DOCSLIB.ORG

Week 1 Lesson 5: Earth's Geology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Week 1 Lesson 5: Earth's Geology Week 1 Lesson 5: Earth’s Geology: Learning Goal/Overview (What Students Will Know/Be Able to Do By End of Lesson) • Students will plan for writing a descriptive paragraph about a rock or other item in the rock cycle. Enduring Understanding/Focus • Students will describe how mountains are formed and identify different types of mountains. Lesson Structure Activity 1 - 35 minutes Activity 2 - 15 minutes Activity 3 - 30 minutes Independent Practice/CFU 40 minutes Student Materials Pencil, paper Lesson Set As readers, we will: • Determine the meanings of unknown words to draw meaning from text. • Listen to text closely so that the reader can explain how different types of mountains are formed. As writers, we will: • Write a descriptive paragraph about a type of rock showing what the life of the rock is like as it moves through the rock cycle. Introduction to Video 1 Video link: https://www.youtube.com/watch?v=D_eevpnM1vk • Students will work collaboratively with a partner. Inform students to listen for what ‘fold mountains’ are and how they are formed. • Start video at 1:16 and pause at 4:45 Activity #1Mountains– • Ask- How did Mount Everest form? (Continental crust met head on ) • Follow the following Pair discussion routine after questions are asked: o Teacher will ask question. o Allow a brief private think time for students independently. o Students will discuss their answers in pairs. • Teacher will select some of the groups to share. • Start video at 4:45. Instruct students to listen to how fold mountains are formed. • Stop video at 7:24. • Say- We are going to use our hands to act out how fold mountains are formed. • Demonstrate the following and instruct students to do what you do. • Scaffolds/ Support: Demonstrate movement of the tectonic plates in creating fold mountains by using your left hand to represent the Indo-Australian Plate and your right had to represent the Eurasian Plate. Act out how Mount Everest was created by slowly moving your left hand (Indo-Australian Plate), palm down, fingertips towards the fingertips of your right hand (Eurasian Plate). When your fingertips touch, slide the fingertips of your left hand (Indo-Australian Plate) under the right hand (Eurasian Plate). Continue to move hands back and forth, one over the other, gradually pushing your fingers upward to represent the rocky crust moving upward in folds. • Students explain how fold mountains are formed to their partners. Follow the Pair discussion routine from above for students to respond. • Students will draw and fill in the graphic organizer for fold mountains below. • Say- Explain how fold mountains are formed in the box right beside “How are they formed?” • Instruct students to list an example of a fold mountain beside the word example. Type of mountain Fold Mountain Fault-Block Mountains Dome Mountains How are they formed? tectonic plates collide, pressure crumples the crust and the crust gets pushed upward, creating folds Example Himalayas, between India and China in Asia • Continue video at 7:24. • Stop video at 9:24. Use the Pair discussion routine from above for students to answer the first question in the video. • Start video at 9:24. Students should check their thinking. • Stop video at 10:01. Use the Pair discussion routine from above to discuss the question. • Start video at 10:01 to allow students to check their thinking. • Stop video at 10:39. Follow the format for Pair discussion. • Say- The next section of text will explain fault-block mountains. Listen to find out how they are formed. • Start video at 10:39. • Stop video at 14:09. Ask- How are fault-block mountains formed? (Fault-block mountains form when gigantic blocks of rock move up and down along faults.) • Scaffold/ Supports: Demonstrate the movement of tectonic plates in creating fault-block mountains by holding hands out flat, palms down, parallel to one another, but not touching. Explain that the space between your hands represents the fault. Move one hand up and down while holding the other hand steady. Students should add details to the graphic organizer under fault-block mountains column. (They should add Fault-block mountains form when gigantic blocks of rock move up and down along faults. • Students should add examples as well to their graphic organizer. (Harz Mountains in Germany; Grand Tetons in Wyoming; Basin and Range Province in Utah, Nevada, and Arizona). • Say- Now we will listen for dome mountains to be explained. • Start video at 14:09. • Stop video at 16:26. • Ask- How are dome mountains formed? Allow students think time and have students share out answers. • Students should add how the mountains are formed to the graphic organizer. (Possible answers: magma pushes upward into Earth’s crust, cools into igneous rock, and causes a bulge) • Instruct students to add examples of the mountains to the graphic organizer (possible answers are Navajo Mountain in Utah, Black Hills in South Dakota) • Check for Understanding: Play video at 16:27. Students should read the questions on the screen. Then students will follow the Pair discussion routine from above to discuss their answers to all three questions. • Play video at 16:27. Students will check their thinking with the teacher on the video. • Stop at 18:35. Activity #2 Word Work • Play video at 21:10. • Stop at 22:39. • Say- The word “sheer” is a word with multiple meanings. We will practice thinking about the different meanings with the following activity. • Play video at 22:39. • Stop video at 24:21. Instruct students to write their responses to all 6 sentences. They will just write the number of the meaning that is used in the sentence. • Play video at 24:21 so students will check their answers. • Scaffold/ Supports: Reread meanings of the words that are on the slide to reemphasize the meanings that will be used. Activity #3 Preparing to Write • Say- Today you will be writing a descriptive paragraph. Pay close attention to our lesson as we learn about what to include in a descriptive paragraph. Play video at 26:06. • Stop video at 34:54. Ask students to find the similes in the example. Remind them that a simile is a comparison of two objects using like or as. • Play video at 35:54. Students will listen to check their thinking. • Stop video at 37:53. Students will choose a rock type and write the characteristics of the rock type on a piece of their paper. Instruct students to write this at the top of their paper and the planning can continue on the same sheet of paper in the next step of our lesson. • Check for understanding: Explain to students that they will copy down the organizer they see in the video lesson to organize their ideas and get ready to write their descriptive paragraphs. Start video at 37:53. • Stop video at 40:01. • Provide time for students to complete their prewriting for their descriptive paragraph. • Scaffolds/supports: Refer students back to the screen that shows characteristics of their rock and the example paper that the teacher used today. Reread parts to help them see what an introduction and conclusion look like. Also point out the characteristics about lava that the author used in their story. Independent Practice/Check for Understanding Independent Writing: Explain that students will write one paragraph in which they personify a rock or item in the rock cycle. The assignment will showcase their knowledge of rock types and should also be fun and creative. You will choose one rock type that we discussed. Use the rock’s characteristics and how it is formed to create your descriptive paragraph about a character. Remember to include things that we saw in our example we read through: o Figurative language like similes, personification, or alliteration. o Topic sentence where you introduce your rock. o Text details that show characteristics of your rock type that you chose. o Closing sentence. .
Load more

Recommended publications
  • TO BE DONE in BOOK} A
    CLASS6 DATE: 16.05.2020 CHAPTER 2. LANDFORMS EXERCISE WITH QUESTION ANSWERS AND MAP WORK. 1. TICK THE RIGHT OPTION {TO BE DONE IN BOOK} a. Aravallis. b. Intermontane plateau. c. Faulting. d. Deposition. 2. FILL IN THE BLANKS {TO BE DONE IN BOOK} a. Pointed. b. Minerals. c. Fault zone. d. Old fold. 3. Differentiate between: {TO BE DONE IN NOTEBOOK} a. Old Fold Mountain Young Fold Mountain These mountains have been subjected to the They are newly formed and having forces of denudation for a long geological heights higher than old fold mountain. period. They are much lower with rounded peaks They have pointed peaks, steeper and and gentle slopes. deeper slopes. Eg: Aravalli in India. Eg: The Himalayas in India. b. Rift Valley Block mountain The lowland mass remaining after the The uplifted land mass remaining after faulting are known as Rift valley. the faulting are known as Block mountains It is bordered by fault zones and separated Block mountains are steep sided and flat by land masses. topped. Eg: Great Rift Valley of Africa. Eg: Vindhyas in India. c. Erosional Plains Depositional Plains This type of plains are formed as result of It is formed as a result of deposition of erosion and weathering. sediments. These plains have been flattened by the These plains are made by depositing the erosion of soil and rocks away from a soil and rocks on a lower surface. higher feature. Eg:- Upper Mississippi valley of USA. Eg:- The Indo-Gangetic Plains in India. d. Intermontane Plateaus Piedmont Plateaus They are the highest and the most extensive They are relatively low rolling hills with type.
    [Show full text]
  • Mountains Block Mountains
    Mountains Block Mountains • Block mountains are created when large areas or blocks of earth are broken and displaced vertically. • The uplifted blocks are termed as horsts and the lowered blocks are called graben. • Block mountains are also called fault block mountains since they are formed due to faulting as a result of tensile and compressive forces. • Block mountains are surrounded by faults on either side of rift valleys or grabens. • The Great African Rift Valley (valley floor is graben), The Rhine Valley and the Vosges mountain in Europe are examples. Compression and Tension • When the earth’s crust bends folding occurs, but when it cracks, faulting takes place. • The faulted edges are very steep, e.g. the Vosges and Black Forest of the Rhineland. • Tension may also cause the central portion to be let down between two adjacent fault blocks forming a graben or rift valley, which will have steep walls. • The East African Rift Valley system is the best example. It is 3,000 miles long, stretching from East Africa through the Red Sea to Syria. • Compressional forces set up by earth movements may produce a thrust or reverse fault and shorten the crust. A block may be raised or lowered in relation to surrounding areas. • In general large-scale block mountains and rift valleys are due to tension rather than compression. • The faults may occur in series and be further complicated by tilting and other irregularities. • Denudation through the ages modifies faulted landforms. • Block mountains may originate when the middle block moves downward and becomes a rift valley while the surrounding blocks stand higher as block mountains.
    [Show full text]
  • South African Great Escarpment
    Sentinel Vision EVT-227 South African Great Escarpment 19 April 2018 Sentinel-1 CSAR IW acquired on 30 August 2017 from 17:17:27 to 17:18:42 UTC Sentinel-2 MSI acquired on 03 September 2017 at 08:19:59 UTC ... Se ntinel-1 CSAR IW acquired on 08 September 2017 from 16:53:05 to 16:53:30 UTC Sentinel-3 SLSTR RBT acquired from 04 January 2018 to 07:59:47 UTC Author(s): Sentinel Vision team, VisioTerra, France - [email protected] 2D Layerstack Keyword(s): Land, mountains, geology, faults, subduction, plateau, orogeny, South Africa Fig. 1 - S2 (03.09.2017) - 11,8,2 colour composite - Zoom on Cape Town region evidencing Table Mountain. 3D view 2D view Table Mountain, Sandstone layers form the ramparts overlying a basement of Precambrian slates and granite - source: Cape Town University Department of Geological Sciences of Cape Town University describes the Geology of the Cape Peninsula: "The late-Precambrian age Malmesbury Group is the oldest rock formation in the area, consisting of alternating layers of dark grey fine-grained greywacke sandstone and slate, seen along the rocky Sea Point and Bloubergstrand shorelines. These sediments were originally deposited on an ancient continental slope by submarine slumping and turbidity currents. The sequence was subsequently metamorphosed by heat and pressure and folded tightly in a NW direction so that the rock layers are now almost vertical. The Peninsula Granite is a huge batholith that was intruded into the Malmesbury Group about 630 million years ago as molten rock (magma) and crystallized deep in the earth, but has since then been exposed by prolonged erosion.
    [Show full text]
  • Spatial Characteristics and Controlling Factors of the Strike-Slip Fault Zones in the Northern Slope of Tazhong Uplift, Tarim Ba
    Spatial Characteristics and Controlling Factors of the Strike-slip Fault Zones in the Northern Slope of Tazhong Uplift, Tarim Basin: Insight from 3D Seismic Data Xiaoying Han 1, 2, 3, Liangjie Tang 1, 2 *, Shang Deng 4, Zicheng Cao 5 1. State Key Laboratory of Petroleum Resource and Prospecting, China University of Petroleum, Beijing 102249, China 2. Basin ＆ Reservoir Research Center, China University of Petroleum, Beijing 102249, China 3. College of Mining Engineering, North China University of Science and Technology, Tangshan, 063009, China 4. Petroleum Exploration and Production Research Institute, SINOPEC, Beijing 100083, China 5. Exploration and Production Research Institute of Northwest Oilfield Branch Company, SINOPEC, Urumqi 830000, China *Corresponding author: Liangjie Tang E-mail address: [email protected] Telephone: +86 13701288636 Postal address: No18 Fuxue Road, Changping District, Beijing China University of Petroleum-Beijing, Beijing 102249, China Abstract: The detailed characteristics of the Paleozoic strike-slip fault zones developed in the northern slope of Tazhong uplift are closely related to hydrocarbon explorations. In this study, five major strike-slip fault zones that cut through the Cambrian-Middle Devonian units are identified, by using 3D seismic data. Each of the strike-slip fault zones is characterized by two styles of deformation, namely deeper strike-slip faults and shallower en-echelon faults. By counting the reverse separation of the horizon along the deeper faults, activity intensity on the deeper strike-slip faults in the south is stronger than that on the northern ones. The angle between the strike of the shallower en-echelon normal faults and the principal displacement zone (PDZ) below them is likely to have a tendency to decrease slightly from the south to the north, which may indicate that activity intensity on the shallower southern en-echelon faults is stronger than that on the northern ones.
    [Show full text]
  • The Role of Subducting Plate Rheology in Outer-Rise Seismicity: Implications for Japan and South American Subduction Systems
    Syracuse University SURFACE Syracuse University Honors Program Capstone Syracuse University Honors Program Capstone Projects Projects Spring 5-1-2015 The role of subducting plate rheology in outer-rise seismicity: Implications for Japan and South American subduction systems Karolina Lubecka Follow this and additional works at: https://surface.syr.edu/honors_capstone Part of the Geology Commons, Geophysics and Seismology Commons, and the Tectonics and Structure Commons Recommended Citation Lubecka, Karolina, "The role of subducting plate rheology in outer-rise seismicity: Implications for Japan and South American subduction systems" (2015). Syracuse University Honors Program Capstone Projects. 830. https://surface.syr.edu/honors_capstone/830 This Honors Capstone Project is brought to you for free and open access by the Syracuse University Honors Program Capstone Projects at SURFACE. It has been accepted for inclusion in Syracuse University Honors Program Capstone Projects by an authorized administrator of SURFACE. For more information, please contact [email protected]. The role of subducting plate rheology in outer-rise seismicity: Implications for Japan and South American subduction systems A Capstone Project Submitted in Partial Fulfillment of the Requirements of the Renée Crown University Honors Program at Syracuse University Karolina Lubecka Candidate for B.S. Degree and Renée Crown University Honors May 2015 Honors Capstone Project in Earth Science Capstone Project Advisor: _______________________ Dr. Robert Moucha Capstone Project Reader: _______________________ Dr. Gregory Hoke Honors Director: _______________________ Stephen Kuusisto, Director Date: May 5, 2015 i Abstract The outer rise is a subtle ridge on the seafloor located near an oceanic trench where a down-going lithospheric plate begins to bend and thus fault prior to subducting at the subduction zone.
    [Show full text]
  • Exploring Development in Relation to Terrain: 3D Skeletal Analysis of the Femoral Neck-Shaft Angle by Celia Mason Bachelor of Ar
    Exploring Development in Relation to Terrain: 3D Skeletal Analysis of the Femoral Neck-Shaft Angle by Celia Mason Bachelor of Arts, University of Victoria, 2018 An Essay Submitted in Partial Fulfillment of the Requirements of the HONOURS PROGRAM in the Department of Anthropology Celia Mason, 2018 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. Abstract Bioarchaeologists have expressed interest in the study of past populations and their mobility, with studies focusing on behavioural adaptations and subsistence strategies. While the effect of the topographical terrain on bone expression has been explored briefly, our understanding of it, especially in juvenile specimens, is limited. The object of this essay is to explore the effect of terrain in two archaeological samples, Indian Knoll (Green River, Kentucky) and Later Stone Age South Africans (Cape Fold Mountains, South Africa). These are both considered highly active populations, who inhabited vastly different geographical areas. To study skeletal expression, the femoral neck-shaft angle was chosen for study, due to its importance in clinical literature – cited as being highly developmentally plastic, and bioarchaeologists such as Erik Trinkaus have found changes in its expression that correspond to behavioural patterns. While no effect of terrain was observed in this study, future research with juveniles, the femoral neck-shaft angle, and the 3D method created for this project can benefit bioarchaeology and wider understandings of juvenile skeletal expression and attendant terrain-based effects. Keywords Biomechanics; juveniles; terrain; bony response; plasticity; environment; evolutionary constraint; femoral neck-shaft angle; 3D methods 2 1 INTRODUCTION For bioarchaeologists, the analysis of skeletal material is the greatest resource for understanding the health, behavior and mobility of past archaic and modern human populations.
    [Show full text]
  • Earth and Plate Tectonics Online Workshop Booklet
    Dynamic Earth Science The Earth and plate tectonics Workshop prepared by: Paul Baggaley, Susan Beale, Dee Edwards, Peter Kennett, Phillip Murphy, Dave Turner, Royanne Wilding Edited by: Chris King, Susie Lydon, Cally Oldershaw, Peter Kennett and Hazel Benson © The Earth Science Education Unit Copyright is waived for original material contained in this booklet if it is required for use within the laboratory or classroom. Copyright material contained herein from other publishers rests with them. Every effort has been made to locate and contact copyright holders of materials included in this document in order to obtain their permission to publish them. Please contact us if, however, you believe your copyright is being infringed: we welcome any information that will help us to update our records. If you have any difficulty with the readability of these documents, please contact the Earth Science Education Unit for further help. The Earth Science Education Unit email: [email protected] ESEU KS4 Workshops: The Earth and Plate Tectonics Contents Workshop outcomes ....................................................................................................................... 2 The Story for Teachers: Plate Tectonics ......................................................................................... 3 The big picture and the ‘facts’ of plate tectonics .............................................................................. 4 Continental Jigsaws .......................................................................................................................
    [Show full text]
  • The Youngest Fold Mountains of the World – the Himalayas
    The Youngest Fold Mountains of the world – The Himalayas Millions of years ago the continents on the earth formed a single large landmass that was known Pangaea. The water body that surrounded Pangaea was called Panthalassa. When Pangaea was split first it formed two parts. The part to the north or the northern continent was known as Angaraland. The land to the south or the southern continent was termed as Gondwanaland. The sea lying between these two landmasses was known as the Sea of Tethys. The stretch of this sea was in the east-west direction. Further both these continents got divided into more parts and that is how different continents came into existence. The part of the land that had the Indian sub-continent was located in the southern hemisphere. Over the period a lot of erosion of the Angaraland and the Gondwanaland took place and the sediments got deposited on the bed of the Sea of Tethys. Slowly the Indian landmass started moving northwards towards the Eurasian landmass. The pressure on the compressed sediments deposited on the floor of the Tethys and the push of the Indian landmass resulted in folding of this material. As a result the uplifted material gave rise to different mountain ranges. These were the Himalayan ranges. The upward movement of the Indian plate continues even today which is causing an increase in the height of the Himalayas. As the Himalayas were getting formed the land between the southern peninsular plateau and the Himalayas formed a huge depression. Geologists term this depression as a geosyncline.
    [Show full text]
  • THE INDIAN OCEAN the GEOLOGY of ITS BORDERING LANDS and the CONFIGURATION of ITS FLOOR by James F
    0 CX) !'f) I a. <( ~ DEPARTMENT OF THE INTERIOR UNITED STATES GEOLOGICAL SURVEY THE INDIAN OCEAN THE GEOLOGY OF ITS BORDERING LANDS AND THE CONFIGURATION OF ITS FLOOR By James F. Pepper and Gail M. Everhart MISCELLANEOUS GEOLOGIC INVESTIGATIONS MAP I-380 0 CX) !'f) PUBLISHED BY THE U. S. GEOLOGICAL SURVEY I - ], WASHINGTON, D. C. a. 1963 <( :E DEPARTMEI'fr OF THE ltfrERIOR TO ACCOMPANY MAP J-S80 UNITED STATES OEOLOOICAL SURVEY THE lliDIAN OCEAN THE GEOLOGY OF ITS BORDERING LANDS AND THE CONFIGURATION OF ITS FLOOR By James F. Pepper and Gail M. Everhart INTRODUCTION The ocean realm, which covers more than 70percent of ancient crustal forces. The patterns of trend of the earth's surface, contains vast areas that have lines or "grain" in the shield areas are closely re­ scarcely been touched by exploration. The best'known lated to the ancient "ground blocks" of the continent parts of the sea floor lie close to the borders of the and ocean bottoms as outlined by Cloos (1948), who continents, where numerous soundings have been states: "It seems from early geological time the charted as an aid to navigation. Yet, within this part crust has been divided into polygonal fields or blocks of the sea floQr, which constitutes a border zone be­ of considerable thickness and solidarity and that this tween the toast and the ocean deeps, much more de­ primary division formed and orientated later move­ tailed information is needed about the character of ments." the topography and geology. At many places, strati­ graphic and structural features on the coast extend Block structures of this kind were noted by Krenke! offshore, but their relationships to the rocks of the (1925-38, fig.
    [Show full text]
  • Grade 10 Geography Folding Week 5 Lesson 7
    GEOGRAPHY Grade 10 Week 5 Lesson 7 FOLDING You must know: Source: • Characteristic of folds • The information on page 2 • Types of folds • Your textbook • How folding occurs • Scan the QR code or use the link • 1 What is folding? 2. Study the figure below and answer the questions by choosing the correct answer and providing a reason. 2.1 A is called the a (syncline /anticline) … Answer: Reason: 2.2 B is called the a (syncline /anticline) … Answer: Reason: 2.3 C is an (overfold/ recumbent fold) … Answer: How did it occur? 2.4 D is a (recumbent fold / overthrust fold) … Answer: How did it occur? 2.5 A stronger force can be found at E or F? Answer: Reason: You need to know from previous knowledge: Once you have completed the lesson you must • Different types of rock FOLDING be able to: Identify the different types of folds; • Plate tectonics describe how folding occur and to appreciate the • Types of plate boundaries magnitude of the Cape fold mountains. Week 4 Lesson 1 What is When tectonic forces are working and plates are pushed What are fold They are mountain ranges formed along a section of the folding? together, the rock layers are put under great pressure and get mountains? continents. In the Western Cape is the Cederberg, compressed. This pressure may make the rocks to bend into Drakenstein, Langeberg, Swartberg and Langkloof all part of folds. the Cape Fold Mountains. The highest peak- Seweweekspoortpiek is 2 325 m above sea level. Activity with Take a closed book -with a soft cover-(textbook) in two hands How are fold Fold mountains are formed when textbook and press evenly from each side.
    [Show full text]
  • Mountain Formation
    Mountain formation 2 Listen and read the text about mountains. Which type of mountains are formed when: a magma erupts from under the Earth? b magma pushes up under the Earth, but doesn’t erupt? c two tectonic plates push together? d water or wind cut away the land? e rock is pushed up through a crack in the Earth? The top layer of the Earth (the crust) is divided into seven large, independent sections, called tectonic plates. Below the Earth’s crust is the mantle – a layer of very hot, solid rock with some semi-molten rock called magma. Most mountains are formed by the movement of tectonic plates and rising magma. 1 Fold mountains are created when two tectonic plates collide. Their edges push together and up, causing mountains to be formed where they meet. Example: the Himalayas in Asia, the Alps in Europe Venture Level 2 . Mountain formation, p.255 © Oxford University Press PHOTOCOPIABLE 2 Fault-block mountains are formed when rock is forced up a crack in the Earth’s crust. They usually have a steep front and a sloping back. Example: the Sierra Nevada Mountains in North America 3 Volcanic mountains are created when magma pushes through the Earth’s crust and erupts. The material that erupts falls on the ground and becomes solid. With each future eruption, this material gradually builds into a mountain. Example: Mount Fuji in Japan 4 Dome mountains occur when magma pushes up under the Earth’s crust without erupting. The magma then cools and hardens, leaving a dome-shaped mountain.
    [Show full text]
  • Alphabetical Glossary of Geomorphology
    International Association of Geomorphologists Association Internationale des Géomorphologues ALPHABETICAL GLOSSARY OF GEOMORPHOLOGY Version 1.0 Prepared for the IAG by Andrew Goudie, July 2014 Suggestions for corrections and additions should be sent to [email protected] Abime A vertical shaft in karstic (limestone) areas Ablation The wasting and removal of material from a rock surface by weathering and erosion, or more specifically from a glacier surface by melting, erosion or calving Ablation till Glacial debris deposited when a glacier melts away Abrasion The mechanical wearing down, scraping, or grinding away of a rock surface by friction, ensuing from collision between particles during their transport in wind, ice, running water, waves or gravity. It is sometimes termed corrosion Abrasion notch An elongated cliff-base hollow (typically 1-2 m high and up to 3m recessed) cut out by abrasion, usually where breaking waves are armed with rock fragments Abrasion platform A smooth, seaward-sloping surface formed by abrasion, extending across a rocky shore and often continuing below low tide level as a broad, very gently sloping surface (plain of marine erosion) formed by long-continued abrasion Abrasion ramp A smooth, seaward-sloping segment formed by abrasion on a rocky shore, usually a few meters wide, close to the cliff base Abyss Either a deep part of the ocean or a ravine or deep gorge Abyssal hill A small hill that rises from the floor of an abyssal plain. They are the most abundant geomorphic structures on the planet Earth, covering more than 30% of the ocean floors Abyssal plain An underwater plain on the deep ocean floor, usually found at depths between 3000 and 6000 m.
    [Show full text]