Shaping the land California Geology and Geography Level 4 CA

Project GLAD East Bay Teacher Institute Shaping the Land: Geology and Geography of California Level IDEA PAGES I UNIT THEME – Geology affects the Geography of California and the World, and the formation of the earth is a dynamic, ever evolving process Climate Change is accelerating this process • Powerful forces have shaped the earth, and continue to transform the land where we live • Climate Change is accelerating the rate which our land transforms through these natural processes • Cross Cultural Theme • Different cultures have stories and legends that explain natural phenomena and answer questions about how Earth was created and changes • Living things in California and around the world are affected by climate change Working together, we can help save our planet II FOCUS/MOTIVATION • Cognitive Content Dictionary with Signal Word • Scientist Awards • Observation Charts • Inquiry Chart • Big Book • Realia – Rocks and minerals, topographic Map of California and Globe • Poetry and Chants • Field Trip to Academy of Sciences in San Francisco and the Oakland • Museum of California Science Videos: Bill Nye the Science Guy: Weathering and Erosion and The Earth’s Crust III CLOSURE/ASSESSMENT • Process charts • Share Big Books • Personal Explorations • Student Made Big Book • Topographic Map of California with paragraph on different aspect of California region, including landforms found there, types of rocks present, processes that formed it, and impact of climate change in that region • Ongoing, Formative Assessment: CCD predictions, Team Tasks, Learning Logs and Home-School Connections • IV CONCEPTS - Grade • Similarities and differences among landforms • Fast and Slow processes • Climate Change and its impact on the earth • Different cultures use legends and stories to explain these occurrences • Calfornia as a unique geography and varied landforms • V CALIFORNIA SCIENCE STANDARDS – Grade EARTH SCIENCE 4.0 The properties of rocks and minerals reflect the processes that formed them As a basis for understanding this concept: a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle) (Exposed to this concept, not the focus) 5.0 Waves, wind, water, and ice shape and reshape Earth's land surface As a basis for understanding this concept: a Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes b Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces c Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition) Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES Investigation and Experimentation 6.0 Scientific progress is made by asking meaningful questions and conducting careful investigations As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations a Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations c Formulate and justify predictions based on cause-and-effect relationships f Follow a set of written instructions for a scientific investigation VI CALIFORNIA HISTORY/ SOCIAL SCIENCE STANDARDS – Grade 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California 4.1.1 Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth 4.1.2 Distinguish between the North and South poles; the equator and the prime meridian; the tropics; and the hemispheres using coordinates to plot locations 4.1.3 Identify the state capital and describe the various regions of California, including how their characteristics and physical environments affect human activity 4.1.4 Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation VII CALIFORNIA ENGLISH LANGUAGE ARTS STANDARDS- Grade READING 1.0 Word Analysis, Fluency and Systematic Vocabulary Development Word Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases 1.3 Use knowledge of root words to determine the meaning of unknown words within a passage 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words 1.5 Use a thesaurus to determine related words and concepts 1.6 Distinguish and interpret words with multiple meanings 2.0 Students read and understand grade-level-appropriate material They draw upon a variety of comprehension strategies as needed Structural Features of Informational Materials 2.1 Identify structural patterns found in informational text Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues 2.5 Compare and contrast information on the same topic after reading several passages or articles 2.6 Distinguish between cause and effect and between fact and opinion in expository text 2.7 Follow multiple-step instructions in a basic technical manual 3.0 Literary Responses and Analysis: Structural Features of Literature 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for the character’s actions 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures 3.5 Define figurative language and identify its use in literary works Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES WRITING 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives 2.2 Write Responses to literature 2.3 Write information reports 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details WRITTEN and ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Use simple and compound sentences in writing and speaking 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases Grammar 1.3Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions 1.5 Use underlining, quotation marks, or italics to identify titles of documents Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions LISTENING and SPEAKING 1.0 Listening and Speaking Strategies Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations 1.3 Identify how language usage reflect regions and cultures 1.4 Give precise directions and instructions Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence 1.6 Use traditional structures for conveying information 1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information 1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Make narrative presentations 2.2 Make informational presentations 2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details 2.4 Recite brief poems, soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES VIII CALIFORNIA ELD STANDARDS – Grades 3-5 Listening and Speaking (Grades 3-5 ELD Standards) Comprehension B: Speak with few words/sentences Answer simple questions with one/two word response Retell familiar stories/participate in short conversations/using gestures EI: Ask/answer questions using phrases/simple sentences Restate/execute multi step oral directions I: Ask/answer questions using support elements Identify key details from stories/information EA: Identify main points/support details from content areas A: Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately Comprehension, Organization & Delivery of Oral Communication B: Uses common social greetings EI: Identify main points of simple conversations/stories Communicate basic needs Recite rhymes/songs/simple stories I: Speak with Standard English grammatical forms/sounds Participate in social conversations by asking/answering questions Retell stories/share school activities using vocabulary, descriptive words / paraphrasing EA: Retell stories including characters, setting, plot, summary, analysis Use Standard English grammatical forms/sounds/intonation/pitch Initiate social conversations by asking & answering questions/restating & soliciting information Appropriate speaking based on purpose, audience, subject matter Ask/answer instructional questions Use figurative language & idiomatic expressions A: Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use Standard English grammatical forms/sounds/intonation/pitch Reading - Word Analysis (Grades 3-5 ELD Standards) Concepts about Print, Phonemic Awareness, Decoding & Word Recognition B: Recognize familiar phonemes Recognize sound/symbol relationships in own writing EI: Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentences I: Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent reading EA: Use knowledge of morphemes to derive meaning from literature/texts in content areas A: Use roots & affixes to derive meaning Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD Standards) Vocabulary & Concept Development B: Read aloud simple words in stories/games Respond to social & academic interactions Demonstrate comprehension of simple vocabulary with action Retell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES EI: Use content vocabulary in discussions/reading Read simple vocabulary, phrases & sentences independently Use morphemes, phonics, syntax to decode & comprehend words Recognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expression I: Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expression Use content vocabulary in discussions/reading Recognize common roots & affixes EA: Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixes Use standard dictionary to find meanings Recognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent reading Use idioms in discussions & reading Read complex narrative & expository texts aloud with pacing, intonation, expression A: Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning words Apply academic & social vocabulary to achieve independent read Use idioms, analogies & metaphors in discussion & reading Use standard dictionary to find meanings Read narrative & expository text aloud with pacing, intonation Reading Comprehension B: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step directions Sequence events from stories read aloud using key words/phrase Identify main idea using key words/phrases Identify text features: title/table of contents/chapter headings Follow simple two-step directions EI: Use simple sentences to give details from simple stories Connect text to personal experience Identify sequence of text using simple sentences Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students I: Orally respond to comprehension questions about written text Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes Identify main idea to make predictions & support details Orally describe connections between text & personal experience Follow multi-step directions for classroom activities Identify examples of fact/opinion & cause/effect in literature/content texts EA: Give main idea with supporting detail from grade level text Generate & respond to text-related comprehension questions Describe relationships between text & personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions & make inferences using text resources Find examples of fact, opinion, inference, & cause/effect in text Identify organizational patterns in text: sequence, chronology A: Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from text Identify patterns in text: compare/contrast, sequence/ cause/effect Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES Writing Strategies and Applications (Grade 3-5 ELD Standards) Penmanship, Organization & Focus B: Write alphabet Label key parts of common object Create simple sentences/phrases Write brief narratives/stories using few standard grammatical forms EI: Write narratives that include setting and character Respond to literature using simple sentences, drawings, lists, chart Write paragraphs of at least four sentences Write words/simple sentences in content areas Write friendly letter Produce independent writing I: Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areas Write a letter with detailed sentences EA: Write detailed summary of story Arrange compositions with organizational patterns Independently write responses to literature Use complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidence Write multi-paragraph narrative & expository for content areas A: Write short narrative for all content areas Write persuasive composition Write narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process Writing Conventions B: Begin own name and sentences with capital letter Use period at end of sentence EI: Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventions I: Produce independent writing Use standard word order EA: Produce independent writing with correct capitals, punctuation, spelling Use standard word order Edit for basic conventions A: Use complete sentences and correct order Use correct parts of speech Edit for punctuation, capitalization, spelling Produce writing with command of standard conventions Reading Literary Response and Analysis (Grades 3-5 ELD Standards) Narrative Analysis of Grade-Level Appropriate Text B: One/two-word oral responses to factual comprehension questions Word/phrase oral response identifying characters and settings Distinguish between fiction & non-fiction Identify fairy tales, folk tale, myth, legend using lists, charts, tables EI: Orally answer factual questions using simple sentences Orally identify main events in plot Recite simple poems Orally describe setting of literature piece Orally distinguish among poetry, drama, short story Orally describe character of a selection Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES I: Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning from text EA: Describe figurative language Distinguish literary connotations from culture to culture Identify motives of characters Describe themes stated directly Identify speaker/narrator in text Identify main problem of plot and how it is resolved Recognize first & third person in literary text A: Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author’s use of techniques to influence reader Describe directly stated & implied themes Compare & contrast motives of characters in work of fiction IX MATH/SCIENCE/SOCIAL SCIENCE SKILLS Maps – topographic and regular – reading a map Diagrams – extracting information from a diagram, drawing diagrams to represent information Classify objects Scientific thinking processes: observing, communicating, comparing, ordering, categorizing, relating, inferring, applying Participation and study skills Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES X VOCABULARY rock mantle magma lava rock cycle igneous sedimentary metamorphic granite pumice obsidian basalt limestone gneiss marble slate sandstone minerals sand dune eroded landscape precipitation snowmelt erosion faults weathering chemical weathering physical weathering sediments transport deposition exfoliation mass movement crust volcano core movement earthquake channel Pangea fossil marshland transport conservation landforms geography environmental crystal geologist plate tectonics geology glacier canyon dune floodplain eruption soil classify quartzite seismograph molten glacier desert climate formation global mountains delta river carbon soil peat coast valley XI RESOURCE LIST Content Books Brian Knapp, 2000 Earth Science: Discovering the Secrets of the Earth Grolier Educational Corporation Martin Redfern, 1999 The Kingfisher Young People’s Book of Planet Earth Kingfisher Publications Lynne Cherry and Gary Braasch, 2008 How we Know About What we Know About our Changing Climate: Scientists and Kids Explore Global Warming Dawn Publications Dorothy Hinshaw Patent, 2000 Shaping the Earth Clarion Books Penelope York, 2002 Earth: Open Your Eyes to a World of Discovery DK Children Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) IDEA PAGES Dr R.F Symes, 2000 Eyewitness: Rocks and Minerals DK Children Nick Clifford, 1996 Incredible Earth DK Publishing Inc Gail Gibbons, 1998 Planet Earth/Inside Out HarperCollins Melvin & Gilda Berger, 2003 Are Mountains Growing Taller?: Questions and Answers About the Changing Earth Scholastic Reference Macmillan/McGraw-Hill, 2008 California Science John Farndon, j Challoner, R Kerrod, R Walshaw, 2001 The Illustrated Science Encyclopedia Amazing planet Earth Anness Publishing Limited Steven Gilbar, 1998 A Literary Anthology of California Nature Writing: Natural State University of California Press, Berkeley Allan Schoenherr, 1992 A Natural History of California University of California Press, Berkeley Pat Murphy and Paul Doherty, 1996 The Color of Nature Chronicle Books, San Francisco Dougal Dixon and Raymond Bernor, 1992 The Practical Geologist Quarto Publishing GLAD Research Resources Grant Wiggins & Jay McTighe, 2005 Understanding by Design Prentice Hall Robert J Marzano, 2004 Building Background Knowledge For Academic Achievement: Research On What Works In Schools Association for Supervision & Curriculum Deve Joan Wink, 2005 Critical Pedagogy: Notes from the Real World Pearson Education Websites http://www.emporia.edu/earthsci/student/gunther2/yosemite.html http://www.ohranger.com/yosemite/evolution-yosemite-valley http://www.yosemite.ca.us/library/geology_of_yosemite_valley/ http://www.wordsift.com Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) I UNIT PLANNING PAGES FOCUS/MOTIVATION • Cognitive Content Dictionary with Signal Word • Big Book • Observation Charts • Inquiry Chart • Realia • Geologist Awards • Personal interaction II INPUT • Pictorial – Sierra Nevada • Narrative – How California Was Made (Turtle Narrative) • Graphic Organizer- World and California Map • Read Alouds III GUIDED ORAL PRACTICE • T-graph/Team points • Picture File Cards - observe, classify, categorize – Best Example of Landform • Poetry • Sentence Patterning Chart (Farmer-in-theDell) • Expert groups • Teams Tasks • Process Grid • Personal interaction IV READING/WRITING A WHOLE CLASS • Expository group frame Describe, compare and contrast location and features of different California landforms • Coop Strip with responding, revising and editing • Poetry Frame and Flip Chant • Narrative - Story Map • SQ3R - Landforms – 4th Grade Text • Sketch and Draw • Ear-to-Ear Reading • Found Poem B FLEXIBLE GROUP • Team Tasks - Team Key -CCD -Pictorial - Narrative- retell - Flip Chant - Strip Book -Add to the Walls • ELD Review • Coop Strip Paragraph • Clunkers and Links -Sentence Patterning Chart and games -Process Grid -Graphic Organizers (CA and World) -Flip Chant -Story Map -Poem -Team Important Book Page Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 10 Proyecto GLAD La Formación de la Tierra Conexiones de Escuela en Casa #4 Explícale a alguien en tu familia como se forman las siguientes rocas: Ígnea, Sedimentaria y Metamórfica Dibuja y escribe los hechos importantes del ciclo de rocas Firma de Adulto x _ Nombre Fecha _ Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 51 Proyecto GLAD La Formación de la Tierra Conexiones de Escuela en Casa #5 Habla tu familia sobre el calentamiento global Escribe y dibuja algunas de las cosas que tu y tu familia pueden hacer para ayudar la lucha contra el calentamiento global Firma de Adulto x _ Nombre: _Fecha Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 52 Expert Groups California Coast The Shoreline, or coast, is the boundary where the land meets the ocean The western border of California extends about 800 miles along the Pacific Ocean The northern half of this coastal region in California is known for its powerful wave action, rocky shores, and steep jagged cliffs, while the central, and southern half of the California coast is scattered with miles of sandy beaches and calm bays The coast is continually changing because of the constant attack of wind and water Moving wind and water along the shoreline are the major causes of weathering and erosion Also, the fast and powerful force of waves can change the rocky cliffs that surround the coast The continuous action of the waves breaks large rocks off at the base of the cliffs Eventually, over a long period of time, the rocky cliffs become smaller, or collapse and fall This erosion process also produces sand that forms into beaches Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 53 Another force that can reshape the coastal region is an earthquake Most earthquakes occur near the edges of the Earth’s Tectonic plates The Pacific and the North American plates meet at California’s coastline The land located where two plates meet has more frequent earthquakes as the plates grind against and pull apart from each other The coast of California is a subduction zone, which means that one plate is continually pushing under another, creating both small and large earthquakes A powerful earthquake can reshape the land in a matter of minutes There is evidence that global warming is contributing to the rising of the water in the ocean Climate changes in the Arctic are causing glaciers to melt at a faster rate As these huge masses of ice melt, the water level in the oceans rises In addition, the melting of this protective ice leaves the dark ocean exposed, which forces the ocean to absorb more heat and energy from the sunlight, further increasing the temperature of the sea This rising of water and temperature threatens the habitats and food sources of both sea and shoreline animals Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 54 Central Valley The Central Valley in California is a large valley located in the center of the state It is about 400 miles long and 30 to 60 miles wide The valley is bordered on the west by the Coastal Ranges, and on the east by the Sierra Nevada mountain range Summers in the valley are hot and dry, while winters tend to be moist and are often blanketed in fog The Central Valley is known for it’s fertile soil and is often referred to as the “nation’s salad bowl.” The formation of this large landform was a slow process that took millions of years to form Valleys form as a result of a process called physical weathering Physical weathering begins at the top of a mountain when rain falls and snow begins to melt The water from the melted snow and rain forms small streams that converge together to form rivers that begin to flow downhill As rivers flow down hills they begin to carve a path in the land by breaking away bits of rock As the water travels down hill it also begins to slow down and flatten out This flattening out of the water at the bottom of the mountains creates the V shape of a valley Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 55 Another landform that can be found in California that is similar to a valley is a canyon Instead of a V shape, canyons are deep, narrow valleys that have steep sides and often have rivers at the bottom Two canyons that can be found in California are Kings Canyon and Red Rock Canyon One famous canyon in the United States is the Grand Canyon It was carved by the fast moving water of the Colorado River over millions of years While the Central Valley is one of the richest agricultural centers in the world, it is also one of the most polluted regions in the state and country Pollution accumulates as a result of the emissions of toxic gasses from automobiles and industry in the valley region In the summer months these gasses become trapped in the bowl of the valley because of hot summer temperatures and little air movement This pollution in the valley increases the effects of global warming Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 56 Sacramento-San Joaquin River Delta The Sacramento-San Joaquin River Delta is a collection of small, natural and manmade channels that create a unique system of islands and wetlands This major delta system is located at the western end of the Central Valley where the Sacramento and San Joaquin rivers converge together The water exits the Central Valley, and delta, through a channel called the Carquinez Strait Eventually the water flows into the San Francisco Bay, and finally to the Pacific Ocean The total area of the delta is about 1,100 square miles A delta is a landform that is the result of sediments that are deposited at the end of a river where it slows down and empties into the ocean A typical river delta narrows at the point where the river enters the delta and then fans out into the body of water that it empties into Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 57 The Sacramento-San Joaquin delta is not a typical river delta It is an inverted river delta Instead of narrowing as it enters the delta, the water fans out at the end of the Central Valley, and then narrows as it moves into the Carquinez Strait The delta system in California was originally a marshland For thousands of years, huge areas of the delta flooded regularly each spring As a result of these floods, this marshland soil turned to peat, a soil rich in partially decayed vegetation Even though peat makes it possible for farmers to grow an abundance of crops, the decomposition of the organic materials (plants, trees) releases methane gas into the atmosphere Methane Gas is a very powerful greenhouse gas that is a main contributor to global warming While release of Methane gas is the natural effect of decomposition, this, combined with other human-made causes of global warming is of concern to scientists studying about how to preserve our earth Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 58 Mojave Desert The Mojave Desert is located in Southern California near the border of Nevada and California A desert is a landscape, or region that receives very little precipitation and where vegetation is sparse or non-existent The Mojave Desert is special because it has a little bit of everything The Mojave Desert covers 25,000 square miles Wind is one of the slow forces that shape the desert landscape The wind sculpts the face of the desert landscape by creating sand dunes Sand dunes are formed when particles of sand are picked up by wind and moved to a new location Different shapes of dunes are formed because as dry sand blows, objects such as rocks and grasses block the sand This causes the landforms to take different shapes like wavy ridges, stars, or crescent moons Swirling sand carried by wind also creates unique rock formations by a process called abrasion, where sand beats against the soft spots of rocks and erodes it Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 59 Another important force affecting the desert landforms is water While rain is not prevalent in the desert, it is a powerful force Normal rainfall in the desert is a slow process that will wash away rock and sandstone creating new rock sculptures However, a flash flood can reshape the land overnight Eventually every part of rock in the desert will be eroded by wind or water There are also human factors that contribute to the reshaping of the desert Global warming increases the temperature of the atmosphere increasing the likelihood of a drought Even small changes in temperature, or precipitation will drastically impact plants and animals that depend on the natural features of the land Other factors such as the use of off-road vehicles, dirt biking, and dumping of nuclear waste also have a detrimental effect on this unique landform Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 60 Location Description Forces that Created it Landform Interesting Facts Type of Process Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 61 Landform Location Description Forces Sierra Nevada Central Valley San Joaquin Delta Mojave Desert California Coast Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 62 Process/Change Interesting Facts Process Grid-Detailed Landform Sierra Nevada Central Valley Location Type of Process/Change Forces that created it • stretches 400 • great geological changes that began miles from north to south across the length of CA • west of the Sierras is the Central Valley, and the Great Basin is to its east millions of years ago • lava flow from volcanoes • earthquakes that increased the flow of streams that created v-shaped valleys • glaciers that created the U-shape valley of Yosemite • exfoliation –physical weathering process that created Half Dome • comprised of numerous landforms such as lakes, valleys, rivers, cliffs, volcanoes, waterfalls, etc • In center of CA • 400 miles long and • physical weathering from rain and between the Sierra Nevada Mountains and the Coastal Ranges 50 to 60 miles wide • hot, dry summers • moist, foggy winters • fertile soil • large V-shaped valley melting snow creates rivers and streams that flow downhill • The moving water carve a path in the land by breaking rocks • As the water slows at the base of the mountain, it flattens out and creates the V-shape of a valley •located at the San Joaquin Delta Description western end of the Central Valley • Inverted river delta–instead of the water converging and narrowing as it enters the delta, it fans out at the end of the Central Valley and then narrows into the Carquinez Strait Interesting Facts • Lake Tahoe is the largest alpine lake in the Fast volcanoes earthquakes Slow Physical Weathering exfoliation glaciers United States • Mt Whitney is the nd tallest mountain in the U.S at 14, 505 feet • global warming is responsible for decreasing snowmelt that provides water for homes and farms • Animals that rely on shallow lakes are dying because the lakes are drying up • similar to a canyon–both are carved by Slow physical weathering erosion deposition water but canyons have steep sides and often have rivers at the bottom • richest agricultural center in the world,… “Nation’s Salad Bowl.” • toxic gasses trapped in the valley from automobiles and industry increases the effects of global warming • rich marshland soil that evolved over • The slowing down of moving water • Deposition of sediments at the end of a river where it enters a larger body of water Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 63 Slow physical weathering erosion deposition thousands of years as a result yearly spring floods in the delta\ • peat s rich soil made from partially decayed vegetation • Methane gas released from peat, and the fact that it turns to carbon over time are environmental concerns • Wind moves sand across the ground • In southern CA Mojave Desert near the border of Nevada and California •25,000 sq miles • elevation is 2,000 to 5,000 feet (high desert) •very little precipitation • little vegetation • lots of sand and • northern half has • western border of CA CA Coast • extends 800 miles along the Pacific Ocean powerful waves, rocky shore, and steep, jagged cliffs • southern half is scattered with miles of sandy beaches and calm bays to make sand dunes • wind also lifts sand off the ground and causes abrasion which wears away and reshapes the soft spots in the rocks • Water can reshape the desert landscape overnight in the desert constant attack of wind and water breaks down bottom of cliffs that eventually fall down • sand forms and settles to form beaches • earthquakes can cause the earth to crack, separate, lift, or collapse Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 64 Fast flash flood •lack of water causes water holes to dry up Slow wind normal rainfall and changes the natural process of physical weathering • dry land increases the threat of wildfires • off-road vehicles, dirt biking, and the dumping of nuclear waste threaten this landform Fast earthquake •global warming is causing glaciers to melt Slow physical weathering erosion deposition at a faster rate that is increasing the water level, and is also rising the water temp • sea and coastal habitats are threatened by these changes in the water •Pollution from garbage, industrial debris and the transportation of oil by tankers pollute the ocean and shoreline 65 ... 12/08 Shaping the Land: California Geology and Geography, Level 4, CA East Bay Teacher Institute – CSU East Bay - Project G.L.A.D (April 2010) 38 Shaping the Land: California Geology and Geography, ... great canyons, and glaciers will carve new valleys Have you heard about the earth? Water, wind, and ice shape and reshape its surface Shaping the Land: California Geology and Geography, Level 4, CA. .. years, the land will continue to change through fast and slow processes Who knows what California will look like in a million years! Shaping the Land: California Geology and Geography, Level 4, CA