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Go to minute 5:34 & 7:10
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Map of effected area if the dam broke. Source: Click here
As far as the video is concerned - I played the first video all the way through. I stopped to point out the size of the hole and the bank on the right side.
I then played the second video up to the point where it is very obvious where the water is diverted away from the end of the spillway. I then asked them to make some observations and asked why the water is going in an opposite direction. Erosion usually comes up.
I then asked the class in general what their understanding of erosion is - they usually say breaking up the rock and sometimes they will also say carrying it away.
If they focus too much on the breaking up part - which most usually do - I say - "what if I were to tell you that almost everyone thinks that - but to a geologist, this understanding is in the wrong direction? Is there another term that describes the breaking up part?"
That's when they realize that weathering is the breaking up part and the erosion is the carrying away.
I then go back to the first video to about 49 seconds and stop it.
You should see a huge hole and a road missing. I then ask them to make some observations and tell me what has happened.
Many will be quick to point out the erosion. I then follow up with where is the weathered rock?
Many will be baffled for a while and even more baffled to know that the rock that is still there is already weathered and broken up - it was just waiting for the opportunity to be eroded away. Anytime you see sand, silt, clay, cobble, pebbles, gravel - that is rock that has already undergone weathering. It just needed something to be able to carry it away.
I then play the third video and stop at 5 seconds - and have the kiddo's make observations. I try to point out the clean vs. the dirty water and ask what is in the water. Soil of course. Then ask what is that? The process of erosion.
I then play the 4th video and stop it at about 34 seconds in.
I then ask the students to make observations of the water. They notice that the water is dirty.
How fast is the water moving? Slow.
What is in the water?
Dirt, clay, silt.
Is there any sand? If not, where is the sand?
That's when someone will point out that there is no sand because it has dropped out of the river.
What is that process called... deposition.
Why did it fall out... The river is going slow.
That's when I wrap it all up with the process of weathering, erosion and deposition.
Then I go into the lab and basically say that we will be studying weathering, erosion and deposition even further.
I then played the second video up to the point where it is very obvious where the water is diverted away from the end of the spillway. I then asked them to make some observations and asked why the water is going in an opposite direction. Erosion usually comes up.
I then asked the class in general what their understanding of erosion is - they usually say breaking up the rock and sometimes they will also say carrying it away.
If they focus too much on the breaking up part - which most usually do - I say - "what if I were to tell you that almost everyone thinks that - but to a geologist, this understanding is in the wrong direction? Is there another term that describes the breaking up part?"
That's when they realize that weathering is the breaking up part and the erosion is the carrying away.
I then go back to the first video to about 49 seconds and stop it.
You should see a huge hole and a road missing. I then ask them to make some observations and tell me what has happened.
Many will be quick to point out the erosion. I then follow up with where is the weathered rock?
Many will be baffled for a while and even more baffled to know that the rock that is still there is already weathered and broken up - it was just waiting for the opportunity to be eroded away. Anytime you see sand, silt, clay, cobble, pebbles, gravel - that is rock that has already undergone weathering. It just needed something to be able to carry it away.
I then play the third video and stop at 5 seconds - and have the kiddo's make observations. I try to point out the clean vs. the dirty water and ask what is in the water. Soil of course. Then ask what is that? The process of erosion.
I then play the 4th video and stop it at about 34 seconds in.
I then ask the students to make observations of the water. They notice that the water is dirty.
How fast is the water moving? Slow.
What is in the water?
Dirt, clay, silt.
Is there any sand? If not, where is the sand?
That's when someone will point out that there is no sand because it has dropped out of the river.
What is that process called... deposition.
Why did it fall out... The river is going slow.
That's when I wrap it all up with the process of weathering, erosion and deposition.
Then I go into the lab and basically say that we will be studying weathering, erosion and deposition even further.
Lab Stations
Lab Station 1: when you take two sugar cubes and shake it in the jar - it chips off bits of the corners - eventually rounding the cube out into a sphere.
Lab Station 2: When you add a bit of water to the cube and shake it in the jar - it dissolves and breaks down very quickly.
Lab Station 3: When you blow the sugar across the pan - it moves up the pile and drops on the other side. As you scrape the cube of sugar across the sandpaper, it forms new sediment. This is due to abrasion.
Lab Station 4: As you add water to the sugar, it breaks it down very quickly.
Lab Station 5: As you make waves, the waves break down the beach and moves it into the body of water.
Lab Station 6: As you pour water over the pile of sand, the area that the bottle cap is over erodes last.
Lab Station 7: As you rub the chalk across the salt granules, the salt turns to the color of the chalk, and the chalk gets shorter in length.
Lab Station 8: As you put acid on chalk - it fizzes.
Lab Station 9: As you pour water on the top of the tray, the material at the top of the hill moves down towards the bottom of the hill.
Lab Station 10: You'll notice that the ball of roots seems to hold the topsoil.
Lab Station 2: When you add a bit of water to the cube and shake it in the jar - it dissolves and breaks down very quickly.
Lab Station 3: When you blow the sugar across the pan - it moves up the pile and drops on the other side. As you scrape the cube of sugar across the sandpaper, it forms new sediment. This is due to abrasion.
Lab Station 4: As you add water to the sugar, it breaks it down very quickly.
Lab Station 5: As you make waves, the waves break down the beach and moves it into the body of water.
Lab Station 6: As you pour water over the pile of sand, the area that the bottle cap is over erodes last.
Lab Station 7: As you rub the chalk across the salt granules, the salt turns to the color of the chalk, and the chalk gets shorter in length.
Lab Station 8: As you put acid on chalk - it fizzes.
Lab Station 9: As you pour water on the top of the tray, the material at the top of the hill moves down towards the bottom of the hill.
Lab Station 10: You'll notice that the ball of roots seems to hold the topsoil.
Extension
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