastal erosion.

· Using a stream table with sand, create a coastline. Simulate standard wave action, and have students brainstorm and experiment with different types of coastal erosion prevention models(e.g. jetties, breakwater obstacles, Christmas tree fence line).

· Obtain photographs of various kinds of coastlines. Have students describe what caused the coastline features shown in each photograph. Glencoe T.E. Reteach, pg. 260.

Science As Inquiry: SI-M-B5, SI-M-A2, SI-M-A5

http://k12science.stevens-tech.edu

ESS-M-A10

Explaining (illustrating) how water circulates - - on and through the crust, in the oceans, and in the atmosphere – in the water cycle.

· Students participate in a game that simulates the travels of a water molecule through the water cycle. Compare the results of the game to their understanding how the water cycle operates on earth. Students engage in classroom simulations using the CD-ROM to identify the various paths a water molecule might follow. Explain with words and drawings how evaporation, condensation, and precipitation produce many variations of the water cycle. FOSS Weather and Water, Investigation 7, “The Water Planet.”

· Demonstrate how the water cycle works by pouring a small volume of water into a large beaker. Place a small beaker in the center of the large beaker. Cover the large beaker loosely with plastic wrap and secure it with a rubber band. Put a marble in the middle of the plastic wrap. Place the beaker in direct sunlight for several hours. Infer how this simulates the water cycle.

· Wearing goggles, place 6 ice cubes using oven mitts in an aluminum pan, bring to boil on hot plate to demonstrate how rain forms. Glencoe, Explore Activity, pg 461.

Science As Inquiry: SI-M-A1, SI-M-A2, SI-M-A5

ESS-M-A11

Understanding that the atmosphere interacts with the hydrosphere to affect climate and weather conditions.

· Have students ponder how water vapor gets in the air. Students measure temperature change that occurs during evaporation using wet and dry bulb thermometers. Afterwards, say “When water evaporates from a surface, like …the ocean, what happens to the amount of water vapor in the air?” FOSS Air and Weather, Investigation 6, “Water in the Air.”

· Demonstrate cloud formation at a cold front by placing a pan of hot water inside the aquarium next to the cold sand bags. Cover the aquarium with lid. Observe condensation on sides and tops of aquarium. Glencoe, TE Quick Demo, pg 787.

· Use the interdisciplinary unit on Louisiana hurricanes to teach atmosphere/hydrosphere interaction.

· Use the Starlab weather and ocean currents cylinders to investigate the atmospheric and oceanographic phenomena using the activities “Go with the Flow” and “A Current Affair”

Science As Inquiry:

ESS-M-A12

Predicting weather patterns through the use of a weather map.

· Students are introduced to pressure maps and isobars as a means for representing air pressure over a large region. They locate low and high pressure areas on maps and predict where winds will below and in what direction. FOSS Air and Weather, Investigation 8, “Air Pressure and Wind.”

· Use local daily weather maps to identify isotherms and positions of high and low pressure areas and fronts. Glencoe, Activity-Reading a Weather Map, pg 481.

· Given two days of weather data, the students create their own weather map symbols and use these symbols to forecast the weather. Students then compare their self-made symbols to the national weather service symbols and forecasts.

· Have students research whether weather trends have changed over the years in your area. Direct them to write a report on what they find. Historical weather data are available from the Nat. Weather Service, local meteorologists, searching local newspapers. If the trends have changed, have the students infer why they have changed and include them in the report. Glencoe, TE, Challenge, pg 480.

Science As Inquiry: SI-M-A2, SI-M-A3, SI-M-A5, SI-M-A6, SI-M-A7

ESS-M-B1

Investigating how fossils show the development of life over time.

· Use picture cards(trilobites, plant fossils, crinoids, cephalopods) depicting the relative age of sedimentary rock and explore fossil succession over geologic time. FOSS Earth History, Investigation 7, Fossils and Time.

· Construct a geologic timeline to show the development and changes of living things over time.

· Ask students to bring in fossils and determine the type, and if possible, the organism that produced each. Students can then “research the time when the original organism lived and to illustrate a timeline showing all the fossils.” Glencoe, TE Extension, pg 372.

Connecting Benchmarks: LS-M-C1(Classification of organisms)

Science as Inquiry: SI-M-A4

ESS-M-B2

Devising a model that demonstrates supporting evidence that the Earth has existed for a vast period of time.

· Search for, gather, and analyze information on fossils from the Internet, library, and natural history museum. Use the data to infer what North America looked like-especially in their local area-during the geologic past. Present results to the class. Glencoe, Activity, Using the Internet, pg 420-421.

· Using mason line and geologic table of events, create a class geologic timeline of events. Place paperclips as time markers. FOSS Earth History, Investigation 6, “It’s About Time.”

· Using a diagram of a geologic time scale showing the disappearance and appearance of types of organisms, create an adding machine tape timeline highlighting each organism’s history. Glencoe, Figure 2, pg 399(reference diagram).

· FOSS Earth History, Investigation 6, Part 3, “Adding Machine Tape Timelines.” Write notations on adding machine tape indicating changes in earth’s climate, or geologic conditions that might affect the Earth system. Use a calendar to compare the age of the earth in one day (Dec.31) to the rest of the calendar (beginning of time Jan.1).

· Students examine wooden blocks with various marks on them. They try to determine through logical thinking the order of events occurring on the block. Student findings and arguments should be compared with the process of dating techniques used in science.

Science As Inquiry: SI-M-A4, SI-M-A5, SI-M-A6, SI-M-A7

ESS-M-B3

Understanding that earth processes such as erosion and weathering affect the Earth today and are similar to those which occurred in the past.

· Investigate how sand can be made from larger rocks through weathering process. After observing granite pieces, Place granite a plastic jar w/lid, shake 30 sec. Per kid/group of 4(or 2-3 minutes). Open lid and observe grains of sand(mechanical weathering). FOSS Earth History, Investigation 4, Activity One, “Sand.”

· Using an aluminum pie pan, fill with a pile of dry soil. Drip water using a dropper above the pile and observe and repeat. Alter the slope or other conditions of the pile such as drop rate and record results. Glencoe, Explore Activity, pg. 239.

· Investigate how differential erosion has changed the landscape of the Colorado plateau. Students view pictures in resource book, and CD ROM animation and draw inferences concerning erosion rates based upon photographs. FOSS Earth History, Investigation, Activity 4, “Differential Erosion.”

· Study maps of past deltas of the Mississippi River and compare with current delta location. Look for patterns in past deltas, which might indicate future deltas.

· Conduct an experiment to using tubs, sand, and water in which erosion of a beach head is

investigate. Various materials to slow the erosion process can be used. This investigation can

be related to the ongoing efforts along the Cameron coastline to stop beach erosion.

Science As Inquiry: SI-M-A5, SI-M-A7, SI-M-B7

http://www.leeric.lsu.edu/

EARTH SCIENCE – High School Benchmarks

8^th grade Earth Science teachers are not required to teach the high school benchmarks listed on the following pages.

However, the benchmarks listed are found at some level expressed in the Glencoe text and/or the FOSS modules offered to 8^th grade teachers. If possible, consider addressing the listed high school benchmarks during the course of a year’s instruction.

ESS-H-A2

Modeling the seasonal changes in the relative position and appearance of the sun and inferring the consequences with respect to the Earth’s temperature.

· Students observe a demonstration of beams spreading that uses a flashlight shining on the floor at various angles and a beam of light shining on a globe. They compare the area a beam of light can cover when it falls on surfaces at different angles and determine the greater the solar angle, the more intense the energy. FOSS Weather and Water, Investigation 3, “Sun Angle and Solar Heating.”

· Using a light source, simulate how sunlight strikes Earth during different seasons. Glencoe, Quick Demo, pg 676.

· Simulate the apparent seasonal paths of the sun using Star Lab.

· Use the sun tracking plastic hemispheres to plot four seasonal paths of the sun. This should be

done on a day near the autumnal equinox(Sept 23^rd), the winter solstice(Dec 21^st), the vernal

equinox(Mar 21^st) and near the last week in May.

· Using an overhead projector, have students observe the light spread at 90 degree, and then

slanted. Model shows how sunlight strikes the Earth during different seasons. Glencoe, Quick

Demo, pg 676. FOSS Air and Weather, “Seasons.”

Science As Inquiry: SI-M-A4, SI-M-A5, SI-M-A6, SI-M-B4,

ESS-H-A5

Demonstrating how the sun’s radiant energy causes convection currents within the atmosphere and the oceans.

· Set up an experiment to test the effects of daylight on the absorption of heat by water and soil. Glencoe, Activity, p. 452-453.

· Students introduced to convection in liquids as a mechanism for energy transfer. They observe the interaction of colored water of different temperatures to determine that warm water rises and cold water descends. FOSS Air and Weather, Investigation 5, Part 2, “Convection in Water.”

· Use a drop of food coloring placed in a beaker of water to demonstrate rising and falling convection currents(Using water of differing temperatures). Glencoe, Mini Lab, pg 289.

· Students observe a model convection chamber to confirm that convection cells operate in air.

The observations are extrapolated to the real world, where warm air rises to effect energy

transfer. FOSS Air and Weather, Investigation 5, Part 3, “Convection in Air.”

Science As Inquiry: SI-M-A2

http://buphy.bu.edu/~duffy/thermo/4B20_77.html

ESS-H-A7

Modeling the transfer of the Earth’s internal heat by way of convection currents in the mantle which powers the movement of the lithospheric plates.

· Add water into a clear casserole dish, heat(low) with a hot plate and add a few drops of food coloring and observe from the side of dish. SAFETY: be sure to wear thermal mits to protect hands. Glencoe, Mini Lab, pg. 289.

· Use a drop of food coloring placed in a beaker of water to demonstrate rising and falling convection currents.

Science As Inquiry: SI-M-A5

ESS-H-C1

Explaining the formation of the solar system from a nebular cloud of dust and gas.

· Students examine pictures and visualize the solar system’s formation and use the activity in TE, make models of the different stages of the formation using materials of their choice. Glencoe, TE, pg 705.

· Students model the formation of the solar system by placing a handful of Vermiculite in a five-gallon bucket of water (two-thirds full) and stir vigorously for 10 to 15 seconds. Vermiculite is available at your local garden center. The original lump in the center of the water represents the early stages of solar system formation (everything formed from the same cloud of dust and gas). The spiraling of the water after being stirred represents the spinning of the gas and dust that occurred in the nebulous birth. As the water slows its spin, the objects clump together much as dense particles did to form the planets and moons. As the mixture slows even more, the masses begin to separate and move toward the edge of the bucket with a small mass remaining in the center, much like the sun remained in the center of the solar system. An outer ring of debris collects against the wall of the bucket much like the Oort cloud that is known to be about a light-year from the sun. Discuss model and its accuracy in portraying the solar system.

Science As Inquiry: SI-M-A5

ESS-H-C2

Estimating the age of the Earth by using dating techniques.

· Demonstrate half-life using pennies, paper clips placed in a box with a lid. Shake box and show students that some pennies have flipped(indicates decay). Record results, replace turned up pennies with paper clips. Repeat until all pennies have been replaced. Glencoe, Lab Demonstration, pg 384.

· Using red and green jellybeans, model the principle of carbon-14 dating. Glencoe, Mini Lab, pg 384.

· Using the FOSS Earth History CD-ROM, explore the Time Room, Time Machine to see animation on major events in the history of the earth.

Science As Inquiry: SI-M-A6, SI-M-A7, SI-H-B1

ESS-H-C3

Communicating the geologic development of Louisiana.

· Analyze a data table showing the composition of a core sample from a local oil survey.

· Develop a diagram comparing soil composition with those from Caddo to Calcasieu Parish.

Science As Inquiry:

Http://info.er.usgs.gov/

ESS-H-C4

Examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere.

· Research the composition of Earth’s early atmosphere and where these gases came from. Glencoe, Chemistry Integration pg. 407.

· Link statements concerning the appearance of cynobacteria in the ocean to the Geologic Time Scale portraying the history of fossil evidence on Earth(Figure 17-2, OLD Textbook-page 448 and page 457-458).

Science As Inquiry:

http://physics.hallym.ac.kr/reference/scales/geohist1.txt http://www.littleexplorers.com/subjects/Geologictime.html

ESS-H-C5

Explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years.

· Using the FOSS Landforms stream table, have students create a stream with ever changing deltas. Establish a scale where one second equals 1000 years. In the course of one minute, have students record the number of times the delta of their changes and the span of actual time in years between changes. Note: Another scale 1 liter of water = 1 million years.

· While creating erosion models and stream patterns in a stream table, have students examine a diagram of the last 5 deltas of the Mississippi. Have students form teams and list ways that the delta changes have affected Louisiana and the rest of the North America.

· Using a globe or physical map of the world, have students research and write a short essay about how the mountains in southwest South America match up with the Appalachians. Have students search for other evidence on the physical map of changes in Earth’s geologic history(plate tectonic evidence). Glencoe, TE Challenge, pg 279.

· Read the poem, “Listening In” for students. Then group students to answer 3 key questions. Add a fourth question asking students to identify ways that the ocean floor spreading would affect the earth systems. Glencoe, Science and Language Arts, pgs 296, TE 297.

· Using photographs of craters, volcanoes, earthquakes, other earth geologic processes, have students write descriptions explaining possible changes in Earth systems caused by these processes. (e.g. Descriptions should identify whether Mt. St. Helens(volcano) changed the earth system in a matter of seconds, days, years, or thousands of years. Glencoe, ‘Buried in Ash,” pgs. 356-357.

Science As Inquiry: SI-M-A7

ESS-H-D1

Identifying scientific evidence that supports the latest theory of the age and origin of the universe.

· Conduct the activity “Bang” which presents students with sequential patterns of numbers with missing “gaps.” Each page of numbers(#1,2,3,4,5)shows a different configuration which can The students infer and draw in the missing “gaps” of numbers according to their observations and hypotheses.

· Construct a timeline starting with the birth of the solar system to the present day.

· Students choose from materials and create working, action models that represent the “Big Bang.”

· Examine Hubble telescope data that indicates the distance of the oldest known universal objects.

· Research work of Arno Penzias and Robert Wilson. Make a comic book that illustrates the story of their work and explains how it relates to the Big Bang Theory. Glencoe TE, Activity pg 756.

Science As Inquiry: SI-M-A5

http://www.seds.org/hst/

ESS-H-D2

Describing the organization of the known universe.

· Students locate their place in the solar system, galaxy, and universe. Students can begin with, their home on Earth, then proceed in the solar system, the Milky Way galaxy, the local group (of galaxies including –Andromeda, Virgo super cluster of galaxies, Universe. Planetary Activities for Student Success, “What is your Galactic address?” (internet link below-Lowell.edu)

· Use Galaxy Cards to classify galaxies by brightness and shape.

· Students develop a scale illustrating the vastness of space. Glencoe, Mini Lab-Measuring Distance in Space, pg 755.

· The Project STAR activity “Where are we in the Milky Way galaxy” has students plot the location of various deep sky objects on constellation boundary maps. The students analyze the map and make generalizations about the structure of our galaxy as well as its place in the Virgo Supercluster of galaxies.

Science As Inquiry: SI-M-A3, SI-M-A7, Si-M-B4, SI-H-A4, SI-H-B1

http://www.lowell.edu/Public/Starlab/GalacticAddress.pdf

http://www.seds.org/hst/

ESS-H-D4

Identifying the elements found in the sun and other stars by investigating the spectra.

· Identifying elements in gas tubes from spectra using the Project STAR spectroscopes.

· Have students investigate what a star’s color and spectrum indicated. Glencoe TE, Extension, pg 740.

· Identifying elements in the solar spectrum by examining the wavelengths identified by the Project STAR spectroscopes.

Science As Inquiry: SI-M-A2, SI-M-A3, SI-M-A8, SI-M-B3, SI-H-B1, SI-H-B3

http://sohowww.nascom.nasa.gov/explore/

ESS-H-D5

Describing the role of hydrogen in the formation of all natural elements.

· Ask students to make a model of the fusion of hydrogen into helium. One option is to use medium-sized and small polystyrene balls to represent neutrons, protons, neutrinos, and positrons. Ask students to use the model to demonstrate how the fusion reaction progresses. Glencoe TE, Evolution of Stars-Make a Model, pg 748.

· Use the diagram “The Life of a Main Sequence Star the Size of Our Sun” found in the textbook(Figure 24-8, pp636-637, 640). A diagram is also available in the software Orbits 3.0, “The Life Cycle of a Star.”

Science As Inquiry: SI-M-A7, SI-H-A5, SI-H-B2, SI-M-A5

ESS-H-D6 (ESS-M-C4)

Demonstrating the laws of motion for orbiting bodies.

· Using a pencil, thumbtacks, cardboard and string, construct a model of a planetary orbit and

trace its shape. Glencoe, Activity-Planetary Orbits, pg 707.

· Conduct student involved demonstrations as described in the activity

Science As Inquiry: SI-M-A7, SI-M-A8, SI-H-A4, SI-H-B2

ESS-H-D

Describe the impact of technology on the study of the Earth, the solar system, and the universe.

· Research (Nexrad, Voyager, Hubble, etc.) Not just a research report on what each one of these are but what is the impact that this made on the Earth, solar system, or the universe.

· By using the Astroscan telescope, students will become aware of how technology has impacted our understanding of the universe.

· Simulate producing a digital image of a distant object. Describe digital technology(pg 315, #7) FOSS Planetary Science, Investigation 10, part 1 “Moving Stars.” Relate to example of digital cable when pixels are empty due to atmospheric interference.

Science As Inquiry: SI-M-B7, SI-H-B3

Calcasieu Parish Schools Physical Science

Standard

Students will develop an understanding of the characteristics and inner relationships of matter and energy in the physical world.

PS-M-A4

Understanding that atoms and molecules are perpetually in motion.

¨ FOSS Air and Weather, (Molecules in Motion). Students physically model the three state of matter by portraying molecules linked together. Molecule groups of students move in tandem(e.g. gas group moves quickly with room to maneuver, solid group stays tightly packed).

¨ Boil water for the students. Collisions of molecules can be heard so therefore students can infer

that molecules are in motion.

Science As Inquiry: SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B4

http://www.spartechsoftware.com/reeko/

PS-M-B3

Understanding that, when an object is not being subjected to a force, it will continue to move at a constant speed and in a straight line.

¨ Set up a track using magnetic marbles and 2 bar magnets. Roll the marble down the track so that it enters the magnetic field of the bar magnet. The marble will change course as it enters this magnetic field. Challenge students to create their own demonstration or explain a real life example.

¨ Develop an airplane that continues to move at a constant speed along a flight line as long as possible by reducing opposing forces.

Science As Inquiry:SI-M-A1, SI-M-A2, SI-M-A5, SI-M-A7, SI-M-B4, SI-M-B5, SI-M-B6

PS-M-C3

Understanding that the sun is a major source of energy and that energy arrives at the earth’s surface as light with a range of wavelengths.

¨ Use spectroscopes or spectrum glasses to analyze the colors of the spectrum. Use the spectrometers and gas tube projectors to measure the wave angstrom for various elemental gases.

¨ Using prisms in sunlight, students observe and illustrate the visible spectrum as reflected on a large piece of paper.

Science As Inquiry: SI-M-A3, SI-M-A4 SI-M-B6

Calcasieu Parish Schools Science and the Environment

Standard

In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SE-M-A6

Distinguishing between renewable and nonrenewable resources and understanding that nonrenewable resources are not replenished through the natural cycles and thus are strictly limited in quantity.

· Make a table that lists ten things you will do today(examples may include eating lunch, travel home, listen to a radio, watch tv, take a shower). Beside each item, write where you think the energy comes from for doing each activity. Further classify the energy as renewable or nonrenewable(OLD Textbook, FIND OUT!, page 479).

· Collect readings from and electric meter at home and record the reading on a data table. Do this for several days, taking readings same time each day. Make a list of things you could do to reduce your rate of electricity consumption. Discuss the options with your family and record their ideas for discussion. Identify the ways electricity is produced in the state of Louisiana and classify as renewable or nonrenewable. Develop a definition of conservation and describe how it might affect your life. Glencoe, MINI-Lab, ”Practicing Energy Conservation, page 127).

Science as Inquiry: SI-M-A3, SI-M-B4

SE-M-A9

Demonstrating relationships of characteristics of soil types to agricultural practices and productivity.

· Students compare and contrast the different characteristics of soil. Describe the color, texture and permeability of clay. Glencoe, Activity, “Soil Characteristics” pg.197.

· Test soil samples from farmland and other areas for pH as well as phosphorus, nitrogen, and potassium. Use collected results to determine if mystery soil samples would be suitable for growing selected crops(The Topsoil Tour Kit, LaMotte Company).

· Using a Data Sheet containing the preferred pH of various plants, conduct soil tests on playground soil to determine which type of plants could be grown successfully in a campus garden(The Topsoil Tour Kit, LaMotte Company).

· Environmental Connections Guide, Soils-Chapter 9, pp 129-31.

Science as Inquiry: SI-M-A2, SI-MA3, SI-MA4, SI-M-B7

SE-M-A10

Identifying types of soil erosion and preventive measures.

· Students design and carry out a stream table investigation to discover how human modifications influence soil erosion. Use either blue gram pieces or other student selected materials which are believed to reduce rate of erosion. Present results in data table. Variation of FOSS Landforms, Investigation 3, Part 3, “Go with the Flow.”

· Take students to an area on the school grounds where soil is eroding. Have students write suggestions to the principal for solving the problem. Organize students to carry out the plan with permission. Another option is to first create a scale model of the erosion area and test out preventive measures on the area. Glencoe TE, Activity, pg 199.

· Place a small pile of sand and gravel in one end of a large shoe box. Experiment with the pile by trying to move it to the other end of the shoe box without touching any of the grains with your hands. Identify ways to move the particles. Compare your methods with a force in nature that might cause sediments to move(OLD Text book, FIND OUT! page 141)

· Make a concept map about mass movements using these terms: gravity, slump, creep, rockslides, mudflows, curved scar, leaning trees and poles, rock piles, and cone-shaped masses(OLD Textbook, Concept Mapping, page 147) grains with your hands.

· Determine the factors that effect wind erosion by testing the effects of a blow dryer on sand, clay, and gravel, Glencoe, “Blowing in the Wind”, page 230.