as the earth turns

8/6/2019 As the Earth Turns

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As the Earth Turns, Grade 4 2001 Conference 1

AS THE EARTH TURNSGrade Level: Fourth GradePresented by: Marsha Bellinger, Kelley Holdman, Mary Graham

Converse Elementary, Converse, TexasLength of Unit: Seven Lessons

I. ABSTRACTThis is a Science unit on the earth and its changes designed to take between ten to twelve classperiods. The unit will provide the student with experiences in concepts in the Fourth Grade CoreKnowledge Sequence about the layers of the earth, plate tectonics, earthquakes, and volcanoes.The students will use discovery methods to learn about these concepts in a variety of ways. Someof these ways will include cooperative groups, constructing models to demonstrate their learning,simulations, and conducting experiments. While reinforcing basic skills, the students will see aconnection between the concepts taught and the physical world.

II. OVERVIEWA. Concept Objectives

1. The students will understand the earth is a system whose components are relatedto each other and create patterns.2. The students will understand that theories are based on what happens next

depends a large extent on what has happened in the past.3. The students will develop a sense of historical empathy and see events through

the eyes of people who were there.B. Content covered from Core Knowledge Sequence

1. Crust, Mantle, Core (Outer and Inner)2. Movement of crustal plates3. Earthquakes: measuring intensity and seismograph, Richter Scale, faults4. Volcanoes: magma, lava and lava flow5. Theories of how the continents were formed; Pangaea and Continental Drift

6. Volcanic, folded, fault-block, and domed shaped mountainsC. Skill Objectives1. Skills taught are identify, compare, observe, draw conclusions, analyze, classify,

recall facts and details, locate and list information, synthesize data, explorefeelings and point of view.

III. BACKGROUND KNOWLEDGEA. For the teacher

1. Hirsch, E.D. Jr. What Your Fourth Grader Needs to Know2. W. H. Freeman and Company. Continents Adrift3. W. H. Freeman and Company. Volcanoes and the Earths Interior

B. For the student

1. Study of Earth and rocks from First Grade, Fourth Grade Core Unit on Rocks,review of Earth Changes from Scott Foresman Science Textbook

IV. RESOURCESA. Billings, Henry and Billings, Melissa Stone. True Tales of Shifting GroundB. Silver, Donald M. and Wynne, Patricia J. The Amazing Earth Model Book for Grades 3-

6C. Lewis, Thomas P. Hill of FireD. Ling, Judy. Escape from Mount Api Eruption.E. Burke, Melissa Blackwell. Think Like a ScientistF. Ward, Pat and Barbara. Geology: Students Explore our Planet Earth


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V. LESSONS

Lesson One: Will the Layers of Earth Stay Together?A. Daily Objectives

1. Concept Objectivesa. The student will understand the earth is a system whose components are related

to each other and create patterns.2. Lesson Content

a. crustb. mantlec. inner cored. outer core

3. Skill Objectivesa. The students will be able to identify the layers of the earth.b. The students will be able to compare the layers of the earth by their

characteristics.B. Materials

1. Hard-boiled eggs

2. Divided paper plate (3 sections)3. Clear Straws4. Knife (for teacher demonstration)5. Transparency of Word Splash Appendix A6. Transparency of Key Vocabulary with definitions7. Student handout to write vocabulary on (Appendix B)8. Reading Passage (Appendix C)9. Eggsperiments Guide sheet (Appendix D)10. Modeling Clay (four different colors)11. Toothpicks12. Plastic knives13. Overhead Projector

C. Key Vocabulary1. crust Earths cool outer layer of mostly solid rock2. mantle Earths vast middle layer3. outer core liquid layer made up of melted iron and nickel4. inner core layer made up of solid iron and nickel5. sphere a round object whose curved surface is the same distance from the center at all

points.6. internal of or on the inside; within7. structure the way in which something is built or put together8. model a miniature representation that allows the holder of the model to predict events

D. Procedures/ActivitiesGrade level teachers will be collaborating with the art teacher throughout the unit to reinforce

student learning and create enthusiasm for the Layers of the Earth unit. Teachers will begin bycovering a wall in the hallway with butcher paper to create the backdrop for an interactive mural.The lower part will be brown for the layers of the earth. The mid-section will be black and theupper section will be blue. After each lesson, a selected fourth grade class participating in the unitof study will be responsible for adding parts to the wall that reinforce the concepts presented.Students will use construction paper and other media to build upon the concept: constructing andlabeling the mural beginning with the Earth's layers and culminating with a replica of an activevolcano. The students will invite other grade levels to tour their hallway. Fourth grade studentswill explain the concepts learned.


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1. Using Eggsperiment Sheet (Appendix D), teacher demonstrates cutting boiled egg in halfshowing the different parts inside the egg. (Do not relate this to the earths layers at thistime.) Separate the eggshell, the egg white, and the egg yolk into the 3-section paperplate and discuss how the whole becomes very different parts, yet all the parts are relatedto the whole in an important way.

2. Word Splash Use transparency (Appendix A) to display vocabulary words in a random

fashion. Solicit the students background knowledge by asking if they can tell how thesewords are related to each other. Continue to question students until they conclude thatthese words are related to the earth and its layers.

3. Using transparency of Key Vocabulary, have students copy words and definitions ontheir vocabulary handout (Appendix B) while teacher discusses each meaning. This willbe the beginning of a vocabulary book the students will keep throughout the unit, addingvocabulary words with appropriate lessons.

4. Pass out handout of the Reading Passage (Appendix C). Class will read aloud anddiscuss.

5. Eggsperiment #2 Sheet In pairs, students will follow the procedures as outlined onEggsperiments Guide Sheet (Appendix D). The teacher can write steps on board oroverhead for students to follow in order to take a core sampling from an egg. The teacher

may also want to model this experiment while students follow steps.6. After experiment, discuss results as a whole group using discussion questions on

Appendix D.E. Evaluation/Assessment

1. The students will demonstrate their understanding of the earths layers by creating a 3-Dmodel of the earth using clay, cutting in half, labeling, and describing layers.

Lesson Two: Stay Tuned to Find the Secret of the Black Box!A. Daily Objectives

1. Concept Objectivesa. The student will understand that theories are based on what happens next depends

a large extent on what has happened in the past.

2. Lesson Contenta. Theories of how the continents were formed

3. Skill Objectivesa. The student will be able to observe, predict, draw conclusions, and show

understanding by creating a model.a. The student uses critical thinking skills and scientific problem solving to make

informed decisions.B. Materials

1. Black box for each group of students (The teacher will need to prepare the black boxes inadvance.)a. Ask a department store for a donation of boxes. Women's wallet boxes work

great. Approximately 8in x 5in x 2in.

b. Using popsicle sticks, glue 1 to 1 1/2 sticks to the inside of box. This makes themaze. The teacher may want to draw a key of the maze so she can gage howclose the students come to the correct model.

c. Put a marble in the box.d. Cover the box with black butcher paper.

2. Mystery Black Box handout (Appendix E)3. Black Box Lab Activity handout (Appendix F)4. Dry Erase Boards and Expo Markers (Could use paper and pencils)5. Unit Vocabulary Booklet (Appendix B)


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C. Key Vocabulary1. physical model a model made of material things that can be tested to see if they comply

with expectations2. conceptual model explanatory ideas that are expressed in words and mathematics3. maze a confusing network of passages4. Black Box Theory any system that cannot be seen directly such as atoms energy

5. explore to investigate, study, or analyze6. sensory relating to the senses7. technology Science put to work to serve people in practical ways

D. Procedures/Activities (This activity was adapted from an elementary science lab course fromSouthwest Texas State University, San Marcos, Texas. Dr. Karen L. Ostlund, Professor)1. Introduce the black box by asking children if they can predict what is inside. Solicit

responses from students encouraging use of the senses such as sound, sight, and feel.2. Teacher writes key vocabulary words on board without definitions. Pass out Mystery

Black Box handout (Appendix E). Read aloud together as a class and discuss Black BoxTheory building vocabulary definitions as appropriate.

3. Pass out Lab handout (Appendix F) and a covered black box to each group of fourstudents. Students will individually complete the lab handout using the focus questions.

Teacher will model expectations for lab behavior such as: the boxes will remain closed;no writing on the boxes; no violent shaking.

4. Once the students have completed their individual lab activity, the group must come to aconsensus on the diagram of the maze inside their box. The group recorder will drawtheir model on a dry erase board to present to the class. Recorder will also list threesenses the group used to determine the model.

5. As each group leader shares their predictions, the teacher will facilitate discussion aboutthe differences in predictions. Students will not be allowed to open the box to determinetheir findings. This confirms the Black Box Theory that some things in science areunable to be proven.

6. Students will add vocabulary words and definitions from the board to their unitvocabulary booklet.

E. Evaluation/Assessment1. Teacher will assign the following reflection questions:

a. What black boxes do you encounter in your life? A black box is any system ordevice that works in mysterious or unknown ways. List three black boxes.

b. In what ways are video games and black boxes alike? Describe two ways.c. How did you feel when you werent allowed to open the black box at the end of

the activity? Explain.d. Homework Assignment: The students will research Alfred Wegeners theory of

Pangaea and be ready to share their findings the next day.

Lesson Three: Will Pangaea and the Continental Drift Reunite?A. Daily Objectives

1. Concept Objectivesa. The student will understand that theories are based on what happens next

depends a large extent on what has happened in the past.b. The student will understand the earth is a system whose components are related

to each other and create patterns.2. Lesson Content

a. Theory of how the continents were formedb. Movement of the crustal plates

3. Skill Objectivesa. The student will analyze scientific explanations.


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b. The student will identify and observe effects of events that require time forchange.

c. The student will identify the cause and effect relationship in the Continental DriftTheory.

B. Materials

1. KWL Chart

2. Post-It notes3. Transparency of Key Vocabulary Words and definitions4. Geology: Students Explore Our Planet Earth pg. 17-195. Puzzle Pieces (available at session only)6. Poster Instructions (available at session only)7. Map Colors, scissors, and glue8. Construction paper9. Continental Drift Demonstration (Appendix I)10. Pyrex glass container (9x13)11. Water12. Food coloring13. Orange peels (decorative bark chips can be used)

14. Stand for container (books work fine)15. Votive candle16. Eyedropper17. Matches18. Overhead Projector19. Unit Vocabulary Booklet (Appendix B)

C. Key Vocabulary

1. Pangaea a super continent existing millions of years ago2. drift to become driven or carried along by a current of wind, water, or air3. convection current the uneven heating of the ocean from the core of the earth that

causes movement4. Continental Drift Theory the idea that the large continent of Pangaea split up and

eventually drifted apart forming the seven continents we have today5. evidence something that furnishes proof6. landmass a large area of land7. support to uphold or defend as valid

D. Procedures/Activities

1. Using a KWL Chart, the teacher can solicit the students prior knowledge about Pangaea(from Lesson Two homework assignment) and the Continental Drift Theory, writing onchart under "K". The students will write things they want to learn on Post-its. Eachstudent will read their item and place on board under the What I Want to Know (W)part of the KWL Chart. (KWL Chart will be completed at end of Lesson 4.)

2. On a transparency, have the key vocabulary words and their meaning. Place on overheadcovering the definitions. Ask students to predict the meanings of the words. Then

uncover, discuss, and students will transfer the words and definitions to their unitvocabulary booklet.

3. Pass out reading passage, from Geology: Students Explore Our Planet Earth , class willread and discuss information. Next day, students will use the puzzle pieces (Appendix G-available at session only) to recreate Pangaea. (They may work in pairs and refer toposter, Appendix H-available at session only-provided by teacher.)Students will colorand cut out pieces to manipulate. Once they have the puzzle complete, they will glue onto a piece of construction paper.

4. To illustrate the relationship between convection currents and continental drift, theteacher will perform a demonstration using Appendix I. (It would be wise to have a


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parent or aide to help with this by preparing the materials while the teacher is conductingthe first part of this lesson.)

E. Evaluation/Assessment

1. The student will put stages of Continental Drift Theory into correct sequence and label.On the back, the student will write a sentence explaining the cause and effect for thetheory of Continental Drift.

2. Extension: The students will draw their prediction of the location of the continents in onemillion years.

Lesson Four: Whose Fault is Plate Tectonics?A. Daily Objectives


depends a large extent on what has happened in the past.b. The student uses critical thinking and scientific problem solving to make

informed decisions.c. The student will understand the earth is a system whose components are related

to each other and create patterns.

2 Lesson Contenta. crustal plate movementb. faults

3. Skill Objectivesa. The student will classify the different types of faults.b. The student will use a model to observe and identify the effects of Earth plate

movement.c. The student will recall facts and details from a reading passage.

B. Materials

1. Windows on Science, laser disc2. Laser Disc Player and Television3. Geology: Students Explore Our Planet Earth

4. Sentence strips5. Graham Cracker Lab Sheet (Appendix J)6. Graham Crackers (2 whole crackers for each student)7. Paper towels8. Styrofoam (one for each student, cut to size of cracker)9. Small cup of water10. One foil square for each student11. Cake frosting12. Index Card13. KWL Chart from Lesson Three14. Post-Its for KWL (if desired)15. Unit Vocabulary Booklet (Appendix B)

C. Key Vocabulary1. lithosphere the crust and the upper ridge layer of the mantle2. asthenosphere lower layer of the mantle; layer that flows and moves the plates of the

earth3. spreading zone area where plates would spread away from each other, occurs on the

ocean floor4. fracture or fault zone where plates slide past each other5. converging zone where two plates come together; in one case the lower plate is forced

down towards the mantle usually creating deep earthquakes and deep volcanoes; in theother case two plates meet, collide and fold creating folded mountain ranges


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6. fault a long crack in the earths crust7. ridge -a line where two sloping surfaces meet


1. Use Windows on Science (laser disc) to review continental drift showing from Pangaeathrough the Continental Drift Theory. After viewing, discuss by relating to previousdays lesson.

2. Teacher will prepare questions for a group reading activity using P. 21 and 23 fromGeology: Students Explore our Planet Earth. Write two questions on a large index card.Teacher will pass out Reading passage from Geology: Students Explore our Planet Earth,P. 20 and 22, along with one index card per group. Students will read in groups andrecall facts from passage to answer their assigned questions. Students will be asked toshare findings with whole class.

3. Teacher will prepare key vocabulary words and definitions on sentence strips. Teacherwill then cut apart the words and definitions to use as a whole group matching activity.Place words on one side of the chalkboard and definitions randomly on the other half ofthe chalkboard. Teacher will randomly call on students. The student will go to the boardand select a word they think they know the definition to and move the word next to thedefinition. Continue until every word is defined, checking accuracy. When activity

completed, students will transfer the words and definitions to their ongoing vocabularybooklet.

4. Students will complete an experiment using Graham Crackers. Procedures and materialsare listed on the Lab Sheet (Appendix J ) which the students will use to complete andanswer questions individually.

5. Using KWL chart from Lesson Three, teacher and students will complete the What WeHave Learned " (L) section of the chart.

E. Evaluation/Assessment1. Teacher will evaluate students learning through verbal responses during class discussion

of lesson.2. Teacher will evaluate students responses from Graham Cracker experiment orally.

Lesson Five: Whose Mountain Is It? (Lesson will take minimum of 2 days)A. Daily Objectives


depends a large extent on what has happened in the past.b. The student will understand the earth is a system whose components are related

to each other and create patterns.c. The student will develop a sense of historical empathy and see events through the

eyes of people who were there.2. Lesson Content

a Volcanic mountainsb. Folded mountains

c. Fault-block mountainsd. Dome-shaped mountainse. Undersea mountain peaks and trenches

3. Skill Objectivesa. The student will locate and list information regarding specific types of

mountains.b. The student will compare the different types of mountains.c. The student will synthesize the data collected in a creative format.

B. Materials1. Book, True Tales of Shifting Ground


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2. Resources for research information (books, etc.)3. Poster board4. Markers or crayons5. Unit Vocabulary Booklet (Appendix B)

C. Key Vocabulary1. domed mountains mountains that occur when molten rock cannot break through the

earths surface; it spreads out in layers and causes the earth to rise like a blister2. folded mountains mountains that occur when plates are forced upwards and sideways to

form folds in the earths surface3. fault/block mountains mountains that occur when the earths crust has been broken,

bent, and crumpled into huge blocks4. volcanic mountains when lava, rock, ash, and gases erupt through a crack in the earths

crust and many layers build up to form the mountainsD. Procedures/Activities

1. Teacher will activate prior knowledge by asking students questions such as: Who haslived on a mountain? Has anyone climbed a mountain? etc.

2. Read story, Trouble at Big Four Mountain from True Tales of Shifting Ground, aloudto students.

3. Next, teacher will put the four types of mountains on the board. Students will add wordsto their vocabulary booklet and are responsible for filling in definitions during researchassignment. Teacher will then explain the group assignment. Each group will draw froma can a specific mountain/mountain range that they must research and report back to theclass. Teacher should have resources available for student use in the classroom (librarybooks, internet, encyclopedias, etc.) Allow students class time to do research. Thefollowing are possible names of mountains and mountain ranges that students could drawfrom.a. Dome: South Dakota 's Black Hills, Adirondack Mountainsb. Folded: Ural Mountains, Appalachian Mountains, Himalayas, Rocky Mountainsc. Fault/Block: Sierra Nevada, Grand Teton Mountains, Basin and Range

ProvinceRange

d. Volcanic: Cascade Mountains, Mt. Stomboli, Mt. Fuji. Mt. Shasta, Mt. St. HelensMt. Ranier

4. (May take two days.) The students will be given the following questions to guide theirresearch:a. Tell the characteristics of the mountains you have been assigned and draw an

illustration showing how this type of mountain forms.b. Where are they located?c. How old are they? How can you tell?d. What is the elevation?e. Is there vegetation and/or life on or near the mountains you have been assigned?f. Give two additional interesting facts about your mountains.

5. After completing research, each group will creatively compile their information

on poster board to present to the class.E. Evaluation/Assessment

1. The teacher will evaluate students learning through observation of final projects.

Lesson Six: Earthquakes-Breaking Up is Hard to Do (Two day lesson)A. Daily Objectives


depends a large extent on what has happened in the past.


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b. The student will develop a sense of historical empathy and see events through theeyes of people who were there.

2. Lesson Contenta. Earthquakesb. Measuring intensity; seismograph and Richter Scale

3. Skill Objectives

a. The student will recall facts and details regarding earthquakes.b. The student will create and analyze a model of a scientific tool for measurement.

B. Materials1. Book,Earthquakes2. White paper, 2 sheets for each student3. Scissors4. Book, True Tales of Shifting Ground5. Blank Flow Chart, Appendix K6. Scotts Foresman's Science Instructional Resource, pg. 87 & 887. Book, Think Like a Scientist8. 1 quart jar with lid for each pair of students9. felt tip pen with wide point per pair of students

10. rubber band11. masking tape12. wax paper13. ruler14. tap water15. Unit Vocabulary Booklet (Appendix B)16. Index cards

C. Key Vocabulary1. earthquake movement or shaking of Earths crust2. epicenter the place on the earths surface directly above the focus3. pressure putting a strain or stress on something4. Richter Scale scale used to identify the strength of an earthquake

5. seismograph a graph showing the length and severity of an earthquake6. survival living through an event7. seismic waves waves caused by the rapid release of energy caused by movements in the

earths crust8. focus place in the earths crust where an earthquake occurs, usually found deep under

the surface of the earth.9. magnitude measurement of the intensity of an earthquake


1. Review prior knowledge about kinds of faults by having students physically recreate thedirection each plate moves. Teacher will provide an index card with brief instructions.Give students a few minutes to prepare. Students will be placed into groups and willcome up with a creative way to show how different faults move and present to class.

This review will lead the students into the fact that faults and plate movements causeearthquakes.

2. Brainstorm ideas and concepts using a web on the board. Students will supply their priorknowledge while teacher ensures all necessary concepts are covered, such as: causes,effects, locations, types of seismic waves, and how earthquakes are measured. Studentswill also write web on white paper to use later in lesson.

3. Teacher will read aloudEarthquakes to students. If necessary, students will addadditional information to their concept web.


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4. In pairs, students will create a flip book with six sections. The student will create sixquestions that can be answered from the information they have acquired on their conceptweb and the read aloud.

5. When flip book is complete, the teacher will call on students to ask a question theycreated and have another student answer.

6. Teacher will read aloud Survivors in the Rubble, from True Tales of Shifting Ground.

After reading story, pass out blank copy of Flow Chart (Appendix K) to each student. Asa whole group, teacher will guide the students in completing the Flow Chart with effectsof an earthquake.

7. Teacher will discuss what a seismograph is and why it is called the Richter Scale.Students will complete experiment, How Can Earthquakes Be Measured? Thisexperiment is found in Think Like a Scientist, p. 16. While students completeexperiment, teacher will place vocabulary and definitions on the board for students tocopy in their Vocabulary booklet.

8. Extension: During Math, play Earthquake Game from School to Home Activities:McGraw Hill Science. Then have students create a model to test for an earthquake. Thisactivity is located in Cross Curricular Projects: McGraw Hill Science, Shake-ProofSkyscrapers.

E. Evaluation/Assessment1. The teacher will evaluate the students learning by listening to their questions and

answers from the flip book.2. The learner will demonstrate understanding of a measurement tool by performing an

experiment.3. The teacher will evaluate the students learning by assigning Quake Meters" pg. 87-88

in Scott Foresman's 4th

grade Instructional Resource for independent practice.

Lesson Seven: The Birth of the Volcano! (Lesson will take a minimum of 3 days )A. Daily Objectives


depends a large extent on what has happened in the past.b. The student will develop a sense of historical empathy and see events through the

eyes of people who were there.2. Lesson Content

a. Volcanoesb. Magmac. Lava and lava flow

3. Skill Objectivesa. The student will use a model to demonstrate the sequence of the steps in the

development of a volcano.b. The student will compare the characteristics of the three types of volcanoes.c. The student will explore their feelings from the point of view of the main

character in a story.d. The student will locate and identify the interior parts of a volcano.

B. Materials1. Baking soda2. Coffee mugs3. Liquid dish soap4. Red food coloring5. Vinegar6. The Amazing Earth Model Book Grades 3-6

7. Hill of Fire, by Thomas P. Lewis


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8. Colors9. Scissors10. Ruler11. Tape12. Geology: Students Explore our Planet Earth

13. 1 sheet of colored paper per student

14. Eruption, by the Wright Group15. Tube of toothpaste, half-full16. Pin17. Teacher created vocabulary chart (Appendix L)18. Vocabulary list with definitions19. Software (Grolier Multimedia) or Internet site (volcano.und.nodak.edu/vwdoc/movies/)20. Unit Vocabulary Booklet (Appendix B)

C. Key Vocabulary1. dike an intrusion of magma that becomes a passageway for magma2. sill horizontal crack that holds hardened magma3. lava magma that comes to the surface from a volcano; after cooled and hardened4. fissure a long crack in the surface of the earth that allows magma and gases to reach the

surface5. magma chamber a large mass or magma usually located far under the surface of the

earth6. cone-shape formed by volcanic material7. crater bowl shaped pit at the top of a volcano where lava flowed or blew out8. magma melted rock under the earths surface9. conduit the main passage for magma10. basalt volcanic rock that doesnt hold much gas; therefore it is runny, not explosive,

when it erupts11. Ring of Fire the area around the Pacific Ocean where many volcanoes erupt and

earthquakes occur12. ash very fine particles of exploded rock that can drift in the atmosphere for days

D. Procedures/Activities1. As an introduction to volcanoes, have students view a volcanic eruption from an Internet

site or Grolier. See materials list.2. To preview vocabulary words, the teacher will create a chart with four columns labeled

as follows: Word; I Know What This Word Means; I Have Seen Or Heard This Word; IDont Know What This Word Means. (Appendix L) Give each student a copy of the chartto indicate their familiarity with each vocabulary word using a check mark. Due to thescientific nature of the words, the teacher will distribute a copy of words and definitionsto discuss.

3. The teacher will pass out copies ofHill of Fire to read together as a class. Aftercompleting the book, the students will grow a volcano by first coloring, cutting, out, andtaping the pattern pieces together. Next, the teacher will read Birth of a Volcano while

students place the layers of the volcano as indicated during the reading. This activity,including the reading passage, can be found in The Amazing Earth Model Book forGrades 3-6, pg. 18-20. (Suggestion: End of Day 1)

4. As an introductory focus, the teacher will demonstrate magma movement. The teacherwill explain that hot magma under the Earths surface is under pressure. It pushes upthrough a volcano, changing the earths surface. To do this, you place a half-full tube oftoothpaste (with a cap on) on a desk. Ask students to imagine that the tube is the surfaceof the earth. The toothpaste inside is the hot magma underground. Distribute thetoothpaste evenly in the tube. Then use a pin to make a tiny hole near the bottom. Askstudents what the hole might represent. (a volcanos opening) Press down on the tube


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near the cap. Ask students what this action might represent. (magma under pressure)What happens? (The magma oozes out of the volcano.) This activity is from The

Amazing Earth Model Book for Grades 3-6, pg. 17.5. The teacher will present expository text by using pg. 55 in Geology: Students Explore our

Planet Earth. This page may be copied and distributed for the students to read togetheras a class. Using pg. 57 in the same book, the teacher can guide the students in making a

Dinah Zikes pyramid. They will color the outside to look like a volcano. On threeinterior sides, they will name the types of volcanoes and their characteristics under each.The teacher will display this information on the board or overhead to facilitate learning.Instructions for pyramid:a. Fold a piece of paper into a "taco" forming a square. Cut off excess paper strip

formed by fold.b. Open the folded 'taco' and refold it the opposite way forming another 'taco' and

an X fold pattern.c. Glue one flap under another flap, forming a pyramid.d. Write information, answers to questions, descriptions, etc. inside the pyramid to

correspond with illustrations or labels on the outside of each of the three sides.6. In small groups, the students will perform an experiment similar to a volcano erupting.

a. Place a large spoonful of baking soda into a clean coffee mug.b. Add one cup of liquid dish soap and 5 drops of red food coloring into the mug

and stir.c. Place the mug into the sink or a plastic tub and add vinegar until the red foam

runs over the sides of the mug.(Suggested End of Day 2)

7. Teacher will pass out copies ofEruption. (If only one copy available, teacher can readaloud.) Read Escape from Mount Api, found in the back of the book. Use questions inthe story while reading to guide comprehension.

8. Students will write an empathetic response to the story by describing how they would feelif they had been Jose in the story, Escape from Mount Api. Another choice thestudents could write about is a time when something traumatic has happened to them or

their family.9. When students complete writing response, the teacher will explain that they will explore

the inside of a volcano by creating a Volcano Anatomy Booklet. This activity is locatedin The Amazing Earth Model Book, pgs.21 25. This booklet will be a model that showsthe parts of an erupting volcano.

E. Evaluation/Assessment1. The teacher will evaluate the students learning by observation during the lesson and

through the finished products. (Birth of a Volcano model, pyramid, writing response, andthe Anatomy of a Volcano booklet.)

VI. HANDOUTS/WORKSHEETSAppendix A- Word Splash

Appendix B- [available at session only]Appendix C- Reading PassageAppendix D- Eggsperiments DirectionsAppendix E- Mystery Blackbox HandoutAppendix F- Black Box Lab Exploration HandoutAppendix G- available at session onlyAppendix H- available at session onlyAppendix I- Continental Drift Demonstration DirectionsAppendix J- Graham Cracker-Earth Crust HandoutAppendix K- Effects of and Earthquake Flow Chart


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VII. BIBLIOGRAPHYAmerican, Scientific. Continents Adrift. San Francisco, CA: W.H. Freeman and

Company. 1972. 0-7167-0858-2

American, Scientific. Volcanoes and the Earths Interior. San Francisco, CA: W.H.

Freeman and Company, 1982. 0-7167-1384-5

Billings, Henry and Melissa Stone. True Tales of Shifting Ground. Austin, TX:Steck-Vaughn, to be released in 2001. 0-7398-2392-2

Burke, Melissa Blackwell. Think Like a Scientist. Austin, TX: Steck-Vaughn Co.,2000. 0-7398-0863-X

Deery, Ruth. Earthquakes &Volcanoes. Carthage, IL: Good Apple, Inc., 1985.0-86653-272-2.

Foresman, Scott. Science: Instructional Resources. United States of America: Addison-

Wesley Educational Publishers, Inc., 2000. 0-673-59335-5

Hill, McGraw. Science: School to Home Activities. New York, NY: McGraw-Hill,1999. 0-02-27182-X

Hill, McGraw. Science: Cross Curricular Projects. New York, NY: McGraw-Hill, 1999.0-02-277723-7

Lauber, Patricia. Volcano: The Eruption and Healing of Mount St. Helens. United StatesOf America: Harcourt Brace & Company, 1997. 0-15-302224-8

Lewis, Thomas P. Hill of Fire. New York, NY: Harper Trophy, 1983. 0-673-81737-7

Ling, Judy. Eruption: Escape from Mount Api. The Wright Group. Bothell, WA:Lands End Publishing, Inc., 1999. 0-322-00542-6

Silver Burdett, Windows on Science. Correlation to Silver Burdett Grade 5 Earth ScienceLaser Disc, Video Side/Frame 2/17716-18800 Volcanoes, 6/17967-18406 Volcanoes,2/18801-19832 Earthquakes, 6/14317-14323 San Andreas Fault/San Francisco, 1987

Silver, Donald M. and Wynne, Patricia J. The Amazing Earth Model Book. New York,NY: Scholastic, Inc., 1997, ISBN 0-590-93089-3

Simon, Seymour. Earthquakes. United States of America: Harcourt Brace &

Company, 1997, ISBN 0-15-302262-0

Ward, Pat and Barbara. Earthquakes & Volcanoes Mark Twain Media. United Statesof America: Carson-Dellosa Publishing Company, 1994, ISBN 0-4422211659-0

Ward, Pat and Barbara. Geology: Students Explore Our Planet Earth. Mark TwainMedia. United States of America: Carson-Dellosa Publishing Company, 1994,0-4555221659-1


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As the Earth Turns Grade 4 2001 Conference 21

as the earth turns

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