GEMS project

(4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to: (B) collect and analyze information to recognize patterns such as rates of change.

(14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to: (B) analyze effects of regional erosion deposition and weathering.

§111.22. Mathematics

(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to: (A) use ratios to describe proportional situations.

CONCEPT STATEMENT:

Examples from science: Change is occurring everyday to our river systems. Humans and natural occurrences are causing much of this change. Change can include erosion deposition, or weathering. Whatever the cause change is occurring in nature on a daily basis. Scientist use many tools, resources, and processes to recognize these occurrences and find the cause. It is important to understand the aspects of changes in nature and the causes in order to prevent harmful changes and to also have a broader knowledge of nature.

Examples from Math: Ratios are used to compare two things. Ratios can be written in many ways including: fractions, colons, or even the word “to”. (http://www.math.com/school/subject1/lessons/S1U2L1GL.html) Ratios can be used for many problems including calculating a direct proportional relationship.

PERFORMANCE OBJECTIVES:

Examples from Science:

*Explain how rivers form

*describe what causes changes in the formations of rivers and how glacial valleys form

*compare/ contrast glacial valleys with other types of river valleys

*discuss why scientists use models to investigate things

RESOURCES:

For Class:

· River model equipment from session 1 and 2

· 10 small containers for distribution of historical event slips

· large clock with second hand

· cooler or refrigerator to store ice cubes before use

· overhead transparency of earth

· world map

For each team of 2-4 students:

· 1 ice cube

· 1 copy of past events

For each student:

· 1 sheet of blank paper for drawing rivers

· 1 pencil

· 1 copy of the timeline data sheet

SAFETY CONSIDERATIONS: There are no significant concerns

SUPLEMENTARY MATERIALS, HANDOUTS:

· Timeline

· Past events 1

· Past events 2

· Earth today vs 12,500 years ago

Engagement

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Show pictures of rivers on overhead so that students have a visual to stimulate thinking.

Today we are going to explore how long the river features in our model might take to form actual rivers.

Explain to students how to set up their dripping systems, allowing 2 drops per second.

Today we are going to be exploring how long the river features in this model actually take. I want you all to observe carefully what begins to happen.

What do you see in this picture?

Do you know how rivers form?

How do you think rivers form?

A lot of water flowing.

A river, lake

Yes,no

Rains in mountains

Springs in water

Exploration

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Geological time is so vast that its difficult to comprehend. So, we are going to use our model to get an idea.

Explain that one minute represents 1,000 years.

Use river model tub to demonstrate the formation of a glacial valley.

When you receive an ice cube you will carve a glacial valley by letting ice cube melt.

Let the river run for 500 years.

Have students draw what they observe after the 30 seconds

Start clock and at each interval announce the significant even taking place as students ice melts. 4, 71/2,9, 9 min 50 sec, 10, 11, 11 ½, 11 min 45 sec, 11 min 57 sec, and 12 min

How long do you think one minute of the dripping water in our model represents?

How long will 12 min. represent

How many minutes or seconds is 500 years?

1min

1year

1month

12 min.

12,000 years

30 sec.

Explanation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Gather students away from tubs

Distribute the timeline data sheet.

I will announce the passage of important historical events. The moment I say the number of an even a team member should get a slip of paper describing the event and when it occurred. You are to then write the event in the appropriate spot on the timeline.

What happened as the river valley carved through the glacial valley?

How did the rivers change over 500 years?

What specific changes did you observe in you valleys on the spot on your timeline?

The new river flowed through the wide valley, cutting a new channel.

Answers will vary

Valleys were formed.

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Assemble students away from the material to discuss the activity. Show a photo of Niagara Falls.	How long ago was the Olmec civilization? Roman empire? Columbus’ voyage? How did your rivers change over long periods of time? How might have Niagara Falls appeared to be different if your great grandparent had gone to see it 100 years ago? Why are models helpful for studying natural processes like the formation of river systems?	Answers will vary Rivers got deeper Answers will vary

Evaluation

Time: ________

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

How many years does 12 min represent if 1 min is 1000 years?

What causes changes of rivers over the years?

What about glacial valleys?

How do results compare with previous rivers?

How are models useful?

Earthquake, volcano, or gradual erosion, and many storms over the years.

Where the land is not perfectly level, glaciers slowly slide downhill, cutting and carving deep valleys.

12000 years