Niagara Falls 

 

Subject: Geology and Measurement

Topic: Students will consider the erosion process by studying the history of Niagara Falls.

NSTA Teaching Standards: A, B, C, D, E, F

NSTA Content Standards:

            Unifying Concepts and Processes:

                        K-12: Change, constancy and measurement

            Science as Inquiry

                        K-12: Abilities necessary to do scientific inquiry

            Earth and Space Science

                        K-4: Changes in earth and sky

                        5-8: Earth's history

            Physical Science

                        9-12: Motions and forces

            History and Nature of Science

                        9-12: Historical perspectives

NCTM Standards

            Content Standard: Measurement

            Process Standards: Connections and Problem Solving

Teaching Procedures:

            Essential Questions:

                        What is happening to Niagara Falls? How long has this been happening?

            Introduction (Activating):

Teaching Strategies:

            Closure:

 

            Differentiated Instruction:

1. Multiple intelligences addressed:

 

            Lesson Assessment:

 

 

            Materials/Resources

1. Niagara Falls Activating Activity
2. Niagara Falls Handout #1
3. Niagara Falls Handout #2
4. Activity Information
5. Reflection of Scientific and Mathematical Thinking
6. Essay Scoring Rubric

           

 

 

 

 

 

 

 

 

 

 

 

Niagara Falls Activating Activity                              

  

 

Reflection Activating Questions:

What is happening to Niagara Falls (Horseshoe Falls)? How long has this been happening? How did Niagara Falls get where it is today? Where will Niagara Falls be in the future?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Niagara Falls Handout #1

 

 

How can drawings from recent history help us to figure out what has been happening to Niagara Falls?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Niagara Falls Handout #2

 

This is a historic view of the crest lines with dates. How can this information help us figure out what is happening to Niagara Falls?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Niagara Falls Activity Information

 

Conversion Information 1 foot = 0.3048 meters 1 yard = 0.9144 meters 1 mile = 1609.3 meters 1 mile = 1.609 kilometers 1 mile = 5280 feet 1 yard = 3 feet 1 mile = 1760 yards

 

Essential Question 1: How long do you think Niagara Falls have been eroding?

 

You have the following facts:

1.  
   1. The gorge below Niagara Falls is approximately 7.5 miles long.
   2. In recent history, Niagara Falls has eroded the gorge below it at a rate of 865 feet in 185 years.

 

Essential Question 2: Where do you think Niagara Falls will be in one million years?

 

Some possible problem solving strategies could include:

1. Draw a Diagram
2. Make a Model
3. Use Equivalent Fractions
4. Trial and Error

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part 2: Reflection of Scientific and Mathematical Thinking

 

1.   Using either the English measurements or the Metric measurements, was the answer

the same? Why or why not?

 

 

 

 

2. How accurate do you think your answer is?

 

 

 

 

 

1. Is there an upper and lower limit to your estimated answer? If so, what do you estimate those upper and lower limits to be?

 

 

 

 

4. What are some environmental factors that may have contributed to different erosion

rates?

 

 

 

 

5. Based on your calculations and any other factors, how long do you think Niagara

   Falls has been eroding?

 

 

 

 

1. Where do you think Niagara Falls will be in one million years?

 

 

 

 

 

 

 

 

 

 

 

 

 

Niagara Falls Activity

Essay Scoring Rubric

 

Name________________________                                                   Date_________________

 

Using both scientific and mathematical thinking, describe the processes that have shaped the history of Niagara Falls. Include information on possible factors or variables that may have contributed to the present location of the falls. What are the implications of your findings? Include possible explanations and limitations to conclusions drawn from the mathematical and scientific information available on the erosion patterns found at the falls.

 

	Not Evident (0)	Needs Work (15)	Acceptable (20)	Exemplary (25)
Mathematical Thinking	There is no evidence of mathematical thinking.	The mathematical thinking is not expressed clearly or is expressed erroneously.	The mathematical thinking is correct.	The mathematical thinking is expressed correctly and in detail.
Calculations	No calculations are present.	The calculations are incorrect.	The calculations are correct.	The calculations are detailed and accurate.
Scientific Reasoning	No scientific reasoning is present.	The scientific reasoning present is incorrect.	Scientific reasoning is correct.	Scientific reasoning is correct and detailed.
Written Expression	The essay is not related to the topic or the essay is incoherent.	The writing is minimally coherent and/or has many grammar, punctuation, or spelling errors.	The writing is coherent, clear and understandable with few grammar, punctuation or spelling errors.	The writing is very coherent, expressive, persuasive, and clear with no errors.
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