What is this document used for? Why was it created?
MAJOR CONCEPTS: 1. Weathering, 2. soil, 3. Minor Erosion Agents, 4.Water Systems.5. Some Performance Objectives.
1. How are Earth's surfaces changing and how does this affect people?
2. How do we live with the wearing away of the land?
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1. Students will understand the scientific method and will use the scientific method as an approach to problem solving by recognizing that the slow processes of weathering, in order to have changed the face of the Earth as much as they have, must have operated over spans of time far beyond human experience.
LEARNING OBJECTIVES: 2,3,8
2. Students will have a knowledge base sufficient to identify and understand the causes and possible solutions to environmental issues by understanding the natural processes of weathering and how humans affect those processes.
LEARNING OBJECTIVES: all
3. Student will be able to evaluate the impact of their daily life decisions and actions in the context of their environment by recognizing how their activities affect the weathering of land, and how the weathering of land affects them..
LEARNING OBJECTIVES: 9,14,15,16,17,18,19
4. Students will recognize the inter-connections between components of the natural universe by understanding the flow of materials and energy from weathering through erosion and deposition.
LEARNING OBJECTIVES: 1,8,11,12,13,14,15,16,17,19
5. Students will develop a lifelong interest and concern for their relationship with the natural world by recognizing their role as agents of weathering.
LEARNING OBJECTIVES: 4,8,9,10,15
LEARNING OBJECTIVES: To reach these Goals, students will:
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1.- Know that weathering is the first step in wearing down the crust of the Earth. (Goal 1,2,4,5)
2.- Know how large the Appalachian mountains used to be. (Goal 1,2)
3.- Know how long it took for the ancient Appalachian mountains to wear down to their present size. (Goal 1,2)
4.- Know what weathering is. (Goal 2)
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5.- Know what physical and chemical weathering are. (Goal 2)
6.- Know synonyms for physical and chemical weathering. (Goal 2)
7.- Know the difference between physical and chemical weathering. (Goal 2)
8.- Know the agents of weathering. (Goal 2,4)
9.- Know how each agent of weathering works. (Goal 1,2,3,5)
10.- Know examples of physical and chemical weathering. (Goal 2)
11.- Know how climate affects weathering. (Goal 2,4)
12.- Know the relationship between types of rocks and speed of weathering. (Goal 2,4)
13.- Know how the composition of rocks affects weathering. (Goal 2,4)
14.- Know how physical and chemical weathering work together. (Goal 2,4)
15.- Know how humans beings speed up physical and chemical weathering. (Goal 2,3,4,5)
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16.- Know what the products of weathering are. (Goal 2,3,4)
17.- Know how we use some products of weathering. (Goal 2,3,4)
18.- Know why some products of weathering are important resources. (Goal 2,3)
19.- Know that soil is the most important product of weathering.(Goal 2,3,4)
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1. Students will understand the scientific method and will use the scientific method as an approach to problem solving by understanding that soil science is the study of the soil forming processes, and the study of soil management. OBJECTIVES: all.
2. Students will have a knowledge base sufficient to identify and understand the causes and possible solutions to environmental issues by realizing the value of soils due to their use and that they are irreplaceable. OBJECTIVES: 3,4,6,9,10,11,12,14
3. Student will be able to evaluate the impact of their daily life decisions and actions in the context of their environment by recognizing how their actions and lifestyle result in the loss of valuable soil. OBJECTIVES: 6,8,9,10,11,12,13,14,15
4. Students will recognize the inter-connections between components of the natural universe by understanding how soil is related to weathering and erosion. OBJECTIVES: 1-8,11,12,13
5. Students will develop a lifelong interest and concern for their relationship with the natural world by realizing that they can conserve soil with very little effort. OBJECTIVES: 5,9,10,11,12,13,14,15
LEARNING OBJECTIVES: To reach these Goals, students will have to know:
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1. the definitions of soil.
2. the differences between residual and transported soils.
3. that soil develops over a long period of time.
4. how soil develops from bare rock by physical, chemical, and biological action.
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5. how soil forms distinct layers (called horizons) through of the processes of soil formation.
6. how the characteristics of soil depend on the original parent material, the slope, the amount of moisture in the soil, the length of time that the soil has been developing, the climate, and if the soil has been disturbed.
7. how to identify the typical local soil horizons.
8. how to determine what the soil was used for in the past.
9. what parts of the soil profile provides the most nutrients for plants. 10. why the organic layer of soil is so important.
11. how the organic layer of soil protects soil from erosion.
12. how healthy soil protects water supplies.
13. how soil is loosend and removed by raindrops.
14. that soil is being lost from world agricultural areas faster than it is developing.
15. the basics of how to manage soil for forestry, agriculture, residences.
SUGGESTED GOALS
1. Students will understand the scientific method and will use the scientific method as an approach to problem solving by applying the results of experiments and local observations to the larger scale actions of continental erosion in the past and present.
OBJECTIVES 1,3,4,6,9,11,12,13,14,15,16,17,21,22,23,24, 26,27,28,29,31,32,33,34,35,36 2. Students will have a knowledge base sufficient to identify and understand the causes and possible solutions to environmental issues such as mass movement danger, sand dune protection and groundwater protection by understanding how resources and hazards are produced by the actions of gravity, wind and glaciation as agents of erosion.
OBJECTIVES: ALL
3. Student will be able to evaluate the impact of their daily life decisions and actions in the context of their environment by recognizing how humans increase the rate of erosion by wind and gravity, and the value and rarity of local resources formed by glaciation.
OBJECTIVES: 1,4,5,7,9,10,11,13,21,22,23,25,26,31,33,34,35,36 4. Students will recognize the inter-connections between components of the natural universe by understanding the flow of materials and energy from weathering through erosion and deposition by wind, gravity and glaciers.
OBJECTIVES: 1,2,3,4,5,6,8,9,10,12-36. 5. Students will develop a lifelong interest and concern for their relationship with the natural world by recognizing that these erosion agents are active around them, or are responsible for local resources.
OBJECTIVES: 1-10,13,14,17-23,25,26,31-36
LEARNING OBJECTIVES: To reach these Goals, students will have to know:
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1. that the AGENTS of erosion gravity, wind, moving ice and moving water all remove, transport, and deposit products of weathering, and use particles to scour Earth's surface along the way.
GOALS: 1-5
2. that MASS MOVEMENTS are downslope movements of products of weathering under the influence of of gravity.
GOALS: 2,4,5
3. that mass movements can be CLASSIFIED as those that occur as rapid movements fast enough to see, and as movements too slow to see.
GOALS: 1,2,4,5
4. that mass movements occur because slopes of soil or weathered rock becomes UNSTABLE due to added weight, lubrication by water, and by increased steepness of the slope, from removal of the toe of the slope, or material added at the top of the slope.
GOALS: 1-5
5. that mass movements are TRIGGERED by storms, volcanic eruptions, human activities, and vibrations from earthquakes.
GOALS: 2-5
6. that mass movements often occur in the same LOCATIONS as previous movements that left evidence to indicate the danger.
GOALS: 1,2,4,5
7. that mass movements can be PREVENTED by not adding fill to a slope, drying the slope, and replacing the toe of the slope.
GOALS: 2,3,5
8. that damage can be lessened by AVOIDING mass movement areas.
GOALS: 2,4,5
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9. that wind removes loose products of weathering wherever small particles are exposed to wind, even locally. This is called DEFLATION.
GOALS: 1-5
10. that SOIL LOSS from wind erosion can be prevented by organic material on the soil and by windbreaks such as vegetation.
GOALS: 2,3,4,5
11. that deflation by wind can remove all small particles of soil from arid areas creating barren, rocky DESERT PAVEMENT.
GOALS: 1,2,3
12. that deflation and scouring by wind blown particles can erode the surface down to water and create an OASIS in arid areas.
GOALS: 1,2,4
13. that DUST size particles can be carried long distances by wind.
GOALS: 1-5
14. that sand size particles bounce long distances in the wind and kick up other sand grains, but only get about 1 meter above the surface. This called SALTATION.
GOALS: 1,2,4,5
15. that SCOURING by wind blown sand can shape and wear away objects.
GOALS: 1,2,4
16. that deposits of dust have formed fertile but easily eroded soil called LOESS.
GOALS: 1,2,4
17. that OBSTRUCTIONS to wind in sandy, windy areas causes sand to be deposited on the leeward side of the object.
GOALS: 1,2,4,5
18. that if the wind and the supply of sand are steady, sand dunes form in the LEE of an object, then grow as they themselves block the wind.
GOALS: 2,4,5
19. that SAND DUNES move by grains of sand bouncing up the windward side of the dune and rolling down the leeward side.
GOALS: 2,4,5
20. that moving sand dunes can BURY and destroy vegetation and buildings
GOALS: 2,4,5
21. that dunes can be STABILIZED by planting and maintaining vegetation such as sea grass on the dune's back to stop the sand from moving up the dune.
GOALS: 1-5
22. that dunes provide valuable protection from STORM SURGES along coastal areas.
GOALS: 1-5
23. that riding vehicles and even WALKING on dunes can destroy the vegetation that keeps them in place.
GOALS: 1-5 ------------------------------------------------------------------ 24. that GLACIERS are thick masses of ice in motion.
GOALS: 2,4
25. that knowledge of erosion by glaciers is based on observations and measurements of EXISTING glaciers.
GOALS: 1-5
26. changes made to the Earth's surface by glaciers can be found in areas of the world without glaciers, indicating PAST glaciation.
GOALS: 1-5
27. that glaciers FORM where snow does not melt away completely in the summer,allowing the snow to accumulate until the weight of the snow causes ice to form.
GOALS: 1,2,4
28. that when glacial ice BUILDS UP thick enough, it will move downhill and outward from the center.
GOALS: 1,2,4
29. how glaciers MOVE by surging and flowing.
GOALS: 1,2,4
30. that glacier ice continues to move in the same direction, but the FRONT of the glacier can advance or retreat.
GOALS: 2,4
31. that glaciers over 2 kilometers thick covered NEW ENGLAND several times over the past million years, with the last glacial retreat occuring about 10,000 years ago.
GOALS: 1-5
32. that the movement and the melting of glacial ice caused a wide variety of CHANGES to the Earth's surface.
GOALS: 1-5
33. how removal of rock and soil by glaciers SMOOTHS the surface of the Earth, and leaves evidence in the form of lakes, bogs, grooves, and scratches in bedrock.
GOALS: 1-5
34. how deposition by glaciers as the ice melts forms TERMINAL MORAINES of unstratified drift such as Long Island that can dam meltwater from the glacier to form large lakes such as ancient Long Island Sound, Connecticut's central valley lake, and the Great Lakes.
GOALS: 1-5
35. how the OUTWASH from glacial melting forms stratified glacial till deposits in valley bottoms that are now valuable deposits of gravel, sand, and supply large amounts of groundwater for wells.
GOALS: 1-5
36. that the melting of stagnant glacial ice forms kettle holes and bogs and the unstratified ground morraine that is the PARENT MATERIAL for most of our local soils.
GOALS: 1-5
1. Students will understand the SCIENTIFIC METHOD and will use the scientific method as an approach to problem solving by studying the local flow of water as a model of full scale systems.
2. Students will have a KNOWLEDGE BASE sufficient to identify and understand the causes and possible solutions to environmental issues by understanding the actions of water and the effects of human activity on water quality and quantity.
3. Student will be able to evaluate the impact of their daily life DECISIONS and actions in the context of their environment by recognizing how their actions affect the flow of water through the environment.
4. Students will recognize the INTER-CONNECTIONS between components of the natural universe by understanding the role of water as the primary agent of weathering, erosion and deposition, and how water interacts with the other agents of erosion.
5. Students will develop a lifelong INTEREST and concern for their relationship with the natural world by designing a lifestyle that takes into account our relationship to water supplies.
COURSE SECTION: Land Processes/Products CONCEPT: Water Systems TIMEFRAME: May 5-May 21
OBJECTIVES: To reach these goals, the students will have to know:
1. how water moves through the WATER CYCLE by evaporation, transpiration, condensation, precipitation, runoff, and groundwater flow.
GOALS: 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS.
2. that slope and condition of the surface determine if precipitation soaks into the surface or runs off the surface.
GOALS: 1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
3. how their actions in managing soil affect how much precipitation soaks into the soil instead of running off the surface.
GOALS: 1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
4. that runoff removes products of weathering by sheet erosion, and by forming rills and gullys.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
5. that transient streams form when runoff forms channels of water that erode deeper and wider with every rainstorm, and these channels only contain water during and just after precipitation.
2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
6. that runoff enters permanent streams by way of transient streams, gullys, rills, and sheet flow, carrying water, soil and other products of weathering from a large area.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
7. that local laws relating to erosion and sedimentation try to protect streams by preventing runoff from entering streams and other water courses.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
8. that erosion of soil into streams can stopped or slowed by measures that help runoff to soak into the surface such as protecing the soil from raindrops, diverting water flow to areas of undisturbed soil, and slowing the flow of runoff.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 9. that the speed of the water in a stream depends on the slope of the stream, the volume of water carried, the size and shape of the stream channel, and the friction of the water against the bed and size of the stream.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
10. that the size of the sediment carried by a stream depends on the speed of the water. 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
11. that sediment carried by a stream scours the bed and sides of the stream channel.
2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
12. that a suspension is a mixture of water and particles in which the particles do not settle out because of the energy in the motion of the water.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
13. that silt is suspended in water that has any motion at all, sand is suspended and carried in fast moving water, and gravel and rocks are rolled along the bottom of fast moving water.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
14. that a solution forms when molecules occupy spaces between water molecules by dissolving into the water.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
15. that suspensions usually appear cloudy, but solutions usually appear clear.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 5-INTEREST.
16. that dissolved materials are carried by streams no matter what its speed.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 17. that areas of slow moving water such as lakes, ponds, swamps cause sediments to drop out of suspension.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
18. that deposits of sediment are dropped and sorted by size as the water slows down: largest particles first, fine particles last.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
19. that areas of slow moving water allow more material to dissolve into the water.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
20. that streams erode the most where the water moves fastest: on the outside of curves, and the middle of the bottom of the stream in straight stretches.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
21. that sediment is deposited along streams where they move slowest: on the inside of curves, and the edges of straight stretches.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
22. that floods occur when more runoff enters a stream or river than can be carried by the main stream channel.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
23. that floods are a normal, predictable occurence along larger streams and rivers.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
24. that when a flood occurs, the excess water flows over flat areas near the stream called a floodplain.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
25. that sediments are deposited on the floodplain as the flood water slow down, enriching the soil of the floodplain.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
26. that much of the danger of flooding can be prevented by not allowing building on the floodplains of rivers and streams.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
27. that many of our rivers and streams have been artificially straightened and deepened to remove water faster to prevent flooding, this called channelization.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
28. that channelization results in greater erosion due to faster water, and more flooding and sedimentation downstream.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
29. that a watershed is the area of land that drains into a body of water.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
30. that a divide is the high ground between two watersheds.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31. that management of any body of water depends on the use of the land in the watershed of that body of water.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31.2 that all land is in the watershed of some body of water.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31.3 that all bodies of water are supllied by a watershed.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31.4 that most of Harwinton is part of the watershed for the Naugatuck and therefore the Housatonic Rivers.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31.5 that most of Burlington is part of the watershed of the Farmington and therefore the Connecticut Rivers.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
31.6 what body of water recieves the runoff and groundwater from thier properties, and so are affected by what they do on their property.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 32. that lakes form in river systems where the flow of water is blocked by nature or by people.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
33. that lakes are temporary features of river systems because they eventually fill in with sediment and organic material, or the blockage that formed them erodes away.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
34. that human activity speeds up the death of lakes by increasing erosion in the lake's watershed and by adding excess nutrients for the growth of algae in the process of eutrophication.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
35. that we can slow the death of lakes by protecting the soil of the lake watershed, and by limiting the amount of nutrients entering the lake from agriculture, lawns, gardens, septic systems.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
36. that lakes are extremely valuable resources as evidenced by the value of lakefront property.
2-KNOWLEDGE BASE, 3-DECISIONS, 5-INTEREST.
37. that pollution of surface water comes from many sources, including direct discharge from pipes, non-point pollution from runoff, and from contaminated groundwater.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 38. that water that soaks into the ground moves through the tiny spaces between soil particles and rock fragments, and through the narrow fractures in bedrock.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 4-INTERCONNECTIONS.
39. that there are very few, if any, tunnels or underground streams of water in our area.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS.
40. that the zone of aeration is the upper portion of soil, loose rock and bedrock fractures in which the spaces in fractures and between particles contain mostly air.
2-KNOWLEDGE BASE, 4-INTERCONNECTIONS.
41. that a thin film of water stays on surfaces in the zone of aeration, and this thin film is removed by evaporation and by plant roots.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
42. that the zone of saturation is the area below the zone of aeration in which all spaces in fractures and between particles are filled with water.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS.
43. that the water table is the top of the zone of saturation.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS.
44. that friction between the water in the zone of saturation and material around it causes the water to move slowly and build up a thicker zone of saturation at the base of hills than near the top.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
45. that water in the zone of saturation above the bedrock can enter and fill fractures in the bedrock.
2-KNOWLEDGE BASE, 4-INTERCONNECTIONS, 46. that water flowing downhill though the zone of saturation eventually reaches the surface of the ground again at permanent streams, springs, lakes, or the ocean.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS.
47. that the level of the water in permanent streams and lakes is the level of the water table in the ground next to the stream or lake.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS.
48. that the water flowing in permanent streams and lakes between rainstorms is supplied by groundwater flowing out the zone of saturation into the bed of the stream or lake.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
49. that shallow, usually dug wells in this area pull water from the zone of saturation below the water table ad above the bedrock.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
50. that deeper, drilled wells in this area pull water from fractures in the bedrock in the zone of saturation.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
51. that an acquifer is a deposit of material which contains enough water to supply a well.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
52. that acquifers with layers of particles of mixed sizes cannot hold as much water as layers of particles of the same size because the small particles fill in the spaces between large particles in the mixed size acquifer.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 53. that bedrock fractures and unstratified glacial till acquifers can usually provide only enough water for individual home wells that are not too close together.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
54. that wells in stratified glacial drift can provide large amounts of water for entire communities.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
55. that the water taken in by a well from the zone of saturation over bedrock probably came from the surface directly over and directly uphill from the well.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
56. that the water taken in by a bedrock fracture well could have come from miles away by travelling through the fractures in the bedrock.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
57. that groundwater can be polluted easily from a variety of home, office, or factory sources by simply pouring material on the ground or flushing material into a septic system.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
58. that once polluted, groundwater is nearly impossible to clean because of its depth and slow speed.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
59. that all waste materials, pesticides, fertilizers, cleaning fluids, and auto fluids will contaminate groundwater if improperly used or disposed of.
1-SCIENTIFIC METHOD, 2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
60. that most material washed off the land eventually reaches the ocean.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
61. that a wetland is an area where the water table is close to the surface of the ground.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS,
62. that swamps are wetlands in which the water table drops far enough in the summer to allow trees to grow.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS,
63. that marshes are wetlands in which the water table stays too close to the surface of the ground year round to allow trees to grow.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS,
64. that wetlands act as natural water filters by slowing down the flow of surface water, allowing sediments to settle out of suspension in the wetland instead of downstream.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
65. that active wetland plants such as cattails remove some dissolved solids from water, so that water passing through a wetland may come out cleaner than it went in.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
66. that when runoff passing through a wetland is slowed, it has a chance to soak into the ground, recharging groundwater acquifers.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
67. that wetlands temporarily store flood waters, creating lower flood peaks and maintaining the flow of water in streams longer after storms.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST. 68. that wetlands provide valuable wildlife habitat by providing water, food, and shelter.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
69. that wetlands can provide direct resources to people, such as food, fiber (wood), and recreation/aesthetic values.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
70. that half of this nations wetlands have been lost to development, farming, and resevoirs.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
71. the location and type of wetland near their homes.
2-KNOWLEDGE BASE, 3-DECISIONS, 4-INTERCONNECTIONS, 5-INTEREST.
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At the completion of the lesson, assignment, and associated evaluations, the student should be able to:
TOPIC: Intro to Weathering/Land Processes-Products
OBJECTIVES 1. Interpret a simple flow chart of the
weathering/erosion/deposition processes and products.
2. define weathering, weathring products, erosion,
erosion agents, deposition, deposition products.
TOPIC: Weathering Processes
OBJECTIVES 1. Describe and give examples of how rocks weather
physically and chemically.
TOPIC: Intro to Products of Weathering
OBJECTIVES 1. list five products of phys, chem weathering that
people use daily.
TOPIC: Products of Weathering
OBJECTIVES 1. list five products of phys, chem weathering that
people use daily.
TOPIC: Soil Development and Mgt
OBJECTIVES 1. Identify soil as the most important product of
weathering. 2. Define soil in a way that indicates its
value. 3. Diagram the formation of residual soil. 4.
Identify the processes that form soil.
TOPIC: Soil Horizons and Processes
OBJECTIVES 1. Explain why tropical soils are poor. 2. Identify how
soil is lost. 3. Describe how to protect soil from
loss.
TOPIC: Mass Movements
OBJECTIVES 1. Define mass movements 2. List the causes of mass
movements. 3. Describe how to cure and prevent damage
from mass movements.
TOPIC: MM End, Intro to Wind Erosion
OBJECTIVES 1. Describe how wind removes material. 2. Describe how
wind transports materials. 3. Describe how wind
deposits materials. 4. List land forms caused by wind
as an agent of erosion.
TOPIC: Wind
OBJECTIVES 1. Describe why sand dunes are important. 2. Diagram
the movement of sand dunes. 3. Explain how to stabilize
sand dunes.
TOPIC: Local Soil Structure Field Work
OBJECTIVES 1. Identify the major soil horizons. 2. List the
components and the processes occurring in each soil
horizon. 3. Identify the components most important to
soil fertility. 4.Contrast residual with transported soil
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