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Investigation 2:

Landforms

Science Notebook

Soils, Rocks, and Landforms

Big Question: What are landforms and how are they

formed?

4th

1

Investigation 2:

Landforms

Name: __________________________

Table of Contents

Title Page Part

2

Erosion and Deposition

Stream-Table Investigations

Schoolyard Erosion and Deposition

Rapid Changes

1

4

3

2

4

14

30

35

3

What do you know about landforms?

I Think…

Now I Know…

4

5

6

Directions: Record your observations as you investigate.

Standard- After Run

Standard- Before Run

7

8

Answer these questions after completing the Shake Test.

9

Shake Test Instructions:

a. Fill a vial half full with earth material from the stream

table.

b. Use the syringe to transfer water into the vial until it is

almost full.

c. Put the cap on the vial. Shake it for 5 seconds.

d. Set the vial on the table and observe.

1. Can you relate what happened during the shake test to

the soils in Investigation 1?

2. How might the size of the rock particles in soils at

different locations be determined by erosion and

deposition?

10

Part 1: Erosion and Deposition

Word Bank

11

Part 1: Erosion and Deposition

Science Content/Inquiry

Part 1: Erosion and Deposition

12

FOCUS QUESTION

CLAIM EVIDENCE

How do weathered rock pieces move from one

place to another?

13

1. Describe and give examples of erosion. Use pictures and/or

words.

Directions: Read, Erosion and Deposition on p. 9-14. Then,

answer the questions using evidence from the text.

2. Describe and give examples of deposition. Use pictures

and/or words.

14

FOCUS QUESTION

How does slope affect erosion and deposition?

Plan

Predict: How will increased slope affect erosion and

deposition?

15

16

Directions: Record your observations as you investigate

slope.

Slope Tray

Standard Tray

Part 2: Stream-Table Investigations

17

FOCUS QUESTION 1

CLAIM EVIDENCE

How does slope affect erosion and deposition?

18

FOCUS QUESTION

How do floods affect erosion and deposition?

Plan

Predict: How will a flood affect erosion and deposition?

19

20

Directions: Record your observations as you investigate

floods.

Flood Tray

Standard Tray

Part 2: Stream-Table Investigations

21

FOCUS QUESTION 2

CLAIM EVIDENCE

How do floods affect erosion and deposition?

22

23

24

Directions: Record your observations as you investigate.

Experimental Run

Standard Run

Part 2: Stream-Table Investigations

25

FOCUS QUESTION

CLAIM EVIDENCE

26

Part 2: Stream-Table Investigations

Word Bank

27

Part 2: Stream-Table Investigations

Science Content/Inquiry

28

29

Directions: Watch the video, Weathering and Erosion. Then,

answer two of the discussion questions. Write the questions

you choose in the box.

30

FOCUS QUESTION

Where are erosion and deposition

happening in our schoolyard?

DATE:

31

Part 3: Schoolyard Erosion and Deposition

Word Bank

32

Part 3: Schoolyard Erosion and Deposition

Science Content/Inquiry

Part 3: Schoolyard Erosion and Deposition

33

FOCUS QUESTION

CLAIM EVIDENCE

Where are erosion and deposition happening in our

schoolyard?

34

Part 4: Rapid Changes

35

FOCUS QUESTION

CLAIM EVIDENCE

What events can change Earth’s surface quickly?

36

Directions: Answer the following questions before viewing Volcanoes.

Then, draw a line of learning and in the face of new evidence

respond to each question.

1. What is a volcano?

2. How do active volcanoes change Earth?

37

38

Part 4: Rapid Changes

Word Bank

39

Part 4: Rapid Changes

Science Content/Inquiry

40

Directions: Read, It Happened So Fast! on p. 22-33. Then, for

each of the following describe both a possible destructive

and constructive outcome.

Volcanoes

Earthquakes

41

Directions: Read, It Happened So Fast! on p. 22-33. Then, for

each of the following describe both a possible destructive

and constructive outcome.

Floods

Landslides

Investigation 2: Landforms

42

BIG QUESTION

Explain. Use evidence from the investigation to support your

answer.

What are landforms and how are they formed?

43

BIG QUESTION

What are landforms and how are they formed?

Alignment with New York State Science Standards &

Performance Indicators

44

Standard 1: Mathematical Analysis

M1.1 Use mathematical notation and symbolism to communicate in

mathematics and compare and describe quantities and relationships

M2.1 Use simple logical reasoning to develop conclusions, recognizing that

patterns and relationships assist them in making conclusions

M3.1 Explore and solve problems using concrete objects and manipulatives such

as a balance, graduated cylinder, ruler

Standard 1: Scientific Inquiry

S1.1 Ask “why” questions in attempts to seek greater understanding of

events they have observed or heard about

S1.2 Question the explanations they hear from others and read about, seek

clarification, and compare to their own

S1.3 Develop relationships among observations to construct tentative

explanations for what they have observed

S2.1 Develop written plans for exploring phenomena or for evaluating

explanations guided by questions

S2.2 Share their research plans with others and revise based on suggestions

S2.3 Carry out plans for exploring phenomena using appropriate inquiry and

process skills

S3.1 Organize observations and measurements through classification and

preparation of charts and tables

S3.2 Interpret observations and measurements and recognize relationships

S3.3 Share findings with others and seek their ideas

S3.4 Adjust understandings based on findings or new ideas

Standard 1: Engineering Design

T1.1 Describe objects, imaginary or real, that might be modeled or made

differently and suggest ways to improve

T1.2 Investigate prior solutions and ideas from various resources

T1.3 Generate ideas for possible solutions, apply math and science skills,

evaluate and determine the best solution, and justify your choices

T1.4 Plan and build a model of a solution

T1.5 Discuss how best to test the solution, perform, record, discuss,

summarize, and suggest improvement

Alignment with New York State Science Standards &

Performance Indicators

45

Standard 4: Physical Environment

2.1d Erosion and deposition result from the interaction among air, water, and

land

3.1b Matter has properties that can be observed through the senses

3.1c Objects have properties that can be observed, described and/or measured

3.1e The material an object is made up of determines some specific properties

of the object. Properties can be observed

3.1f Objects and/or materials can be sorted or classified according to their

properties

3.1g Some properties of an object are dependent on the conditions of the

present surroundings

3.2c Changes in the properties of materials can be observed and described

4.1c Most activities in everyday life involve one form of energy being

transformed into another

5.1a The position of an object can be described by locating it relative to

another object or the background

5.1c The force of gravity pulls objects toward the center of Earth

Standard 6: Interconnectedness

1: Through systems thinking, they recognize commonalities that exist and how

parts of a system interrelate and combine to perform special functions

2: Models are simplified representations

3: Grouping by magnitudes into a series provides a useful way to deal with

the immense range and changes in scale

4: Equilibrium is a state of stability

5: Identifying patterns for change is necessary for making predictions about

future behavior and conditions

Standard 7: Interdisciplinary Problem Solving

1: The knowledge and skills of mathematics, science, and technology are used

together to make informed decisions and solve problems

2: Solving interdisciplinary problems involves a variety of skills and strategies

such as effective work habits, gathering information, generating ideas, making

connections, and presenting ideas