eolian erosion_87042.pdf tijana

8/13/2019 Eolian Erosion_87042.PDF Tijana

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Which words are

the hardest?

Focus on the

tough ones!

Student:______________________

Date:______________________

Teacher: Marijana Nikolic

EOLIAN EROSIONBy: TIJANA S EKULIC

Source: http://geography.about.com/od/physicalgeography/a/erosion.htm

Vocabulary

Directions: Study the following keywords and definintions.

1. accumulate -(v) - To gather more and more, little by little.*

2. drainage -(n) - the act of removing water from below the surface of an area.

3. extinct -(adj) - No longer exist.

4. heterogeneous -(adj) - Made up of different kinds or types.

5. masterpieces -(n) - A great work of art.*

6. material -(n) - What something is made of.*

7. prominent -(adj) - Noticeable or important.

8. transverse -(adj) - Lying or being across or in a crosswise direction.

9. vegetation -(n) - Plant life.10. perforated -(v) - To make a hole or holes through.

11. barren -(adj) - Unable to give or support life.*

12. vast -(adj) - Very large.

13. elongated -(v) - Make longer.

14. configuration -(n) - The shape or position of one or more things.

15. clay -(n) - Mud that hardens when cooked and is used to make dishes and pots.

16. accumulations -(n) - The act of gathering and piling up something.

17. precipitation -(n) - The quantity of water fall (rain, snow, etc.) within a period of time.

18. dried out -(pv) - all the water is removed from something

19. fossil -(n) - The remains of dead organisms that have be preserved by natural processes.

20. diameter -(n) - A line that divides a circle into two equal halves.

Reading

Directions: Read the following passage carefully.

http://geography.about.com/od/physicalgeography/a/erosion.htm

Fill out the 'K' and the 'W' columns beforeyou read, and then use the 'L' column to take noteswhile you read.

K W L

What do you KNOW

about this subject?

What do you WANT to know

about this subject?

What did you LEARN

about this subject?

XXXXXXXXX


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1. Underlineimportant parts of the text.

2. Circlewords or phrases in the text that you dont know.3. Put a question mark (?)next to statements you have a question about.4. Put a check mark ()next to statements that you agree with.

Eolian erosionEolian erosion and eolian forms of relief were named after Eol, the god of winds in ancient Greece. Although winds blow in all parts of

the world, they can only create both erosive and accumulative forms in the relief in deserts and semi-deserts, where due to scarce

precipitation, there are no rivers and river erosion.

Deserts are areas where the average annual precipitation is less than 100 mm of rain. A third of the desert regions have even less than

10 mm of rain a year, which is 10 l/m2, i.e. as much as a man in a desert needs to satisfy his need for water.

Although we can find deserts in all the continents, we can see certain regularities in them. First, they are conditioned by global division of

air pressure, constant winds and land mass, whereas locally it can be conditioned by the relief, cold sea currents and some other

factors. Most of the deserts on Earth can be found around the Tropic of Cancer. They are more frequently landlocked than coastal and

can be found both in lowlands and on plateaus. They can be hot or cold, but most importantly they are always very dry.

The forces that shape the relief of the deserts are the wind, the Sun and frost. Since the air in deserts is dry, there are hardly ever any

clouds above them. Without vegetation, the Sun is very intense on the bare rocky surfaces. By constantly being heated during the day

and cooling down at night, the rocks crack and crumble, with the parts of rocks further cracking and crumbling until they turn into sand.

The wind then picks up even the tiniest particles carrying them and thus contributing to their further weathering. Such landscapes of

barren rocks are called rock deserts or hamadas. They cover vast areas and are hardly passable.

In deserts, there are almost always winds of various intensity, often blowing in the same direction for months, like in the case of trade

winds. The erosive and transportation force of the wind depends mostly on its speed. The strong desert winds lift huge amounts of sand

and dust, and are even able to roll parts of rocks of over 1 kg. while the larger material is only rolled by the wind, the finer is lifted and

carried to great distances. This is why the sand from the Sahara desert often reaches the Canary Islands in the Atlantic, while the rain

can bring the finest desert dust to Belgrade. The particles lifted and carried by the wind further erode the prominent rocky surfaces, thus

creating unusual shapes. In this way, polished surfaces, desert honeycomb, mushrooms, windows and deep desert wrinkles in the

direction of the most frequent wind are created. Parallel wrinkles, especially prominent in softer rocks and called jardang in China, are

the largest eolian erosive formations. The first person to have studied and described them was the Swedish travel writer Sven Hedin in

the Taklamakan desert (go in but you will never come out ), in Asia. The satellite shots of the Sahara show that some of the jordans can

be over several hundred metres long. Under the influence of eolian erosion smaller rocky surfaces become aerodynamic in shape, and

some of the skerries look like mushrooms. In the rocks of heterogeneous mineral composition, many dents of various size are created.

Such perforated rocky surfaces look like honeycomb. The wind can create the most unusual formations in rocks, some of them being

true natural masterpieces.

Where the force of wind becomes weaker the sand and dust accumulate, thus creating various accumulative eolian formations. The

dunes are larger sandy elevations, elongated in the direction of the wind. They can be over 100 m high. Barchans or transverse dunes

are smaller dunes crescentic in shape and stretch across the direction of the wind. The side turned towards the wind is gentle and

elongated, whereas the other side is steep and short. The dunes and barchans move around constantly in the direction of the wind,

sometimes at a pace of over 1 m a day. Due to this the desert inhabitants have huge losses. The sand covers and destroys their farming

land, gardens and date palm plantations, and often even whole settlements and oases. Ergs are created when a large number of dunes

come together and create dune fields, which look like wavy sea of sand. In the Issaouane Erg of Algeria, 400 km in diameter, the dunes

are up to 200 m high. Due to constant changes in configuration, the travelers in the deserts have difficulty orienteering and sometimes

get lost.

Depending on the composition of the grounds, besides rocky and sandy, deserts can also be stony, clay and salt deserts. The stony

deserts are huge fossil accumulations of river stones, whereas the clay and salt deserts form in places of dried out lakes. The evidence

of a wetter climate are dry river beds or wadies, some of which are over several hundred kilometers long. The desert settlements or

oases can most frequently be found next to great wadies, as the water can be obtained underground by digging wells.

The accumulative eolian formations can also be found outside real deserts everywhere where there are huge amounts of sand and

dust and strong winds. The sand dunes can be found along the coastline, and can also form near bigger plain rivers. By blowing out the

river sand accumulated by the Danube on its banks, the wind created multiple dune fields or sands around Kladovo, Golubac, Veliko

Gradiste I Rama in South Banat. In Deliblatska sands, which is 60 km long and 15-20 km wide, the dunes are over 40 m high. This is

the largest desert in Europe.

In younger Pleistocene, the strong winds in the Pannonian plain accumulated huge amounts of fine dust which formed loamy loess soil.

The loamy less layers are a few tens of metres thick and in the relief they make vast plateaus: Banat, Tamis, Syrmia, Titel and Backa.

The loess layers also accumulated in larger river valleys. The greatest accumulations of loess can be found in China in the drainage

basin of the Yellow River (the Huang He), which got its name after the loess as well as the sea that it runs into.


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Deserts are areas full of surprises and hidden dangers as well as beauty. All is calm, the silence is disturbed only by the wind and it

seems that the time has stopped. When you enter a desert it is like you have taken a step back in time as they are really graveyards of

long extinct animals, plants, cultures and states.

Identify 3 important supporting

details that contribute to themain idea of the passage.

1)

2)

3)

Identify 2 details that are not

very important to the main idea

of the passage.

1)

2)

Write 1 brief paragraph

summarizing the main idea of

the passage. Use the important

details to support your

discussion of the main idea.

Focus on Grammar

Relative Clausesgive information about a subject.

Sometimes the information identifies the subject. For

example, in the sentence "Canada is the country which is

north of the United States," the relative clause"which is

north of the United States" identifies Canada.

Sometimes arelative clausegives extra information that

does not identify the subject. In the sentence "Miguel is

from Mexico, which is south of the United States," the

subject is "Miguel" and the relative clause"which issouth of the United States" tells more about Mexico, NOT

about Miguel. It is extra information that does NOT

identify Miguel.

In the sentence(s) below, are the relative clauses

needed to identify the subject?

Directions: Identify how the relative_clausesis used in the sentence(s) below

1. The evidence of a wetter climate are dry river beds or wadies, some of which are over several hundred kilometers long.

2. The evidence of a wetter climate are dry river beds or wadies, some of which are over several hundred kilometers long.

3. Deserts are areas where the average annual precipi tation is less than 100 mm of rain.


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Rule: The prefix trans adds "across" to the meaning of a word, so transatlantic means across the Atlantic.

Word Roots & Stems

Directions: Identify the word that ends with trans- in each sentence and write it on the line.

1. The erosive and transportation force of the wind depends mostly on its speed.

2. The erosive and transportation force of the wind depends mostly on its speed.

Directions: Fill in the blanks below, just as in the models.

tranplant ____________ ________________________________________________

transcontinental ____________ ________________________________________________transport trans + port How will we transport all these boxes?

transsexual ____________ ________________________________________________

transform trans + form The caterpillar will transform into a butterfly.

transact ____________ ________________________________________________

Vocabulary Practice FILL IN THE BLANK

Directions: Use the word bank to identify the word that best completes the sentence.

accumulate drainage extinct heterogeneous masterpieces material

prominent transverse vegetation perforated barren vast

elongated configuration clay accumulations precipitation dried out

fossil diameter

1. The _______________ of her dress scratched her skin.

2. The diameter of a pie is the line that will give you and your friend each 1/2 of the pie.

3. place holder

4. Their house had a problem with _______________, often causing their basement to flood.

5. Many people consider "The White Album" to be the greatest masterpiece in rock-and-roll history.

6. Dinosaurs are _______________.

7. He molded the _______________ into a beautiful flower pot.

8. After grapes are _______________ they become raisins.

9. They elongated the train by adding more cars.

10. place holder

11. The ocean is _______________.

12. The accumulation of wisdom takes many years, but an accumulation of ear wax only takes a few days.

13. The _______________ garden had many types and colors of flowers.


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A. accumulate

B. drainage

C. extinctD. heterogeneous

E. masterpieces

F. material

G. prominent

H. transverse

I. vegetation

J. perforated

K. barren

L. vast

M. elongated

N. configuration

O. clay

P. accumulationsQ. precipitation

R. dried out

S. fossil

T. diameter

14. He only bought one book a week but, over the years, he _______________ many.

15. There is a lot _______________ in the jungle.

16. There are no plants, animals or other living things on the moon, it is a _______________ place.

17. Dinosaur bones _______________ are actually rocks in the form of dinosaur bones. The rocks slowly replaced the bones over

millions of years, preserving their shape.

18. The _______________ of chairs allowed everyone to see the show.

19. The _______________ house on the hill can be seen from everywhere in town.

20. The storm brought several inches of precipitation

MATCHING

Directions: Write the letter of word that matches the definition on the line. If it helps, feel free to alsodraw a line between the definition and the matching word.

21. _______ What something is made of.*

22. _______ A line that divides a circle into two equal halves.

23. _______ Lying or being across or in a crosswise direction.

24. _______ the act of removing water from below the surface of an area.

25. _______ A great work of art.*

26. _______ No longer exist.

27. _______ Mud that hardens when cooked and is used to make dishes and pots.

28. _______ all the water is removed from something

29. _______ Make longer.

30. _______ To make a hole or holes through.

31. _______ Very large.

32. _______ The act of gathering and piling up something.

33. _______ Made up of different kinds or types.

34. _______ To gather more and more, little by little.*

35. _______ Plant life.

36. _______ Unable to give or support life.*

37. _______ The remains of dead organisms that have be preserved by natural processes.

38. _______ The shape or position of one or more things.

39. _______ Noticeable or important.

40. _______ The quantity of water fall (rain, snow, etc.) within a period of time.

WRITE YOUR OWN SENTENCES

Directions: For each of the words in the box, write an original sentence using the word. Circle thevocabulary word in each sentence. Be sure to write a sentence that would help the reader betterunderstand the meaning of the word.


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41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

accumulate drainage extinct heterogeneous masterpieces material

prominent transverse vegetation perforated barren vast

elongated configuration clay accumulations precipitation dried out

fossil diameter


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60.


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LESSON:Aim: Grade: 9 Subject: Prepared by: Marijana Nikolic

Objectives:

Students will be able to understand, pronounce, and use the words in the vocabulary list below.

Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and

interpretation of the content.

Standards addressed:

Vocabulary:

1. accumulate 2. drainage 3. extinct 4. heterogeneous 5. masterpieces 6. material

7. prominent 8. transverse 9. vegetation 10. perforated 11. barren 12. vast

13. elongated 14. configuration 15. clay 16. accumulations 17. precipitation 18. dried out

19. fossil 20. diameter

Activity

Description

Differentiation Guide

Assessment

Introduction of vocabulary

Introduce the new words from

the vocabulary list in above

(see Objectives) by modeling

pronunciation, individual and

choral repitition.

Review defintions

Sample Questioning:

In your own words, explain

the definition.

Who can think of a time

when this word might be

used?

Can you use this word in a

sentence?

Whats the antonym

(opposite) of this word?

When appropriate, give

different types of learners an

opportunity to write down the

new words, associate a visual

image to cue to understanding

of the word, or develop a

physical action to increase the

students ability to remember

the new words.

ALL Students will be able to

increase their understanding

and awareness of the new

words.SOME Students will be

asked to orally demonstrate

knowledge of new words.

Reading & Comprehension

Questions

Students will read the passages

of and demonstrate

comprehension of the content

by question.

Depending on the population:

Read the entire passage aloud,

to model phrasing and fluency.

Pause at key moments and

model good reading strategies

through a think aloud. Ask

students to volunteer to read

parts of the passage aloud.

Instruct students to read the

passage silently and complete

the questions independently,while working with students who

need more literacy help. Ask

students to complete the

questions by doing Think, Pair,

Share

ALL Students will read the

passage or follow along as the

passage is read. ALL Students

will strive to demonstrate

comprehension of the passage

by answering the questions.

SOME students will be given an

opportunity to share their

answer aloud.

Grammar

Students will review the usage

of and then identify

simple_present in sentences

from the reading. Students will

write 5 original sentences using

simple_present.

Give students need time to

work on completing their own

practice sentences for the

grammatical structure. Invite

early finishers to put their

sentences on the board or

challenge them to not only usethe grammar structure, but also

include the vocabulary from the

lesson in their sentences.

ALL Students will be able to

demonstrate an increased

mastery of the grammar

structure by independently

writing sentences that correctly

employ simple_present.


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Word Building: Roots and

Stems

Students will be encouraged to

take away a word-attack

strategy from this lesson by

reviewing -y, which was used in

the reading.

Students may benefit from

having time to complete this

portion of the worksheet

individually or in pairs.

ALL students will be able to

recognize the suffix -y and

understand The suffix y

changes a noun into an

adjective, like dirty..

Practicing New Vocabulary

Students will be given a chance

to practice applying new

vocabulary by completing cloze

sentences.

Students complete this section

of worksheet independently

prior to group review of the

answers. When appropriate,have students work in pairs or

small groups.

ALL Students will increase their

familiarity with the new

vocabulary and their ability to

successfully use these newwords in context. Students who

get more than two of the cloze

sentences wrong should be

asked do other reinforcement

(i.e. flash cards).

Summary

Instructor will review the

objectives of the lesson with the

class a whole.

The summary can be

completed as quick discussion

or by asking student to

summarize in their notes.

Example quick assess: 3 new

pieces of information from text,

2 new words, 1 question about

what they learned.

Fill-in-the-blank Answer Key:

1)material 2)diameter 4)drainage 6)extinct 7)clay 8)dried out 9)elongated 11)vast 12)accumulation 13)heterogeneous 14)accumulated 15)

vegetation 16)barren 17)fossils 18)configuration 19)prominent 20)precipitation

Matching Answer Key:

A. -14

B. -4

C. -6

D. -13

E. -5

F. -1

G. -19

H. -3

I. -15

J. -10

K. -16

L. -11

M. -9

N. -18

O. -7

P. -12

Q. -20

R. -8

S. -17

T. -2

eolian erosion_87042.pdf tijana

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