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Supporting Life: Earth’s Surface and Landforms Essay Sample

Supporting Life: Earth’s Surface and Landforms Pages
Pages: Word count: Rewriting Possibility: % ()

The Lesson Activities will help you meet these educational goals: Science Inquiry—You will conduct online research related to a series of photographs, develop hypotheses, and communicate your findings in written form. STEM—You will analyze real-world data to gain insight into careers in Earth Science and Geology. 21st Century Skills—You will employ online tools for research and analysis, use critical thinking and problem-solving skills, communicate effectively, and assess and validate information.

Directions

Write a response for each of the following activities. When you have finished, submit your work to your teacher. Check the rubric at the end of this document to make sure your work is meeting the expected criteria.

Constructive and Destructive Processes
The earth is constantly changing. Constructive and destructive processes are at work all over the planet all the time. Sometimes these changes happen slowly over thousands of years and are barely noticed. At other times, changes are apparent immediately. The photographs below, taken at various locations, are evidence of these changes. Your task is to identify and describe the constructive and destructive processes that have occurred or are occurring in each photograph.

a. Taku Glacier, Alaska

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b. Checkerboard Mesa, Zion National Park, Utah

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c. lava dome, Mount St. Helens, Washington

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d. stream at the Karnala Bird Sanctuary, India

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e. Atlantic Ocean, England

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f. Arches National Park, Utah

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g. Telescope Peak, Death Valley National Park, California

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h. basaltic lava columns, Zion National Park, Utah

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i. Nogahabara Sand Dunes, Koyukuk National Wildlife Refuge, Alaska

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j. flooding, Iowa

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Rubric
This rubric will be used by your teacher to grade your assignment.

Points possible: 20 maximum

Constructive and Destructives Processes
identified the constructive process in each photograph (½ point) described or gave examples of the constructive process in each photograph (½ point) identified the destructive process in each photograph (½ point) described or gave examples of the destructive process in each photograph (½ point)

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