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Earth Changes at the Lake Outlet Mill worksheet preview

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Earth Changes at the Lake Outlet Mill

Use mill-site observations and repeated water tests to explain how water, ice, wind, and roots change rock and move soil.

Grade 4ScienceInteractive · Printable

Aligned to4-ESS2-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 4
Subject
Science
Question types
Fill in the blank, Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students use observations to explain how water, ice, wind, and roots change rock and soil.
  • Students compare repeated measurements of soil carried away by water.
  • Students plan a fair test to measure soil movement caused by wind.

How to use

Read the report together and examine the graph's scale. Have students connect each claim to observations or measurements before planning a safe wind test.

Curriculum

NGSS standard covered

4-ESS2-1

Observe or measure how water, ice, wind or plants weather and erode rock and soil.

Preview

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Name Date

Earth Changes at the Lake Outlet Mill

Follow clues in stone and soil near an old mill.

Read the Mill-Site Report

Read the report. Use its observations to explain the changes.

Clues Where the Lake Becomes a River

At an old mill, water leaves a lake and enters a river. The mill no longer runs, but visitors can follow a marked path past its stone foundation. A class studied the caretaker's photographs and measurements instead of approaching the water. During winter, the caretaker photographed water in stone cracks. After several nights below freezing, fresh chips lay beside those cracks. Water takes up more space when it freezes. The chips remained beside the foundation until a later rainstorm. Then flowing water carried some chips toward the river.

Other photographs followed two stone cracks from spring to fall. A crack containing a growing root widened from 2 millimeters to 5 millimeters. A nearby crack without a root stayed 2 millimeters wide. The photographs showed the root becoming thicker. Near the path, fine roots formed a network through soil. After rain, soil remained tangled among those roots, while a nearby bare patch had a shallow channel. On a dry, windy afternoon, the caretaker watched loose sand travel from the bare patch onto a marked paving stone.

Breaking rock into smaller pieces is weathering. Carrying loose rock or soil to another place is erosion. To investigate water erosion, the class made model slopes. Each tray held 600 grams of the same soil. The trays had equal sizes and slopes. Students poured 300 milliliters of water from the same height. For a slow pour, they spread the water evenly over 60 seconds. For a fast pour, they spread it evenly over 15 seconds.

Students waited two minutes after each pour finished. They collected the soil that left each tray with the water, let it dry, and measured its mass. They completed two trials for each pouring time, using fresh soil for each trial. The graph shows their results. These small models helped the class investigate one cause of soil movement without disturbing the mill site.

1.
Which explanation best describes what happened to the stone chips over time?
  • A. Wind first carried the chips away, and roots later joined them together.
  • B. Rain first formed the chips, and freezing later carried them toward the river.
  • C. Weathering first produced the chips, and flowing water later moved some away.
  • D. Roots first moved the chips, and flowing water later broke them into stone.
2.
Why could the freezing water have helped produce the fresh stone chips?
  • A. Water became smaller as it froze, pulling the crack's sides inward.
  • B. Water expanded as it froze, pressing against the crack's sides.
  • C. Water softened into soil as it froze, filling spaces in the stone.
  • D. Water drew the stone pieces together as it froze inside the crack.

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