Chapter 10: Erosion and Deposition
Day 1: Review weathering and introduce erosion and deposition with PowerPoint,
emphasizing correlation and differences between weathering, erosion and deposition.
https://docs.google.com/presentation/d/1oyaER2MOmsxqJWXAPChbysv_lUQnIHHkD6
5l1YbMg44/pub?start=false&loop=false&delayms=3000
Or
http://www.slideshare.net/MMoiraWhitehouse/weathering-erosion-and-depositioneasier
Next, Introduce the 5 different types of Erosion: chemical, water, wind, glacier and
temperature.
Chemical erosion is a reaction that usually involves acid rain. Ask students to share
with their partner, the effects of acid rain. (reminder: recent acid rain experiment) If you
have ever visited Mammoth Cave in Kentucky or Carlsbad Cavern in New Mexico, then
you have seen the effects of chemical erosion. Both of these caves were carved out of
solid land by chemical reactions! Engineers are working on acid rain and chemical
erosion by creating cleaner burning fuels and machines (such as cars) that release less
pollution into the air.
Short demonstration: To further demonstrate the effects of chemical erosion,
pass out to each table a petri dish, eye dropper or comparable lab tool, hand
lenses, vinegar and limestone rock. Take one of the rocks and place it in the
glass tray or petri dish.
1. Slowly add drops of lemon juice/vinegar to the rock using the eye dropper.
2. Observe the rock with the magnifying glass or hand lens.
3. Record your observations on your Erosion Worksheet. (Specifically, did
the rock bubble when you placed the weak acid on it?)
4. Discuss with your partners why you think such a reaction occurred.
5. Remove the rock, dry it off, and set it off to the side. Test a different rock if
time allows. Compare results. Record and discuss.
6. Pour out any liquid from the glass tray into the sink.
Day 2: Water/Shoreline Erosion and Deposition
A. Water Erosion and Deposition: Read chapter 10, section 1. In journals, have
students draw pictures and label the various water eroded landforms found on
pages 334 and 335: sea stacks, sea arches, sea caves, headlands and wave-cut
terraces.
B. When finished drawing and labeling, go to the online wave simulation:
https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf
Allow students to explore the site until everyone is finished drawing the
landforms. Go to the tab titled overview. Allow students to work with a partner
reading and discussing the vocabulary on each overview. Tell students they will
be asked to explain to the class each vocabulary word. Encourage note-taking.
Randomly choose students to explain vocabulary, helping to clarify as needed.
Day 3: Wind Erosion and Deposition - Section 2
A. Wind Erosion and Deposition: Read pages 340-343 as a class, stopping
to discuss and take notes.
B. Next, show youtube video saltation: https://www.youtube.com/watch?
v=npIOMRehRk8 Discuss and take notes.
C. Show another video demonstrating wind abrasion:
http://study.com/academy/lesson/wind-action-effects-on-the-desertlandscape.html
D. With partner, draw and label vocabulary: saltation, deflation, abrasion,
dune taking turns explaining to each other.
Day 4: Erosion and Deposition by Ice - Section 3
A. Read pages 344-347 stopping to discuss and take notes.
B. Table experiment: Give each table a tray with clay (not play-doh), sand
and ice cubes.
Glacier Erosion Activity
1. Take a ball of clay from the container (approximately 1-2 inches in
diameter).
2. Flatten the clay onto the surface on the tray.
3. Press an ice cube against the flattened clay and move it back and forth
several times.
4. Record your observations. (Does anything happen to the clay when you
rub the ice cube on it?)
5. Place a small pile of sand on the clay and then place the ice cube on top
of the sand for 1-2 minutes.
6. Pick up the ice cube and observe the surface of the cube that was
touching the sand and record your observations. (What does the bottom of the
ice cube look like?)
7. Place the same side of the ice cube on the sandy part of the clay and
move it back and forth several times.
8. Remove the ice cube and wipe away the sand from the surface of the clay.
9. Record your observations. (What does the texture of the surface of the
clay feel like?)
10. Place the clay back where it came from and throw away the remaining ice
and sand.
11. Apply vocabulary: glacier, till, glacial drift, stratified drift. Discuss the
shape of the clay. What shape tells you its from a glacier? What is the difference
between till and stratified drift What does your model have?
