How are Rocks Weathered?

A WebQuest for 10th Grade (Earth Science)

Designed by

Enid Lotstein Ringer, Ph.D.
enid.ringer@verizon.net

 

Introduction | Task | Process | Evaluation | Conclusion | Credits |


Introduction

How is the earth’s crust affected by the environment?  Let’s learn about how different aspects of weather have an effect on rocks.  We will examine the erosion or wearing away of rocks. 


The Task

As a result of this activity, you will be able to:

  • Organize a workbook in which you describe the building up of landscapes through deposition and the wearing down of landscapes through erosion
  • include images that illustrate deposition and erosion.

 


The Process

To accomplish the task,

  1. First you'll be assigned to a team of 2 students;
  2. You’ll go on line to search for examples of physical and chemical weathering;
  3. Once you’ve found examples, you’ll cut and paste them into a collage to illustrate the processes that we are discussing; and
  4. Then, you’ll write a description of what’s happening to go with each photo.

You should have examples of physical and chemical weathering.  We are looking for examples of how the weather changes the physical rock through air, water, acts of humans, wind or sand through frost action, biological activity or abrasion.    Rocks are also changed chemically through oxidation, carbonation and hydration.  You should organize the information by the types of weathering. 

Here are some web sites where you can search for suitable images and information about weathering and erosion.

http://www.nps.gov/grca/index.htm  The Grand Canyon as an Example of Weathering and Erosion

http://www.cjnetworks.com/~sccdistrict/shw_ubso/index.htm  Weathering in Urban Areas

http://schoolweb.missouri.edu/republic.k12.mo.us/welch/webquest/process.html

http://www.cjnetworks.com/~sccdistrict/shw_agso/index.htm Examples of Water and Wind Erosion

http://www.ieca.org/ View some interesting photos of erosion

http://agen521.www.ecn.purdue.edu/AGEN521/epadir/erosion/view_problems.html

Erosion problems

http://www.weru.ksu.edu/pics/ Wind erosion

 

 


Evaluation

Your performance will be evaluated based on the following factors.  You will receive a common grade for group work.

RubiStar

  

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )



 

 

Scientific Images: Weathering

Teacher Name: Ms. Ringer


Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Title

Title is informative, centered, and larger than other text.

Title is informative and larger than other text.

Title is informative and centered.

The title is incomplete and does not clearly indicate what organism is pictured.

Labels

Every item that needs to be identified has a label. It is clear which label goes with which structure.

Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.

Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.

Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item.

General Formatting

Unlined paper is used. The image is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the image. The caption includes information about magnification, when appropriate.

Unlined paper is used. The image is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner.

Unlined paper is used. The image is a little too large or a little too small. Student name, class, and date are in the lower left corner.

Lined paper is used AND/OR the drawing is much too small or much too large.

Knowledge Gained

When asked about 10 items in an unlabeled image of weathering, the student can identify all of them accurately.

When asked about 10 items in an unlabeled image of weathering, the student can identify 8-9 of them accurately.

When asked about 10 items in an unlabeled image of weathering, the student can identify 6-7 of them accurately.

When asked about 10 items in an unlabeled image of weathering, the student can identify 5 or less of them accurately.

 

Conclusion

Through this exercise, you should have a better understanding of the processes of weathering and erosion.  You should have an idea in your mind of what weathering looks like.  Do you think that if you were walking in the park, you would be able to identify areas where erosion is taking place? From this exercise, students will be more familiar with the processes of weathering and erosion.  Do you think you could sit down and write a sentence or two about what erosion is, where it is found and what it looks like? 


Credits & References

List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Last updated on August 15, 1999. Based on a template from The WebQuest Page