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LANDFORMS COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
SCHOOLYARD
MODELS
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Working
in pairs, students create models of their school site, using
a sand mixture and plastic cubes. They transfer the model to
a plastic grid and draw a map on paper from the overlay. They
observe and compare features on the models and corresponding
maps. |
•
Models represent objects that are very large or processes that
occur over long periods of time.
• Models and maps are ways of representing landforms and
human structures.
• Maps can be made from models. |
•
Observe the schoolyard area and create a model of it.
• Make a representation of the schoolyard using a grid
system to transfer information to a smaller map.
• Compare features on the models and the corresponding
maps. |
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2. |
STREAM
TABLES |
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Students
set up stream tables with earth material and run water through
the system. They observe the processes of erosion and deposition
and become familiar with the landforms created. |
•
Water is an important agent in shaping landforms.
• The wearing away of earth is erosion; the settling of
eroded material is deposition.
• Landforms that result from running water include canyons,
deltas, and alluvial fans. |
•
Observe and measure the effects of flowing water in the stream
table.
• Compare the features created in the stream tables.
• Communicate the results of the
investigations.
• Relate the processes in the stream table to the processes
of erosion and deposition. |
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3. |
GO
WITH THE FLOW |
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Students
continue their stream-table investigations, studying variables
that affect erosion and deposition—slope of the land and
the rate of flow. They design further investigations, recording
events and mapping the results. |
•
The slope of the land over which a river flows affects the processes
of erosion and deposition.
• During flooding, the rate of erosion and deposition
increases.
• Humans affect the processes of erosion and deposition. |
•
Observe and measure the results of stream-table investigations.
• Experiment to find the effect of slope and floods on
erosion and deposition.
• Communicate the results of experiments in a conference.
• Relate the stream-table results to natural processes. |
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4. |
BUILD
A MOUNTAIN |
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Students
are introduced to the study of topography by building a model
of a landform—a mountain. They use the foam model of Mt.
Shasta to create a topographic map, and the map to produce a
profile of the mountain. |
•
Topographic maps are two-dimensional representations of three-dimensional
surfaces.
• Topographic maps show contour lines, which represent
points of equal elevation.
• Topographic maps use symbols and color to represent
landforms. |
•
Observe features on a foam mountain and compare them to a two-dimensional
representation, a topographic map.
• Organize information from a model to create a topographic
map and profile of a mountain.
• Relate topographic features to symbolic representations
on maps. |
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5. |
BIRD'S
EYE VIEW |
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Students
learn to read USGS topographic maps and compare them to aerial
photographs. They study Death Valley, Mt. Shasta, and Grand
Canyon maps and photographs, and make landform maps from the
aerial photographs. |
•
Cartographers use aerial photographs as one tool in constructing
topographic maps.
• Landform maps can be generated from aerial photographs. |
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Observe and describe the types of information represented on
a topographic map.
• Compare the Mt. Shasta foam mountain to the topographic
map.
• Interpret aerial photographs.
• Relate information on maps and aerial photographs to
the actual landforms. |
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