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Investigating Earth's Features: Weathering, Erosion, and Deposition

Learning Module

Investigating Earth's Features: Weathering, Erosion, and Deposition is a learning module that engages students in the four knowledge process to gain a deeper understanding of earth's features and processes. The entire module should take about two to two and half months to complete.Each update takes multiple days to complete and teachers will push out each update as neccessary to students.  

Students will engage in a blend of didactic and authentic literacy pedagogies to gain a deeper understanding about scientific concepts. Students will gather schema through the modules and apply their learning to new digital learning stituations, where learning is synthesized and connected to new concepts. There is a variety of assessment techniques, allowing teachers to receive an insight into the whole child.

After engaging in the learning modules, students will be able to

  • Identify the three types of rocks
  • Explain and create a diagram of the rock cycle
  • Describe the causes and effects of weathering
  • Describe the causes and effects of erosion
  • Describe the causes and effects of deposition
  • Investigate the effects of weathering, erosion, and deposition on earth's landforms
  • Design a solution to prevent the effects of earth's processes

This learning module is designed for a multi-age gifted learning environment. The students in the classroom are the top 1% of learners in the district and learning is based on the inquiry modell. The standards are aligned to a fourth and fifth grade learner, however, the content is elevated to a middle school level. This is student's science unit for second trimester in the year 1 curriculum. Students will engage in problem solving skills, critical and complex thinking, and analyze various resources to answer the following essential question.

  • How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Standards & Objectives

Learning Objective: 

Throughout the learning module, students will inquire about earth's features and processes. This learning module will engage students in all four knowledge processes: experiencing, conceptualizing, applying, and analyzing, in order to deepen their understanding about rock types, rock cycles, weathering, erosion, and deposition. Students will apply their knowledge to create an innovative solution to a location around that world that is impacted by weathering, erosion, or deposition. They will access a variety of multimedia to engage in collaborative discsusions between teacher and peers, create original updates on the essential topic, comments on peer updates, a peer reviewed work, and knowledge and information surveys.

Next Generation Science Standards

Earth and Space Processes

4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.

4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Engineering, Technology, and Applications of Science

3- 5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Common Core State Standards:

Reading:

CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing:

CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.  

Speaking & Listening:

CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

ISTE Standards:

Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Creative Communicator 6d - Students publish or present content that customizes the message and medium for their intended audiences.

Key Vocabulary:

*igneous rocks, metamorphic rocks, sedimentary rocks, weathering, chemical weather, mechanical weathering, biological weathering, abrasion, erosion, deposition, delta, sediments, soil, compaction, cedementation, cooling, melting, fossils, fossilization, solutions, engineering, design, model, prototype, evidence, webquest

Update 1. Introducing Weathering, Erosion, and Deposition

For the Student

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Objective:​ I can activate schema and ask questions about earth's features in order to explain the process of earth. 

The video, Shaped by Time, are photographs taken of earth's landscapes and landforms from around the world. Watch the video to see what types of features are formed on earth. Watch the video twice. The first time view it while just thinking about questions, inferences, or explanations to these features. The second time, jot down any new insights, questions, or scientific concepts while watching.  

Media embedded March 3, 2019

After viewing the video for a second ti, complete the Accessing Prior Knowledge sheet.

Accessing Prior Knowledge Sheet

You may choose to complete the sheet on a Google Slide, Google Drawing, or on paper. When completing the sheet, consider the following:

  • footage from the video
  • essential question
  • other scientific concepts
  • landscapes and landforms 

Comment: Once you complete your APK sheet, upload the image to the comment section of this update. Describe new insights you learned and any initial answers to the essential question. Respond to at least two other peers' comments. You will be referring back to this comment at the end of our unit. 

For the Teacher

Objective: Students will be able to activate prior knowledge on weathering, erosion, and deposition in order to promote critical thinking skills that will be applied throughout the unit.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: This lesson will take approximately one day. The timing may differ between classes based on students prior knowledge and the length of the class discussion. 

​Knowledge Process: Students will watch the time lapse video on how earth's natural processes shape the landscapes we see today. While this lesson is the first lesson in the sequence of the unit, students must think critically about the topic to evaluate, analyze, and draw conclusions about earth's features

Teaching Tips: This update is the first update in the unit. Students will watch the video, Shaped By Time, to analyze how earth's processes shape the landscapes.  Begin by having students watch the video through with entirety. Teachers may choose to have students watch this alone, in partners, or as a whole class.  Students should watch the video clip a second time as then they can look at the footage through a new lens. This will help to activate questions, pose problems, and make connections. Students may then independently complete the APK sheet that is distributed to students. 

Differentiation:

To differentiate, have students work in partnerships to promote collaborative thinking and to generate new ideas, perspectives, and questions. 

Extension:

For an extension, have students draw images, create diagrams, and connect other scientific concepts. This allows students to analyze the footage with a scientific mindset in order to gain a deeper understanding of the concepts that will be studied. Encourage students to use language from the Claim, Evidence, Reasoning model in order to support their scientific explanations. 

Resources:

Below are resources that provide teachers with a foundational understanding of what is a phenomena and their purpose within the NGSS curriculum. The video provides an overview and the site below provides examples of phenomena for teachers to use within their classroom. This is one of the foundational aspects of the NGSS curriculum and allows students to connect scientific concepts to authentic applications. The last resource is a chart that describes how to write using a scientific format. Teachers can hang this up in their classroom or pass out to all students. 

Media embedded February 17, 2019
  • https://www.nextgenscience.org/resources/phenomena
  • Claim, Evidence, Reasoning Anchor Chart

     

Reporting Standards:

  • 4-ESS1-1 - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
  • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

 

Update 2. Rocks and Minerals

For the Student

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Objective: I will be able to identify the properties of the three types of rocks: metamorphic, sedimentary, and igneous. 

This update is broken into four parts: what is a mineral, what is a rock, types of rocks, and applying understanding through an inforgraphic. The first three parts provide you with essential understanding for part four. Take notes using any of the strategies that were taught at the beginning of the year. 

Part 1: What are Minerals?

Minerals are defined as "A naturally occurring, inorganic, solid, crystalline substance which has a fixed structure and a chemical composition which is either fixed or which may vary within certain defined limits" (University of Auckland, 2005).  Minerals can be classified based on the following properties:

  1. Cleavage/Fracture
  2. Color
  3. Streak
  4. Luster
  5. Density
  6. Hardness
  7. Crystal Habit

Watch the video below to learn more about minerals on earth. Take notes in your science notebook on any questions or new insights that you may have gained from the video.

Media embedded February 26, 2019

Part 2: What are Rocks? 

A rock is defined by National Geographic as, "a natural substance composed of solid crystals of different minerals that have been fused together into a solid lump" (2012). Watch the video below to gain an understanding about rocks. Take any notes in you science notebook that deepends your understanding about the concept. 

Media embedded February 17, 2019

Part 3: Types of Rocks 

There are three types of rocks: sedimentary, igneous, and metamorphic. Rocks are classified based on their physical properties, how they are formed, and where they form. Read and watch the videos below to gain background knowledge on the types of rocks. Take notes in your science notebook. 

https://exampariksha.com/rocks-geography-study-material-notes/

Metamorphic Rocks 

Sedimentary Rocks

Igneous Rocks

Part 4: Applying Understanding - Infographic 

Your task is to create an infographic to explain the three types of rocks, their composition, where they form, and how they form. You may create your infographic by using one of the following sites. Utilize the resources from our mini lesson about infographics to help when creating.

You may choose another platform, but must get it approved by the teacher prior to research.

Book Creator
Adobe Spark
Google Slides
Thinglink
Comic Life

The Infographic must include the following elements:

Content Information:

*Name of rock

*Physical composition of rock

*Where the rock forms

*Kinds of rocks that fit within each category

Creative Elements:

*Lettering is clear, neat, spelled correctly, and grammatically correct
*A variety of color
*Name present on infographic
*Three relevant images
*Space is used effectively

Once the infographic is created, each student will present to their group. The presentation should be clear and informative to allow other students to learn about the types of rocks. 

For the Teacher

Objective: Students will be able to identify the properties of the three types of rocks: metamorphic, sedimentary, and igneous.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: The duration of this update will take two to three days. The first day will be for students to gather background information on minerals, rocks, and rock types. The next day or two will be spent creating their infographic on the types of rocks. This will allow students to gain essential knowledge for our next update on the rock cycle. 

​Knowledge Process:

Part 1, 2, & 3:

Students will experience the new in the first three parts by reading and viewing videos about rocks and minerals. The media provides students with authentic locations where the rocks occur and allows them to continue to gain conceptual understanding of each type. 

Part 4:

Students will use the knowledge process, analyzing functionality. Students will be create a visual explanation on each type of rock and what classifies them into each category. They will do this by incorporating physical features, formations, and images. 

Teaching Tips:

Part 1, 2, & 3: Encourage students to take detailed notes on the types of rocks and minerals. This will allow them to gain essential background knowledge that can be applied throughout our unit. Teachers may want to consider having students complete this in partnerships to promote collaborative thinking as well as providing a notetaking sheet. This will allow students to access a variety of modalities. 

Part 4: Students will be creating an infographic to describe the three types of rocks and how they differ from one another. Students are encouraged to incorporate a variety of multimedia into a digital platform. Students may make this resource interactive by embedding a variety of media or simply information. Differentiation instruction based on students background knowledge and technology skills. 

Resources:

  • https://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/the-basics-of-rocks-and-minerals-and-polar-geology - This site provides teachers with additional background information on the rock cycle. This could be used to gain additional understanding themselves or put onto the class LMS as an additional resource.
  • https://visual.ly/m/what-is-an-infographic/ - This site describes the purpose of an infographic and how to create an infographic
  • Media embedded March 3, 2019

     

  • Media embedded March 3, 2019

     

Reporting Standards:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

 

Update 3. Rock Cycle

For the Student

Objective: I can model the process of the rock cycle to gain a deeper understanding on the different types of rocks.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

This update is broken into three segments: gathering background schema, investigation, and application. Each part will take approximately one day and will be completed with your assigned science partners. 

Part 1: Background Information

The rock cycle is a continuous process in which different types of rocks undergo a variety of changes. These changes allow rocks to change from igneous, to metamorphic, to sedimentary. The process is continual and can occur in any order in addition to skipping steps. For example, igneous rocks may transform into sedimentary rocks or metamorphic rocks based on process placed upon them. Often times it is diagramed in a triangle, to demonstrate that the process does not need to occur step by step, but can jump to different steps. 

The Rock Cycle

View the video on the rock cycle to gain a further understanding on the rock cycle. Take notes in your science notebook. This will allow you to synthesize the information in order to create your own digital cycle of the rock diagram. 

Media embedded February 17, 2019

Comment: Consider the geographic location you currently live in and what you know about the rock cycle. How will knowing the rock cycle allow you to understand the geographic landscape of your location? What can the rocks tell you about your home? 

Part 2: Lab Investigation

With your science group, you will inquire about the rock cycle through a hands on lab using crayons. With your group, you will model igneous, metamorphic, and sedimentary rocks. Follow the directions on the lab sheet below. 

Materials:

Each group will receive the following materials:

  • 1 red crayon 
  • 1 brown crayon
  • 1 cup of hot water
  • 4 - 1 x 1 square of aluminum foil 
  • 1 bowl
  • 1 piece of paper towel
  • 2 plastic knives

Procedure:

Throughout the lab you will have three parts in order to model igneous, sedimentary, and metamorphic rocks. Please follow the steps below in order to demonstrate an understanding of the rock cycle. Throughout the lab make sure to document your observations in your science notebook in addition to taking pictures with your group iPad. 

Sedimentary Rock:

Follow the steps below to create a model of a sedimentary rock. 

  1. Lay out two pieces of aluminum foil squares 
  2. Place one crayon on each of the squares of aluminum foil
  3. Using the plastic knife, scrape the crayon in order to make smaller pieces until you have a pile of crayon shavings. 
  4. Combine both of the crayon shavings onto one of the aluminum foil squares
  5. Press down the pile of crayon shavings to allow the two piles to stick together. This can be done by pressing the other piece of aluminum foil on top of the one with crayon shavings.
  6. Once the shavings are stuck together, remove the top piece of aluminum foil
  7. Observe and record in your science notebook 

Metamorphic Rock:

Follow the steps below to create a model of an metamorphic rock.

  1. Take the aluminum foil square with the pile of sedimentary rock.
  2. Fold the sides of the aluminum foil in order to create a small box. *Make sure the sides are tall enough so that when placed in water, it will not seep in.*
  3. Set the aluminum foil aside when preparing the water
  4. Take out your bowl and ask your teacher to pour the hot water into the bowl.
  5. Place the aluminum foil box in the water. Document your observations in your science notebook and with the iPad.
  6. Once the crayons are soft to the touch, carefully remove the aluminum foil from the water. *You may test if the crayons are soft by using a popsicle stick or back of your plastic knife.
  7. Set on a piece of paper towel to cool. 
  8. Observe and record in your science notebook

Igneous Rock:

Follow the steps below to create a model of an igneous rock.

  1. Lay out two pieces of aluminum foil squares

  2. Place one crayon on each of the squares of aluminum foil

  3. Using the plastic knife, scrape the crayon in order to make smaller pieces until you have a pile of crayon shavings.

  4. Combine both of the crayon shavings onto one of the aluminum foil squares

  5. Fold the sides of the aluminum foil in order to create a small box. *Make sure the sides are tall enough so that when placed in water, it will not seep in.*

  6. Take out your bowl and ask your teacher to pour the hot water into the bowl.

  7. Place the aluminum foil box in the water. Document your observations in your science notebook and with the iPad.

  8. Let the aluminum foil crayon mixture stay in the hot water until the crayons have transformed into a liquid form.

  9. Carefully remove aluminum foil from the hot water.

  10. Let the crayons complete cool. 

Reflection:

​Update the following questions in your Google Sites digital portfolio. This should go within the Trimester 2: Earth's Features section. In addition to answering the questions using the Claim, Evidence, and Reasoning format, add images and videos from the lab to support your reasoning. Once complete, get approved by your teacher.

  1. What rock did the original crayon sticks represent in regards to the rock cycle?
  2. What did the scraping of the crayon from the original stick represent in regards to the rock cycle?
  3. What does the aluminum foil represent in regards to the rock cycle?
  4. What does the water represent in regards to the rock cycle?
  5. Describe how the process of the lab demonstrates the rock cycle. 
  6. How could the igneous rock be transformed back to a sedimentary rock in the crayon rock cycle lab?

Part 3: Applying the Rock Cycle - Update

With your partner, you will apply your understanding of the rock cycle by creating your own digital story to describe the process. This will apply your writing and science skills to create a creative story to describe the process of the rock cycle.  Make sure to include all of the elements listed below in your rock cycle digital story. 

Platforms:

You can choose the platform you would like to use to create your digital story. Below are some ideas, but you may propose a new platform to your teacher. Choose a platform that you and your partner are comfortable with. 

  • Book Creator
  • Google Slides
  • Comic Life
  • WeVideo
  • Paper

Content:

  • A title
  • Key vocabulary: metamorphic rock, sedimentary rock, igneous rock, weathering, erosion, sediments, compaction, cementation, cooling, melting, 
  • Each step of the cycle is included
  • At least one metaphor to describe the process
  • Elements of a story

Creative Elements

  • Lettering is clear, neat, spelled correctly, and grammatically correct
  • A variety of color
  • Name present on the story
  • A relevant and unique image for each step of the cycle
  • Text or words included to describe the step
  • A narrator to describe the process
  • Space is used effectively

Once the digital story is completed, submit your final product to the Padlet. This will allow peers to view others stories. Comment on one other groups work and make sure to identify a new perspective that was gained and a strength of their work. Refer to our commenting ettiquette resource when posting on each others work. 

For the Teacher

Objective: Students will gain an understanding of the rock cycle and will apply their understanding to a digital story. 

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: This update will take approximately one week. It is put together in one learning module on purpose as it takes them through all four knowledge processes. Students can move at their own pace through the update as it provides a natural differentaition to the learning process.

The first part will take approximately one class period.

The second part will take approximately one to two class periods dependening on the time teachers provide students on their digital portfolios.

The third part will take approximately five days. This will allow for any additional research that students may want to conduct, creating a storyboard, creating the film, editing, and uploading to the Padlet page. 

​Knowledge Process:

Part 1:

The first part of the update engages students in overt instruction by naming the steps of the rock cycle and how it works. This provides them with a conceptual understanding that will allow them to continue to understand the effects of weathering, erosion, and deposition in order to create solutions later in the module. 

Part 2:

Students will use the knowledge process of conceptualizing by naming when identifying the different rock cycles that are being modeled within the lab. Without knowing what each one it is they will be unable to engage in the analysis section. 

Students will experience the new when experimenting the new and watching how the crayons transform from one state to another, just as rocks transform and change. 

Part 3:

In part three, students will analyze and apply their understanding of the rock cycle. They will analyze the specific parts and how they interact with one another. They will creatively apply their understanding by creating a digital story that explains the rock cycle using different objects. 

Teaching Tips:

Part 1: Students will be gathering information about the rock cycle. This can be down as a whole class, in partners, or individually. Teachers should decide based on their students understanding and evidence from the knowledge survey from the update before and from in class discussions. Each delivery method allows for differentaition of student learning. 

As students go through the update, they should be gathering information in a way that makes sense for them. It is important that they write down their understandings as this can be connected to cross cutting concepts and practices of the NGSS curriculum.  

Part 2: Have students have out their notes while engaging in the lab as it will allow them to continue to make connections on the concepts. They may want to refer back to the different process of the rock cycle and how the rocks may skip steps. 

Students will then record their findings in their digital portfolios. These portfolios were created at the beginning of the school year and students continously add on to their portfolios. The portfolios are created on Google Sites and can be organized in any way that the student desires. This allows them to activate metacognition and make connections across the disciplinary core ideas. 

Part 3: Prior to having students begin their digital stories, they should create a storyboard. This will allow them to incorporate all the elements of a story and all steps of the rock cycle. Students need more support should do more literal objects with speech bubbles to explain the cycle. Students who have a comprehensive understanding of the rock cycle should create a metaphor and use figurative images to describe the process. They may even choose to write the script as a poem to allow them to intertwine many skills to teach the rock cycle. 

Resources:

  • https://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/the-basics-of-rocks-and-minerals-and-polar-geology - This site provides teachers with additional background information on the rock cycle. This could be used to gain additional understanding themselves or put onto the class LMS as an additional resource. 
  • Interactive Rock Simulation - If students need additional support on the process of the rock cycle, they may engage in this additional learning oppoortunity that walks them through the rock cycles with text, images, and interactive activities. 
  • The rock cycle crayon lab was taken from the resource listed below. It was adapted to allow for students to inquire and investigate the features and parts of the cycle. 
  • Crayon Rock Cycle Directions

     

Reporting Standards:

The reporting standards are broken down by parts so that teachers can gather evidence of student learning in each section. Each section utilizes different literacy pedagogies for students to gather and apply knowledge. 

Part 1:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Part 2:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Part 3: 

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • Creative Communicator 6d - Students publish or present content that customizes the message and medium for their intended audiences

Update 4. What is Weathering?

For the Student

Objective: I will understand the processes and effects of erosion on Earth's features.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Part 1: Background Information:

As defined by National Geographic, "Weathering describes the breaking down or dissolving of rocks and minerals on the surface of the Earth. Water, ice, acids, salts, plants, animals, and changes in temperature are all agents of weathering" (2012). 

There are three different types of weathering:

  1. Physical Weathering: This type of weathering occurs when the physical composition of a rock is changed, but no changes to the chemical composition occurs. 
  2. Chemical Weathering: This type of weathering is caused by chemical reactions and change the physical composition of the rock. 
  3. Biological Weathering: This type of weathering changes the physical composition of a rock by plants and animals

Inquire further about the topic of weathering by exploring The Geological Society website about weathering. Explore all the tabs in regards to weathering. Take notes, draw diagrams, and create images to describe the concept of weathering. This information will be applied later in the update to create a stop motion animation film that describes the concept of weathering. 

Access the webpage on the link below.

https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3461.html

 

Part 2: Simulation

Students will engage with the interactive simulation created by Glencoe with a partner. To access the simluation, copy the link from the image below. Once in the simulation, follow the steps below to successfully complete the simulation.  

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.html
  1. Read the concept description, overview, and objectives on the left side of the screen. Use the scroll bar on the left to read further. 
  2. Follow the procedure in order that are listed on the left side. 
  3. Answer any of the questions in complete sentences and support with textual evidence from the simulation. 
  4. Print the interactive journal when completed. 

Part 3: Applying Understanding - Stop Motion Video 

Create a stop motion animation on the concept of weathering using Stop Motion Studio or another app of your choice. This video should portray the causes of weathering, types of rocks involved, locations where weathering occurs, and the overall effects of weathering.. You may choose to use the following materials for your Stop Motion film:

  • Clay
  • Pipe Cleaners
  • Felt
  • Paint
  • Beads
  • Water
  • Construction Paper
  • Cardboard
  • Popsicle Sticks
  • Landform Models

Post the Stop Motion film within the learning module when completed. Respond to two others films when finished. Describe any new insights on the concept of weathering and how humans can impact the cause of weathering on earth's features. 

For the Teacher

Objective: Students will understand the processes and effects of erosion on earth's features.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: This duration should take approximately five to seven school days.

The first part of the update students will be gathering background information about weathering through a webquest exploration.

The second part of the update is where students will engage in an interactive simulation. The interactive simulation will take approximately one day to complete. Students will have to read, interact with the web, and answer questions using the digital tool.

The third part of the update is creating a stop motion animation film to demonstrate an understanding of weathering. This will take approximately five to seven days to complete. 

​Knowledge Process:

Part 1:

Students will read an article and view images of weathering process to gain conceptual understanding of the concept, weathering. The conceptual understanding engages them in didactic literacy that will allow them to apply it to an authentic literacy pedagogy when creating their stop motion animation.  

Part 2:

Students will experience the new when interacting with a digital, multimedia simulation. They will interact with the information provided in order investigate the causes and effects of weathering on earth's features. 

Part 3:

Students will creatively apply their understanding of the concept of weathering through the creation of a stop motion animation. Students have to apply the concepts of the theory in order to write a storyboard of weathering. Through the storyboard, they must intertwine story elements with scientific concepts. Lastly, they must creatively consider how to reach an audience to understand how weathering can affect various features of earth. 

Teaching Tips:

Part 1: Provide students with an outlined sequence of the order to navigate the website . This will allow them to be focused and to gain essential understanding of the concepts. Teachers may also want to consider providing students with a notetaking sheet for them to keep their notes neat and organized. 

Part 2: Before students go off to work on the simulation, allow time to teach them how to interact with the features. They should see how to scroll, how to interact with the digital features, and where to record work. Once students understand the nuances of the site, allow them time to work on the simulation. Teachers may want to consider having students work in partners to promote collaborative thinking. Lastly, students may want to record their answers to the simulation on a separate Google Doc in order to look back on work and to be thorough with answers. 

Part 3: Students should work in partnerships or small groups to create a stop motion animation. This will allow them to engage in collaborative learning, in addition to supporting each other through this technology process. The teacher may want to spend a few lessons on introducing the concept of stop motion animation and how to create their own film. Then the lesson can be scaffolded by creating the storyboard, creating the materials, writing the script, then filming. This allows students a structure and how to efficiently use their time. This will also allow students to stay focused on the topic of their video. 

Resources:

  • https://www.nationalgeographic.org/encyclopedia/weathering/ - Furter information about the concept of weathering 
  • https://nofilmschool.com/2016/06/stop-motion-animation-tips- Stop Motion Animation Tips 
  • https://www.instructables.com/id/iPad-stand-2/ - DIY iPad stand
  • https://www.youtube.com/watch?v=X_M468S86HI - Stop Motion Studio App Tutorial 

Reporting Standards:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • Creative Communicator 6d - Students publish or present content that customizes the message and medium for their intended audiences.

Update 5. What is Erosion?

For the Student

Objective: I will understand the processes and effects of erosion on earth's features. 

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

This update is broken apart into two sections: background information and applying one's knowledge. This will allow for and understanding of the concept of erosion, where it occurs, and the effects it has on earth's features. Using the knowledge gained in part 1, a creative application about erosion will occur. There is an extension opportunity provided at the end of the update that you may complete independently for an additional evidence opportunity. 

Part 1: ​Background Information:

According to National Geographic, "erosion is the geological process in which earthen materials are worn away and transported by natural forces such as wind or water" (2012). Erosion differs from weathering in that it involves the movement of minerals, soil, and/or rock. 

Read the Newsela article, How Does Erosion Happen? This may be accessed in the Binder section of your Newsela account. While reading, feel free to annotate the text with any new insights, questions, definitions, or insights. This will allow for active engagement of your reading. Once you are done reading, please take the Newsela quiz on the article. If you do not receive a 100%, go back into the quiz to find the textual evidence that supported the questions that were missed in order to activate metacognition and to grow as a reader. 

How Does Erosion Happen? Newsela Article - https://newsela.com/read/lib-erosion/id/35899/

Next watch the video, How Earth Was Made - Erosion, created by the History Channel. This will allow for additional understanding of the effects erosion has on earth's features.

How Earth Was Made - Erosion https://www.history.com/shows/how-the-earth-was-made/videos/erosion

Part 2: Applying Understanding

Erosion can occur by four different natural processes: water, wind, ice, and gravity. Each student will be assigned a type of erosion to further investigate in order to create a creative quad. Follow the steps below when creating your project. 

1. Collect 30 facts about your specific type of erosion. This may be about what is the type of erosion, when does it occur, where does it occur, and the effects it has on earth's features. Begin researching by using the websites and interactive simulations below. 

Erosion by Water

Erosion by Wind

Erosion by Ice

Erosion by Gravity

2. Using the facts, a thesis statement about the topic will created to describe the topic in entirety. Get the thesis statement approved when finished.

3. Begin creating creative quad. Make sure to follow the guidelines from the rubric below. 

Creative Quad Rubric

4. Once everyone is completed, you will present in groups of four about their type of erosion. Each group will have to come back to the whole group discussion with a synthesis statement about erosion. 

Extension Opportunity: Interested in erosion? Investigate the effects of erosion in Illinois and put together a presentation to educate your fellow classmates on the types of erosion and effects it can have on our state. 

 

For the Teacher

Objective: Students will understand the processes and effects of erosion on Earth's features.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: The duration of this update will take about five class days.

The first part of the upate, background information, will take about one day. Students are gaining background information by reading an article on Newsela and watching a video from the History Channel.

The second portion takes about four to six days. Students spend about a day to a day and a half collecting information about the topic. They then spend about three to five days creating their final product. 

​Knowledge Process:

Part 1:

The first part of the update students will be conceptualizing by theorizing when investigating and gathering information about the concept of erosion. This will allow them to understand the causes and effects of this scientific concept. 

Part 2:

Students will be using the knowledge process, applying appropriately in the second part of the update. They will have to synthesize the information about the concept of erosion in order to demonstrate their understanding and how the concept affects earth's features. 

Teaching Tips:

Part 1: Students should take notes in their science notebook in order to make meaning of the concept. Encourage students to draw images and diagrams to apply their readings and make sense of their understanding. 

Teachers should monitor how students interact with the article on Newsela. This can be on how they annotate the text and their success on the Newsela quiz. This will allow teachers to gain an understanding of how students identify the main idea, choose key evidence, and their overall understanding of the concept. This is essential because if they do not understand the concept it will be challenging for them to apply their understanding in future updates. 

Part 2: Students have already been introduced to the creative quad project. A creative quad is a way for students to visually represent information on a concept. Here is how a creative quad was introduced to the class:

  • As a class, create a list of ways that information can be communicated. Examples are: sky writing, cereal boxes, advertisements, text messages, emails, billboards, etc. Encourage the class to come up with at least 50.
  • Tell students that they will research on a given topic using a variety of multimedia. While researching, they must cite their sources.
  • Students must be comprehensive with their research and address all facets of the topic. Using the information, they must create a synthesis/thesis statement about the topic. This will be all encompassing of the facts.
  • Students will receive a 12 x 18 piece of construction paper. They are to fold it in fourths. However, the top of the paper must leave room for the name of the topic and the synthesis statement. 
  • Students will choose four ways to communicate written information. Each mode of communication will be represented in a quadrant of the paper. Note: Students who can connect not only the kinds of communication together but connect it to the concept demonstrate an exemplary understanding of the concept. 
  • Students must include 5 to 7 facts about the topic within each quad and the facts must be organized in a clear and cohesive fashion. 
  • Here is the rubric that can be used to grade students:
    Creative Quad Rubric

     

Extension: Students can engage in an additional learning opportunity by investigating the causes and effects of erosion. They must identify what is causing the erosion, the effects in regards to landforms, financial stability, and humans. They must create a presentation that describe the effects and causes and potential solutions. 

Resources:

  • http://www.cws.illinois.edu/workshop/writers/tips/thesis/ - This provides educators with background knowledge on writing a thesis statement.
  • https://www.bgsu.edu/content/dam/BGSU/learning-commons/documents/writing/synthesis/asked-to-synthesize.pdf - While students are not writing a formal essay, this provides students with an understanding of how to take the information from the sites above and put it into their own words. 

Reporting Standards:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Update 6. What is Deposition?

For the Student

Objective: I will understand the concept of deposition through inquiry and research in order to create a webquest.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Background Information:

Deposition is when sediments are dropped or moved to a new location by water, wind, or ice. Watch the video below to gain a further understanding of the scientific concept. While watching the video, make sure to take notes and draw images in your science notebook. 

Media embedded February 17, 2019

After watching the video, click on the interactive animation on how deposition occurs in a riverbank. With a partner, you will ask questions, pose problems, and make inferences about deposition. You will use this information in order to create a webquest for your peers to solve. 

Deposition Animation: https://www.classzone.com/books/earth_science/terc/content/visualizations/es0604/es0604page01.cfm?chapter_no=visualization

Comment: Describe how deposition occurs through natural and human processes? What are the causes and effects? Respond to one of your peers answers.

Update: Create an interactive webquest on the concept of deposition. A webquest allows people to interact with multimedia to inquire on a give topic. Follow the directions in the overview and the checklist when creating your webquest. When finished, comment on two other peoples webquest in regards to the types of questions they asked about the concept. Consider how these questions deepend your understanding on the concept and provided you new perspective.

 https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3463.html

Deposition Webquest Overview
Deposition Webquest Checklist

 

For the Teacher

Objective: Students will understand the concept of deposition in order to create a webquest.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: This update will take approximately three to four days to complete. Students will need about half a day to gain background information on the concept. Afterwards, the teacher will spend the rest of the time explaining the webquest. The rest of the days will be spent exploring the site and creating the actual webquest. This may take additional days as students may want to solve and engage in each other's webquest. That would take an additional day or two if the teacher chooses to complete that with their class. 

​Knowledge Process:

Students will engage in two knowledge processes when gathering information and creating their webquest. They will experience the new when watching the video and immersing themselves in the content with the material from the sites. They then move on to the applying appropriately process when they have to create a product that engages other learners in a multimedia webquest. 

Teaching Tips: Students have engaged in a webquest and created a webquest already this year. It is beneficial to show students an example of a webquest to understand how to organize the content and to provide clear and concise directions to their peers. Next, review types of questions. Students have received a lesson in Art Costa's Levels of Questioning and practiced asking different types of questioning through a novel study. Having a class discussion about the different types will allow them to recall the different types of questions and their purposes. 

Once students understand the structure, you want to provide them time to explore the website. This will allow them to understand the nuances of the sites. Next, it is suggested that students type out their questions on a separate Google Doc prior to creating their questions. This will allow them to get their questions approved and conference with the teacher before creating their webquest.

Lastly, it is best for students to use Google Docs if they are a beginner at creating  a webquest. This allows them to easily create a visual appealing task, while focusing on the main idea. Those who are more skilled with technology, asking questions, and creating webquests may want to consider creating a Google Site. This will allow them to apply a variety of skills. 

Resources:

  • https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3463.html - Website for the webquest for students. **Students may use a different site if they find one they really like and is approved by the teacher. 
  • Deposition Webquest Overview

     

  • Deposition Webquest Checklist

     

Reporting Standards:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

  • Creative Communicator 6d - Students publish or present content that customizes the message and medium for their intended audiences

 

 

Update 7. Weathering, Erosion, and Deposition

For the Student

Objective: I will be able to describe the effects the concepts weathering, erosion, and deposition have on earth's features. 

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Part 1: Background Information

In the past six updates, you have explored rock types and the concepts of weathering, erosion, and deposition. View the video and chart on weathering, erosion, and deposition to understand how they are all connected with one another. 

Media embedded February 17, 2019

After watching the video and viewing the chart, please complete the W.E.D. chart. This will allow you to organize your thoughts and to see the similarities and differences between each concept and how they are interconnected. The chart may be filled out on a Google Doc or on paper. 

Part 2: Writing an Informational Essay

In partners, you will be writing a thesis paper on Earth's Features: Weathering, Erosion, and Deposition. In your paper, you must answer answer the question, How does earth’s process and human use of natural resources tell us about the way Earth changes over time and connect it back to the concepts of weathering, erosion, and deposition. 

The paper must be typed in 12 or 14 font and in Times New Roman, Century Gothic, or Quicksand. Follow the structure below when creating your essay.

Paragraph 1: Introduction

Attention Getter:

Background Information:

Thesis:


Paragraph 2: Weathering

Topic Sentence:

Description of Weathering:

Effects on Earth’s Landscapes:

Concluding Sentence:

 

Paragraph 3: Erosion:

Topic Sentence:

Description of Erosion:

Effects on Earth’s Landscapes:

Concluding Sentence:

 

Paragraph 4: Deposition

Topic Sentence:

Description of Deposition:

Effects on Earth’s Landscapes:

Concluding Sentence:

 

Paragraph 5: Effects of W.E.D. on Earth's Features

Topic Sentence

Effects on Earth's processes:

How affects earth's features over time:

Conclusion:

 

Paragraph 6: Conclusion

Thesis Statement:

Overview:

Application to Real World:

Conclusion Sentence:

Cross check your work with the rubric prior to peer reviewing your piece.

Part 4: Peer Reviewing Essay 

You will have two peers review your essay. They will provide feedback on the work and will follow the peer review document when providing feedback on work. Utilize the rubric when providing constructive feedback on the work.

You will then have the opportunity to make any revisions on your essay. These revisions will allow them to engage in the revision process and grow as a writer and a scientist. The last step will be to resubmit you final draft to CGScholar when finished. 

Part 5: Survey

After you submit your final copy of your thesis paper, complete the survey. This will provide additional insight to your understanding of weathering, erosion, and deposition. The survey will be administered by your teacher. 

For the Teacher

Objective: Students will be able to describe the effects the concepts weathering, erosion, and deposition have on earth's features.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: The duration of the learning module will take approximately a week and a half to complete. Begin by reviewing thesis statements and organizing papers. Students have a lot fo experience with this, but is always beneficial to review. Provide students with time to plan and write their essay in class. Students need approval prior to writing their essay. They may than begin writing their essay. This should take approximately four to five class periods. Then once everyone is done, review the peer revision stage so that students provide clear and objective feedback on their peers works. Lastly, students will revise and submit their thesis papers. 

​Knowledge Process:

Students will critically analyze the three concepts that affect earth's features: weathering, erosion, and deposition. Students will dissect each concept and compare and contrast the effects on earth's features. 

Teaching Tips:

Prior to beginning the informative essay, it may be helpful to take a few days to review informative writing. Discuss how to structure an essay, create a thesis statement, using textual evidence, and writing from an objective third person standpoint. Support students by providing outlines, conferencing with them individually on their successes, and having them engage in self-reflections to revise work along the way. 

Resources:

  • https://drive.google.com/open?id=0B3_9qXx54EUpSVBwMmdNeDJlRlk - How to Write a Five Paragraph Essay video
  • https://drive.google.com/file/d/1mUBzfHOsKmOutOeE9W2bcYLnWALXXtSS/view?usp=sharing - How to explain citations video
  • W.E.D. Concept Map Answers

    Reporting Standards:

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Update 8. Erosion Solutions Peer Review Project

For the Student

Objective: I will learn about various erosion prevention and control techniques in order to create a proposal on how to prevent erosion around the world. 

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Part 1: Erosion Solutions

Watch the video on erosion prevention and solution strategies. Take notes on any new information, insights, or qusetions that may arise in your science notebook. You will be applying your understanding to a real life location that is affected by erosion. 

Media embedded February 17, 2019

Lab- Students will be engaging in an inquiry based lab investigation that analyzes the effects of various solutions. Each lab group will be testing one of the following solutions:

*Soil

*Wood Fence

*Floral Moss

*Leaves

*Armored Ditch

*Silt Fence

*Vegetation

*Netting

You will test these solution in a test tray or liter water bottle. The experiments will be set up using soil provided by the teacher and materials that meet the criteria of the erosion solution. You will then have a drip tray and water to determine which erosion solution was the most effective. 

As a class, you  will determine the most effective solution to use and analyze the features. This will be beneficial for creating you own erosion solution proposal. 

Part 2: Gathering Schema

Choose one of the following locations that is affected by erosion to research. 

San Fransisco Erosion

Grand Canyon

Indiana Dunes

Ganges/Brahmaputra River Basin

Kenai Fjords Alaska

Lake Michigan Erosion

After choosing location, you  will further their research to learn the cause of the erosion and the effects it has had on the location. You will want to think of effects on nature, land, and human. These findings should be recorded on a Google Doc or in their science notebook. Make sure to record where the information was found in order to create a citation page once finished. Begin researching by using the embedded links on each location and the two links listed below. 

Part 3: Proposing a Solution ​

Next, you will write a proposal to the local government explaining their erosion solution proposal. The proposal can be using technologies that have not yet been invented. Be creative with your proposal and consdier any other geographic influences on your location.

Your proposal must include a digital presentation in addition to physical handouts  that demonstrates the causes and effects of the erosion as well as their proposed solution. The proposal must include the following:

Content Information:

*Description of the geographic location

*Causes of the erosion

*Location of the erosion - consider proximity to businesses, houses, farming, etc

*Effects of the erosion - consider effects on animals, plants, land, and humans. 

*Projected devastation that will be caused by erosion

*Solution to the erosion - consider the resources, financial cost, and time to build

*Statistical values and credible research to support

Creative Elements:

*Digital presentation incorporating all content information

*Handouts to give to city government

*At least 2 relevant images of the erosion 

*Video footage of the projected affects of the erosion

*A prototype of the erosion solution - this may be a physical or digital prototype

*Consistent font throughout presentation 

Part 4: Presenting Proposal 

​Lastly, you will be practicing their speaking and listening skills in front of the class to present their erosion proposal. The class must be attentive listeners and provide feedback on the proposal. The feedback should include questions on the financial cost, affect on nature, and time duration to build solution. You should also consider the risks involved with the solution and  strengths of the proposal. 

Part 5: Reflection

After your presentation, complete the survery administered by your teacher. This survey is a reflection on your learning from the unit. 

For the Teacher

Objective: Students will learn about various erosion prevention and control techniques in order to create a proposal on how to prevent erosion around the world.

​Essential Question: How does earth’s process and human use of natural resources tell us about the way Earth changes over time?

Duration: This update will take approximately two to the three weeks. The first part of the update is for students to receive information on how erosion is prevented in the real world. 

​Knowledge Process:

Students will engage in all four knowledge processes: Conceptualizing, Experiencing, Analyzing, and Applying. They will conceptualize when watching the video, experience the new through the lab investigation, analyze the effects of solutions, and the effects on earth's features in a specific location, and applying a creative solution to the problem. 

Teaching Tips: Students begin by watching a video on erosion solutions and participating in a lab. Teachers may choose to do one or both of the activities based on their students understandiing. The lab allows them to test multiple solutions and determine the most efficient before creating a proposal. 

Teachers will want to divide up the project into smaller chunks to allow for student success. The parts can be chunked as follows: research, proposal, prototype. Within each section, resources can be created to help students find resources, record findings, and synthesize information. Teachers may want to conduct a few lessons on how to synthesize information, how to collect research, and create a project calendar to divde up the assignment to be use classroom time. Students should check in with teachers throughout the process so that teachers are aware of their thinking, can set short term goals, and modify or extend learning as necessary. 

Lastly, teachers may want to extend the learning by creating a mock government board in order to have them choose the best solution based on time, financial cost, and reduction of erosion. 

Resources:

Watch the video from David Lee EdTech on how he introduced designing erosion solutions in his school. He walks teachers through the process he took his students 

Media embedded February 17, 2019

Reporting Standards:

  • 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

  • 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

  • 3- 5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  • CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

  • Creative Communicator 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations

  • Creative Communicator 6d - Students publish or present content that customizes the message and medium for their intended audiences.

References


Annenberg Foundation. (2017). Introduction. Retrieved February 17, 2019, from http://www.learner.org/interactives/rockcycle/index.html

Glencoe. (n.d.). Erosion By Water Simulation. Retrieved February 17, 2019, from http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES08/ES08.html


Glencoe. (n.d.). How Do Glaciers Shape the Land? Retrieved February 17, 2019, from http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES07/ES07.html

History Channel. (n.d.). How Earth Was Made - Erosion. Retrieved February 17, 2019, from https://www.history.com/shows/how-the-earth-was-made/videos/erosion


Learning, S. &. (n.d.). Geology. Retrieved February 17, 2019, from https://courses.lumenlearning.com/wmopen-geology/chapter/outcome-identifying-minerals/


National Geographic. (2017, October 02). How Does Erosion Happen? Retrieved February 17, 2019, from https://newsela.com/read/lib-erosion/id/35899/


National Geographic Society. (2012, October 09). Erosion. Retrieved February 17, 2019, from https://www.nationalgeographic.org/encyclopedia/erosion/


National Geographic Society. (2012, October 09). Weathering. Retrieved February 17, 2019, from https://www.nationalgeographic.org/encyclopedia/weathering/
 

Pietsch, E. (2017, April 09). The Rock Cycle - A Science (Geology) Lesson for Years 7/8/9. Retrieved February 17, 2019, from https://www.australiancurriculumlessons.com.au/2017/04/09/rock-cycle-science-geology-lesson-years-789/


The Geological Society. (2012). Weathering. Retrieved February 17, 2019, from https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3461.html


University of Auckland. (2005). Rock-forming minerals. Retrieved February 17, 2019, from https://flexiblelearning.auckland.ac.nz/rocks_minerals/minerals/index.html