 If you took the quiz:  Define the following in your Catalyst Section of your Class Journal: ▪ Weathering ▪ Weather ▪ Rill erosion ▪ Gully erosion ▪ Respiration* ▪ (Not in your books – think back to biology)  You may use the books to complete this Catalyst.  If you have NOT taken Quiz #5, please come see me at the front of the room.

 Catalyst (5 mins)  Announcements (3 mins)  Opening (2 mins)  Re-teaching: Chapter 7 (10 mins)  Mini Quiz (15 mins)  Independent Work: Section 9.1 (20 mins)  Mini-Lesson: Surface Water Movement (15 mins)  Pair Work: Problem-Solving Lab (13 mins)  Closing (2 mins)  Exit Ticket (5 mins)

 Friday, November 30th  Science Fair: Part #5

 By the end of class, CWBAT review the most challenging sections of Chapter 7, will be able to define the vocabulary and concepts for Section 9.1, and will complete a complex modeling activity about bed loads.  CCSS Literacy: 4. ▪ Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11– 12 texts and topics.  CRS EMI.603 ▪ Use new information to make a prediction based on a model

 Use the Guided Notes handout

 Weathering  Chemical or mechanical processes that break down or change rocks/minerals on or near the Earth’s surface  Weather  Current state of the atmosphere, including short-term variations such as temperature and precipitation

 Weathering ≠ Weather  Humans can impact weathering AND climate, but climate change was not covered in Chapter 7

 Rill erosion  Erosion in which water running down the side of a slope carves a small stream channel.  Gully erosion  Erosion that occurs when a rill channel widens and deepens.  More destructive than rill erosion.

 Respiration  The process in living organisms of taking in oxygen from the surroundings and giving out carbon dioxide  Breathing

 Contributes to chemical weathering  Carbon dioxide combines with atmospheric water to make weak carbonic acid  Can react with the calcite in limestone and marble ▪ Damages such materials  Can also form clay minerals

 See bottom of Guided Notes

 Pre-test for our unit on Freshwater Systems  6 fill-in-the-blanks; 8 short answer  You will only be graded on completion. ▪ Do NOT put “IDK” for an answer – give it your best shot.  I want to see what you know

 SILENTLY  Read Section 9.1 (pages )  Create an outline for this section  Include: ▪ Section headings/subheadings ▪ Vocabulary terms and definitions ▪ Key concepts  20 minutes  If you finish early, repeat the above steps for Section 9.2 (pages )

 Only give an answer if you are the one holding the Nubbly Ball!

Transpiration Infiltration

 Water which flows downslope along Earth’s surface  Runoff may:  Reach a stream, lake, or river  Evaporate  Form puddles and go through infiltration ▪ Soaking into ground

 Several factors: 1. Vegetation 2. Rate of Precipitation 3. Soil Composition 4. Slope

 Soil with more vegetation allows more water to enter the ground.  Why?  Less force  The harder rain hits the ground, the more it compacts the soil.  More compact = less pores  Gardening

 What type of rain do you think infiltrates dry ground?  Light, gentle precipitation  Heavy precipitation becomes runoff ▪ Falling too quickly to infiltrate

 Soil is made of  Humus ▪ Decayed organic material ▪ Creates pores  Minerals ▪ Different sizes: sand, silt, clay  Sand (coarse) = larger pores  More infiltration  Clay (fine) = small/no pores

 Greater slope = more runoff (less infiltration)  Also has greater potential for erosion

 Made up of streams, tributaries (streams that feed into other streams), and rivers (large streams)  Amazon River system  Watershed  All of the land whose water drains into a stream system

 All the materials that the water in a stream carries  Examples?  Living  Microbes  Fish  Non-living  Sediments  Dissolved solids  Dissolved gases ▪ Ex.: Oxygen

1. Solution  Material is carried in solution after it becomes dissolved in the stream’s water.  Ex.: soluble minerals from rocks like calcium carbonate from limestone

2. Suspension  When small particles are held up by the turbulence of a stream’s moving water  Ex.: silt, sand, clay

3. Bed Load  Larger particles that are pushed/rolled along the bed of the stream by the moving water  Ex.: sand, pebbles, cobbles

 There should not be excessive talking during this time.  With your table partner ONLY, complete the “Problem-Solving Lab” on page 217.  #1-4  Due at the end of the period

 Review Objective  By the end of class, CWBAT review the most challenging sections of Chapter 7, will be able to define the vocabulary and concepts for Section 9.1, and will complete a complex modeling activity about bed loads.

 In the Exit Ticket Section of your Science Journals:  Describe the factors which influence infiltration.  Describe the three ways in which streams carry their loads.