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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many
more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 6
Unit Organizer: Geology: Weathering and Erosion
(Approximate Time: 4 Weeks)
OVERVIEW: Earth processes that are observed today are similar to those that have occurred in the past.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
d. Describe processes that change rocks and the surface of the earth.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features
including oceans (composition, currents, and tides).
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
Supporting Standards:
S6E3. Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
d. Explain the causes of waves, currents, and tides.
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and
thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 1 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
ENDURING UNDERSTANDINGS
Students will understand that
• Weathering is the process that breaks down rock and other substances at Earth’s surface.
• Erosion is the movement of rock particles by water and wind.
• Deposition occurs where the agents (forces) of erosion lay down sediment.
• Weathering and erosion wear down, and deposition fills in the Earth’s surface.
• Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are
greatly influenced by plants and other organisms.
• Human activities, such as reducing forest cover and intensive farming have changed the Earth’s surface.
ESSENTIAL QUESTIONS:
Overarching Essential Question:
What are the characteristics of weathering, and how does weathering differ from erosion?
Topical Essential Questions:
• What is meant by weathering? How many different kinds of weathering processes are there?
• How are weathering and erosion different?
• How are weathering and erosion related?
• How does the formation of soil relate to the processes of weathering and erosion?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 2 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
KNOWLEDGE:
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Water, wind and ice are agents of erosion.
Soil is comprised of a mixture of rock particles, decomposed organic materials, minerals, and water.
Weathering breaks the rocks down.
Erosion transports weathered rock material.
Physical (or mechanical) weathering includes frost wedging, exfoliation, and thermal expansion.
Chemical weathering includes dissolution (soluble rocks and minerals dissolve in acidic waters), hydrolysis (feldspars alter to clay), and
oxidation (rusting of iron).
Biological weathering - organisms can assist in breaking rocks down - tree roots, lichens, burrowing animals.
Humans can increase erosion through poor farming practices or disturbing the land through development.
There are practices which can be implemented to control erosion, such as contour plowing, terracing, planting ground cover, or
windbreaks.
Waves erode the shoreline.
Man-made structures are sometimes built to help control erosion.
Unfortunately, man-made structures along the coastline often have the unwanted side effect of enhancing coastal erosion.
Construction on steep slopes can lead to mass wasting or erosion by gravity, including slumps and landslides.
CONCEPTS:
Forces, pressure, change, effects of weather processes
LANGUAGE:
Soil formation, organic matter, horizons , erosion, chemical weathering, physical weathering, nonrenewable and renewable resources, methods
of conservation
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 3 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
MISCONCEPTIONS
PROPER CONCEPTIONS
Weathering and erosion are essentially the same thing, and the terms
can be used interchangeably.
Weathering and erosion are two very different processes that tend to
act sequentially.
Weathering is the transportation of rock and mineral debris after it has
been altered by Earth’s surface processes.
Weathering is the result of the physical and chemical alteration of
rock and mineral material; the resultant products might or might not
be transported.
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Culminating Activity:
For Weathering, Erosion, & Deposition Mini-Unit
Goal: To show evidence of the impact human activity has on the processes of weathering, erosion, and deposition in regard to creating a new
subdivision
Role: You are a contractor/developer for a new subdivision in your area
Audience: Town’s people and EPA representatives
Situation: You have been hired to design a plan to develop a new subdivision on 400 acres of land in your area. There are two creeks that run
through the land and an old cemetery on the property. One of the creeks feeds into the Chattahoochee River, which is the supplier of drinking
water for several communities down river. In addition, there are several existing homes around the property that have wells. You must get EPA
approval of your plans and you must convince the community that this new development will not harm their existing community.
Product: Presentation at town meeting with EPA representatives present (PowerPoint, Model of new community, etc.) using the "Subdivision
Development Project Rubric"
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 4 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
Subdivision Development Project
4
3
2
1
Project shows detailed evidence
of the effects: 1) the creation of
the subdivision would have on
soil composition; 2) clear cutting
would have on the environment
Project shows some
evidence of the effects
the development of the
subdivision would
have, but not very
detailed
Inaccurate or no
evidence of the effects
the development
would have
Project shows detailed evidence
of how the development might
affect wind and water erosion
Project shows some
evidence of how the
development might
affect wind and water
erosion, but lacking
specifics
Inaccurate or no
evidence of how the
development might
affect wind and water
erosion
Project shows some
evidence of how the
development might
alter the deposition of
sediment
Inaccurate or no
evidence of how the
development might
alter the deposition of
sediment
Weathering
Project shows detailed and complete
evidence of the effects the
development would have on soil
composition and how clear cutting
would affect the environment; also
includes ways to avoid/fix these
problems
Erosion
In addition to showing detailed
evidence of how the development
might affect wind and water erosion,
includes ways these problems could
be avoided/corrected
Deposition
In addition to showing detailed
evidence of how the development
Project shows detailed evidence
might alter the deposition of sediment, of how the development might
includes ways to prevent these
alter the deposition of sediment
problems
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 5 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
TASKS
The collection of the following tasks represents the level of depth, rigor and complexity expected of all physical science students to
demonstrate evidence of learning.
Task:
Description:
Discussion, Suggestions for use:
Possible Solution :
SAMPLE OF STUDENT WORK
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Geology – Weathering and Erosion
January 2007 y Page 6 of 6
Copyright 2007 © All Rights Reserved