Our Changing Earth Stacy Zbikowski

EDG 631 Teaching Science K-8 Dr. Ellen Schiller Summer 2010

Science Unit: Our Changing Earth

Third Grade

Unit 4: Earth Materials, Change, and Resources

Instructional Framework: Solid Earth

Big Idea: The Earth’s surface changes through slow processes and fast

processes.

Time: This unit will last approximately two weeks, consisting of a daily lesson

lasting about 45 minutes with room for adjustments if more or less time is needed.

GLCE and Science Processes

E.SE.03.22 Identify and describe natural causes of change in the Earth's surface

(erosion, glaciers, volcanoes, landslides, and earthquakes).

• S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances,

models, exhibits, and activities.

• S.IA.03.12 Share ideas about science through purposeful conversation in collaborative

groups.

Objectives

• Describe the layers of the earth

• Explain how earth’s plates move

• Describe how volcanoes form

• Describe how earthquakes happen

• Describe erosion and its effects

• Explain how each of these effects the earth and whether it is a fast or slow process

At the end of this unit, students will be able to:

• Identify means to recognize natural causes of change in the Earth’s surface.

• Describe means to tell or depict in spoken or written word the changes in the Earth’s

surface.

• Understand that there are many changes that occur on the Earth’s surface or crust;

some happen rapidly and some take millions of years.

• Understand that erosion is the wearing away of the Earth’s surface by wind, water, ice,

or other geologic processes. Water is the most powerful agent of erosion, which is the

movement of weathered rocks and soil. Erosion is sometimes a slow process that is

difficult to see because it happens over thousands of years.

• Be able to explain that a volcano is an opening in the Earth’s surface through which

lava and other materials (rock fragments, gases, ash) erupt. Volcanoes are associated

with the movement of tectonic plates. As plates move and make contact, magma

(melted rock) rises to the surface and erupts through weak areas in the Earth’s surface.

Magma that has reached the Earth’s surface is called lava. Volcanic ash is full of

nutrients and enriches the soil. Volcanoes are an example of a rapid process.

• Earthquakes are one of the most destructive natural events. Earthquakes occur when

two tectonic plates slip and release the tension or energy between them. Earthquakes

cause the Earth’s surface to tremble and shake, which causes a little or a lot of

destruction. It is a very rapid process.

We will also:

• Clarify the common misconception that mountains are created rapidly.

• Clarify the common misconception that volcanoes do not help the Earth.

Procedure: Throughout the unit, students will conduct a variety of hands-on investigations

designed to answer the following essential questions:

• How do natural disasters occur?

• What is happening in or on the earth?

• How do these disasters change the earth’s surface?

• Are they all bad?

• Do any of them happen where I live?

Students will begin each lesson with a brief review of the lesson before, since they all build

upon one another. We will then move on to an activity to engage them and interest them in

the lesson. This ranges from questioning out loud to watching a short video or song, to an

experiment that they will have to try themselves.

During the explore phase, students will have vocabulary terms for each lesson that they will

need to write in their science journal. Sometimes they will be given the definition. Other

times they will have to use a dictionary to look them up or make up their own definition and

be paying attention to check and see if it is correct.

There will always be questions posed from the teacher at some point during the lesson. I

want to evaluate prior knowledge and bring to light any misconceptions students may have

regarding the natural processes that affect the earth.

Goals: Ideally I want them to be able to draw a picture and/or write in words the process of

how each disaster happens and how it affects the earth. Students will fill out their journal (see

attached) at the end of every lesson. This will be used as an ongoing assessment tool.

At the end of the unit we should be able to make a chart to show the featured events and how

they happen, as well as if it is a rapid or slow process.

Assessment:

Students will be grouped and assigned one of the elements we discussed and will give a short

presentation after conducting research. They will share how the disaster is created from

beginning to end, as well as list famous examples and effects on people.

Students will help create questions and answers to a jeopardy game which we will play as a

review.

My Science Journal _________________________

Title:

Date:

Experiment: (What did you use?)

Process: (How did you perform the experiment?)

Results: (What happened?)

Vocabulary:

Three important ideas or things I learned: 1. 2. 3.

Picture :

Questions I have or things I did not understand:

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Grade Level 3

Time Needed

30 mins

Materials Needed Oreo cookies Apples Knife Hardboiled egg Paper towels or plates Science journal Pencil Crayons

Unit Lesson 1 (kickoff and review): The Layers of the Earth

Introduction: One of the basic concepts of Earth Science is that the earth's crust is continually changing. It can be built up or worn down slowly or quickly by natural forces. In this unit we will discover what forces change the earth quickly and what changes the earth slowly. Children will be able to identify the layers of the earth. This is important because it will lead us into our next discussion about tectonic plates and how they move. Background: The earth is made up of four layers: Inner core, outer core, mantle, crust. The crust is the outer most layer; it is the layer upon which we live. It is covered with rocks, soil (the solid earth, like mountains), and water (the oceans). The continents are on this solid layer. There are several continental plates that make up the crust.

The mantle is the next layer; it is made up of liquid and solid rock, called magma. It is much thicker than the crust. It is VERY hot. The plates of the crust “float” on the mantle. The next layer is the outer core, which is made up of melted nickel and iron. It is even hotter than the mantle. The final layer is the inner core, which is the hottest layer. It is a solid ball of white-hot iron and nickel 1,750 miles thick. We are going to focus on the mantle and the crust in the upcoming lessons.

Big Idea The Earth’s surface changes through slow processes and fast processes.

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GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes). S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

“I can identify the layers of the earth.” Engagement: Ask students if they have ever dug a deep hole in the dirt or sand. What did they find? Do you think you could dig to the center of the earth? How long would it take? What is the center of the earth made up of? Show clay model of the 4 layers of the earth. A drawing on the board and the attached worksheet show the model we are comparing to the foods we have brought in. Each student receives a paper towel, Oreo cookie, hardboiled egg and an apple. Exploration: Have students record vocabulary words in science journal and make up their own definition: Core Crust Mantle Magma Have students share a few of their definitions. Students will observe how the layers of each the egg, the cookie and the apple correspond to the layers of the earth. Start each student with the cookie, observe the outside (crust), cream filling (mantle) and other outer cookie (core). Have students draw and label in their journals. They can eat the cookie. With theirs seat partners, take a hardboiled egg. Observe and draw the shell (crust), the egg white (mantel) and yolk (core). They may eat it if they wish. Finally, the teacher will cut an apple in half (split between 2 pairs of students). Observe and draw the skin (crust), the meat of the apple (mantle) and seeds (core). They may eat the apple. Explain: students will compare how these objects (foods) are similar to the layers of the earth (The crust is the thinnest layer upon which we live. The thin crust, or outer layer of the earth is made mostly of rock. The thickness of this layer varies from 3 to 34 miles. Below the

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crust is the mantle. The mantle is about 1,800 miles thick and made mostly of melted rock and magma. The mantle is very hot - about 5,400 degrees F in some spots. The center of the earth is called the core. It is about 2,200 miles thick. The core is extremely hot - about 7,200 degrees F. The core is made of two parts: the outer and inner core. The outer core, which is made up of melted nickel and iron, is even hotter than the mantle. The final layer is the inner core, which is the hottest layer. It is a solid ball of hot iron and nickel.) Add any additional background information from above.

Extend: Watch http://www.youtube.com/watch?v=qa8LZvrLLGc&feature=related

Evaluation: They will draw and label each one in their science notebooks. Their exit ticket is to color and label the worksheet (see attached) with the appropriate names.

REVIEW: Ask students the following questions:

1. The thin outermost layer of the earth is called the .

2. The layer below the thin outermost layer is called the .

3. The center of the earth is called the .

4. The layers of the earth vary in width and . 5. Which layer of the earth is the hottest?

crust

mantle

core 6. Which of the following statements is true?

The mantle of the earth is made of solid nickel and iron.

The crust of the earth is made of solid nickel and iron.

The inner core is made of solid nickel and iron.

7. The is the thinnest part of the earth.

8. The is the thickest part of the earth.

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Grade Level 3

Time Needed

30-45 mins

Materials Needed

• Science journal • Pencil • Laminated

topographical maps of the earth roughly cut into the 9 major plates

• Dry erase makers • Unlabeled

worksheet • Labeled worksheet

Unit Lesson 2: Tectonic Plates part 1 “What’s on my plate?”

Introduction: students will learn where and what tectonic plates are.

Background: the earth’s crust is broken into pieces like a big puzzle. We learned yesterday that these are called “plates” and they float on the hot magma of the second layer of the earth called the mantle. When these tectonic plates move, they cause different changes in the earth’s crust. Plates can move side by side, pull away from each other and crash into each other. Some form mountains, others cause earthquakes and volcanoes. Some of these changes happen quickly and some more slowly.

There are 9 major plates: African, Antarctic, Arabian, Eurasian, Indian-Australian, Nazca, North American Plate, Pacific, South American, all together they form the lithosphere (layer of rock that lies under the ocean and where we live.) Some of the plates are on the edges of the continents, and others cut across land and sea.

GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes). S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

Big Idea The Earth’s surface changes through slow processes and fast processes.

2

Engagement: Each table group gets one topographical world map “puzzle.” They can lay it on the floor or their table and put it together. Each of the puzzle pieces represents a plate. (this is a world map you can laminate and cut into the plates)

Exploration: students put maps together and make observations about areas where the plates “touch.” Pass out copies of sheet with labeled plate names. Help students name/label all plates with dry erase marker Write vocabulary words on board and have children use dictionary to write definitions in journal:

Tectonic place – Fault – Mountain--

Explanation: ASK:

• What are some cities or countries on these “lines”? Have you heard of any of them? (i.e. Haiti?)

• Which plate do we live on? • What geographic features are on the edges of our plate?

Ask and record answers on board, and have students write this table in their journals:

What features are there? How did they get there? Which ones happened slowly? Which ones happen quickly?

Extension: if computer lab or access to an overhead computer screen (smartboard, elmo) is available, have students navigate to the US Geological Survey’s website http://earthquake.usgs.gov/earthquakes/ and play around with the different

Features (formed fast or slow?) Cities or countries Example—mountain ranges, fault lines, lakes, volcanoes

Example—Los Angeles, Chile, Indonesia, Hawaii

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features it offers pertaining to earthquakes. They can find the top 5 deadliest, the most recent, the areas most susceptible, or watch an animation.

Evaluation: ask children to write three things they learned about tectonic plates in their journal. Exit ticket: Pass out copies of unlabeled tectonic plate sheet, have students label each plate.

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1

Grade Level 3

Time Needed

30-45 mins

Materials Needed

• Science journal • Pencil • Computer and

projector • Classroom

topological map • Blank map of earth

for each student • Mini Milky way

candy bars (at least 2 per child)

Unit Lesson 3: Tectonic Plates part 2 “Who moved my plate?”

Introduction: Students will learn that the earth’s surface consists of different sized plates that move in response to movements in the mantle. Major geological events such as earthquakes, volcanic eruptions, and mountain building result from these plate motions.

Background: recall that the plates float on the earth’s mantle. Scientists believe that the plates move on the magma by convection current. Differences in temperature force the molten material to move in a circular pattern (draw image on board) Hot material rises while cold material sinks. Hot magma rises up to plates and spread sideways. The spreading magma acts like a conveyor belt and carries the plates. The magma cools as it spreads, and then sinks back down to be reheated.

Each plate moves between 1 and 10 centimeters (show on a ruler) per year. So what happens when these plates move? The result is the formation of mountains, earthquakes, or volcanoes. Plates are curved to fit the surface of Earth’s sphere. As the plates move, the fit changes. Tension (force pulling or pushing on the plate) can cause the crust to split, or fault. Most mountains are formed when tectonic plates collide with each other. The impact from the collision of two land masses causes the Earth’s crust to fold or bulge upward. This process takes millions of years. A major force shaping land is uplift, the lifting of land by forces in the Earth’s interior. Moving tectonic plates lift land, forming mountains. Folded, fault-block and volcanic mountains all result from different types of plate movements.

Big Idea The Earth’s surface changes through slow processes and fast processes.

2

Volcanic mountains are formed when magma, or molten rock, is forced out through the crust. Volcanic mountains are most common at tectonic plate boundaries.

GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes). S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

Engagement:

• watch video http://www.brainpop.com/science/earthsystem/platetectonics/ about continental drift.

• http://www.brainpop.com/science/earthsystem/mountains/

• Pass out worksheet p. 4

Exploration:

• ASK: How are mountains formed? Does it happen quickly or slowly?

• Write vocabulary words on board and have children look up in dictionary. Have them write definitions in journal: Convection— Molten— Volcano— Mountain--

• With seat partner: Have children gently use two paperback books as representations of

plates approaching each other. Have them meet at the spines. Push them together and observe what happens.

• Pass out 2 candy bars to each child. Model this at least twice before letting children begin. With one in each hand, have candy bars collide with each other on the small side of the bar. Discuss plates approaching and colliding. As the candy bars push up, they

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form mountains. Explain that they will be able to eat one later, but now they must be scientists.

• Fill out worksheet p. 4

Explanation: Draw image of earth with convection currents on board or display on overhead. Explain how the convection current moves the plates. Most mountains are formed when tectonic plates collide with each other. The impact from the collision of two land masses causes the Earth’s crust to fold or bulge upward. This process takes millions of years. A major force shaping land is the lifting of land by forces in the Earth’s interior. Moving tectonic plates lift land, forming mountains. Add any additional information from background above.

Extension: if computers are available, visit http://geology.com/plate-tectonics.shtml or the US Geological Survey web site at http://www.usgs.gov/

• • Look at the blank map of the earth and compare it to the classroom map. Label where

the mountain ranges are. Notice they are near plate boundaries.

Evaluation: Fill out science journal. Explain or draw a picture of how mountains are formed.

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Grade Level 3

Time Needed

60 mins

Materials Needed

• Science journal • Pencil For each group: • 3 cups of flour • 1 cup salt • 2 tbs cooking oil • 1 cup warm water • 20 oz. plastic soda

bottle • dishwashing

detergent • food coloring • vinegar • baking dish or other

pan • 2 T baking soda • Paper towel or rags

Unit Lesson 4: Volcanoes “Here we Blow!”

Introduction: students will learn about how volcanoes form, where they are located, and examples of famous eruptions. Students will also learn how volcanoes change the earth.

Background:

Review—magma is hot melted rock under the earth’s surface. A volcano is an opening in the Earth’s surface through which magma and other materials (rock fragments, gases, ash) erupt.

Magma gathers for many years in underground lakes or “chambers”. Powerful forces begin to build up in a magma chamber. Eventually as the heat and pressure build, gasses push the magma up through the earth. Sometimes these eruptions are powerful and burst debris into the air like a firework, and sometimes they are a slow flow like mud or syrup.

Magma that has reached the Earth’s surface is called lava. Lava is very hot and burns everything in its path as it flows. As lava cools, it hardens. More and more layers cool on top of each other, creating a mountain, which is how a volcano gets its cone shape. Volcanoes that have a thick slow flow of lava are usually steep and tall. The thin lava moves very quickly, and as it hardens it makes a wider mountain with gentle slopes (draw pictures on board). Explain that not all mountains are volcanoes.

Volcanoes can rise up from the bottom of the ocean. As they continue to erupt they grow higher and form islands. There is a section of the Pacific ocean called the “Ring of Fire” (show on map) which is a large chain of volcanic islands.

Volcanic ash is full of nutrients and enriches the soil. Crops grow very well on the sides of volcanoes.

Volcanoes are an example of a rapid process.

Big Idea The Earth’s surface changes through slow processes and fast processes.

2

GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes). S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups. S.IR.03.08 Communicate and present findings of observations and investigations. S.IR.03.11 Use data/samples as evidence to separate fact from opinion. “I can explain how a volcano changes the earth’s surface.” “I can w rite the steps of how a volcano forms.”

Engagement: Show video “Volcano Song” http://www.teachertube.com/viewVideo.php?video_id=27461&title=The_Volcano_Song Visualize: What would a real volcano eruption look like? What would you see? What would you hear? What would you feel? What would you smell? Volcanoes: http://www.youtube.com/watch?v=488BkTUsMa4 Kilauea is the youngest and southeastern most volcano on the Big Island of Hawaii. Topographically Kilauea appears as only a bulge on the southeastern flank of Mauna Loa, and so for many years Kilauea was thought to be a mere satellite of its giant neighbor, not a separate volcano. However, research over the past few decades shows clearly that Kilauea has its own magma-plumbing system, extending to the surface from more than 60 km deep in the earth. Play “volcano blows” by Jimmy Buffet while you are creating your sample volcano.

1. First make the 'cone' of the baking soda volcano. Mix 3 cups flour, 1 cups salt, 2 tablespoons cooking oil, and 1 cups of water. The resulting mixture should be smooth and firm (more water may be added if needed).

2. Perform volcano experiment: Stand the soda bottle in the baking pan and mold the dough around it into a volcano shape. Don't cover the hole or drop dough into it.

3. Fill the bottle most of the way full with warm water and a bit of red food color (can be done before sculpting if you don't take so long that the water gets cold).

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4. Add 6 drops of detergent to the bottle contents.

5. Add 2 tablespoons baking soda to the liquid.

6. Slowly pour vinegar into the bottle. Ask students what they know about volcanoes. Make a chart of what we know or think we know, have them write it in their science journal. Ask:

• What are some words you think of when you hear the word "volcano"? • How do you think these happen? What is a volcano? • What happens to the earth when one occurs? • Where are they most likely to occur? • How can we stop them from occurring? • Which will occur in the area where we live? • What are things you’ve heard about volcanoes that you know or think are wrong? • How can a volcano be good for the earth? • What is the Pacific Ring of Fire?

Read the book Volcanoes by Claire Llewellyen. Display in classroom with other books about volcanoes. Show video “How Stuff Works: Volcanoes” http://www.teachertube.com/viewVideo.php?video_id=98520

Exploration: • Write vocabulary words on board and have children write definitions in journal:

Volcano – area where two plates have pushed together creating a mountain. This special mountain has an opening at the top Lava – magma on the earth’s surface Cone— the sides of a volcano Crater—the top of a volcano Vent— hole in the crater where the magma and gas explode from

• Children will be building their own mini volcanoes, following steps above. • Make a chart in your journal of how a real volcano is alike and different from this

experimental one.

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Explanation:

Explain: Magma gathers for many years in underground lakes or “chambers”. Powerful forces begin to build up in a magma chamber. Eventually as the heat and pressure build, gasses push the magma up through the earth. Sometimes these eruptions are powerful and burst debris into the air like a firework, and sometimes they are a slow flow like mud or syrup.

Magma that has reached the Earth’s surface is called lava. Lava is very hot and burns everything in its path as it flows. As lava cools, it hardens. More and more layers cool on top of each other, creating a mountain, which is how a volcano gets its cone shape. Volcanoes that have a thick slow flow of lava are usually steep and tall. The thin lava moves very quickly, and as it hardens it makes a wider mountain with gentle slopes (draw pictures on board). Explain that not all mountains are volcanoes. Ask: what were the steps you took to make this volcano? Observe what happened when the volcano erupted. (stuff flew around, it blew up) Was it a fast or slow process? (fast) How is it similar to a real volcano? What was missing from this volcano in order to make it more realistic? Extreme heat can cause bubbles of carbon dioxide gas in magma to expand. The expanding gas pushes the magma into the vent, of a volcano and up to Earth’s surface. A volcanic eruption occurs when the magma overflows. The overflowing magma is called lava. Vinegar and baking soda, when mixed together, react chemically to create carbon dioxide gas. The gas bubbles build up inside the bottle, forcing the liquid out of the bottle. In this way, the model is similar to a real volcano.

Extension: in small groups assign each group a famous volcano to study: Vesuvius, Pompeii, Peele, Mt. St. Helens. Have each team report on year of eruption, place, and effects on people. Volcanoes in the news: have students bring in newspaper articles or magazine articles about recent eruptions. Watch http://www.youtube.com/watch?v=ANeH9W-HMPc&feature=fvw Talk about where volcanoes are located, show map of the Ring of Fire.

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Evaluation: students are able to explain how a volcano erupts orally or written, as well as draw a diagram in their science journals. Also, a successful ‘eruption’ of experimental volcano, stating how a real volcano is alike and different. Students should be able to draw and label a diagram of a volcano (see worksheet.)

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Grade Level 3

Time Needed

30 mins

Materials Needed

• Science journal • Pencil • Earthquake

worksheet • Earthquake books • Computer with

projector

Unit Lesson 5: Earthquakes “What’s Shakin’ Dude?”

Introduction:

students will learn how

earthquakes happen and

the effects of them on the

earth.

Background:

Earthquakes are one of the most destructive natural events. Earthquakes

occur when two tectonic plates slip and release the tension or energy

between them. Scientists believe that there are certain areas on Earth that

are more likely to experience earthquakes but they can happen anywhere.

Earthquakes cause the Earth’s surface to tremble and shake, which causes a

little or a lot of destruction. There are earthquakes happening all of the

time! Sometimes they cause huge cracks in the earth’s surface. This is

called a fault.

Stress in the earth's outer layer cause a pushing effect against the sides of the fault. Due to this

motion, rocks slip or collide against each other releasing energy. This released energy travels in

waves through the earth's crust and causes the shaking that we feel during an earthquake. Under

the surface of the earth, the two sides of a fault are constantly moving, relative to one another. This

movement is known as a fault slip. The movement of these two sides is not smooth and is

accompanied by a gradual build-up of energy within the rocks along the fault.

Eventually, the strain along the fault becomes too much. The fault then ruptures with a sudden

movement releasing all the energy it has built up. This energy is released in the form of vibrations

called 'seismic waves'.

These waves travel along the surface and through the earth at varying speeds depending on the

Big Idea The Earth’s surface changes through slow processes and fast processes.

2

material through which they move. It is actually these seismic waves that cause most of the

destructive effects, which we associate with earthquakes.

Scientists measure how big an earthquake is by the Richter Scale.

It is a very rapid process.

GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's

surface (erosion, glaciers, volcanoes, landslides, and earthquakes).

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models,

exhibits, and activities.

S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

Engagement: watch video

http://www.brainpop.com/science/earthsystem/earthquakes/preview.weml

or http://www.disastervideo.net/earthquake-what-causes.php

Show photos/video of earthquakes http://www.youtube.com/watch?v=79S-6UqGCbU

Ask Questions:

• What causes the big breaks and cracks in our Earth? • What are some words you think of when you hear the word "earthquake"?

• How do you think these happen? What is an earthquake?

• What happens to the earth when one occurs?

• Where are they most likely to occur?

• How can we stop them from occurring? What should we do if one happens?

• Which will occur in the area where we live?

• What are things you’ve heard about earthquakes that you know or think are wrong?

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Exploration: With your partner, discuss things you know about earthquakes.

Write vocabulary words and definitions in science journal, if you need to, look them up in a book

about earthquakes or the dictionary.

Richter Scale

Fault

Earthquake

Aftershock

Epicenter

Tectonic plates

Magnitude

Seismologist

Take the worksheet (attached) and slide both edges of it towards the center. What happens? (a hill

forms). Now cut the worksheet in half down the middle. Slide both sides towards each other. What

happens? (one goes on top of the other). Finally, put both pieces next to each other and slide one

up and one down. What happened?

Discuss fact or fiction about earthquakes (Fema for kids) http://www.fema.gov/kids/eqfact.htm

Explanation:

Earthquakes cause the earth to shake! Earthquakes are caused by a fault line under the earth's crust.

You do not have to be right under a fault line to feel an earthquake. You could be miles away and

still feel the rattling of the earth! Most earthquakes only last for about one minute. They cannot be

predicted before they happen.

Earthquakes are one of the most destructive natural events. Earthquakes occur when two tectonic

plates slip and release the tension or energy between them. Scientists believe that earthquakes are

more likely to happen at tectonic plate boundaries, but they can happen anywhere. Earthquakes

cause the Earth’s surface to tremble and shake, which causes a little or a lot of destruction. There

are earthquakes happening all of the time! Sometimes they cause huge cracks in the earth’s surface.

This is called a fault.

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Stress in the earth's outer layer cause a pushing effect against the sides of the fault. Due to this

motion, rocks slip or collide against each other releasing energy. This released energy travels in

waves through the earth's crust and causes the shaking that we feel during an earthquake. Under

the surface of the earth, the two sides of a fault are constantly moving, relative to one another. This

movement is known as a fault slip. The movement of these two sides is not smooth and is

accompanied by a gradual build-up of energy within the rocks along the fault.

Eventually, the strain along the fault becomes too much. The fault then ruptures with a sudden

movement releasing all the energy it has built up. This energy is released in the form of vibrations

called 'seismic waves'.

Scientists use something called a Richter scale to figure out how bad an earthquake really is.

Earthquakes below 2.0 are secret earthquakes. The reason they are secret is most people cannot feel

them. Earthquakes that are below 4.0 on the scale are small earthquakes. These earthquakes do not

normally cause any damage. If the scale hits 5.0 then there could be damage. At 6.0, the earthquake

is becoming very dangerous. It is considered "strong". If the earthquake reaches 7.0 it is a full blown,

major earthquake.

It is a very rapid process.

Extension: find examples of recent earthquakes in the newspaper, magazine, or internet.

Write three sentences summarizing them, including the main idea.

Evaluation: Exit ticket: How do earthquakes change the earth’s surface?

1

Grade Level 3

Time Needed

30 mins

Materials Needed

• Science journal • Pencil • Sand • Brick or patio slab • Straws • Tub or container • Water • Rocks •

Unit Lesson 6: Erosion “Who moved my cheese?”

Introduction:

students will understand

and be able to explain how

erosion changes the earth’s

surface slowly.

Background:

The three simplest causes of erosion are wind, water, and glaciers. Erosion

loosens and carries away the rock debris caused by weathering. Wind

carries away loose bits of soil and rock, particularly in dry areas with no plants to cover and protect

the land. This kind of erosion is not very strong. Wind takes a lot of energy to transport sand and

dust. This type of erosion is known for smoothing and rounding landscapes. This occurs as sand and

dust impact into larger rocks like small torpedoes. Each impact can break off small pieces of the

larger rock, leaving them in place. Sometimes the torpedoed grain explodes into smaller pieces.

Resulting debris on the larger rock stay in place and wait for stronger forces, such as water, to

transport them away. Water can erode in several different ways. Flowing water carries soil and rock

particles down streams, rivers and into lakes and oceans. Ocean waves pounding the shore and

ocean currents can also carry particles away. Glaciers, massive slow moving rivers of ice, gouge the

land beneath them and scrape away particles and rocks away. Over time this changes the shape of

the land. Valleys, canyons, and sand dunes are all examples. The main agent of erosion is running

water. It probably does more to wear away the land than all the other geologic agents combined.

Ice is a force that causes great amounts of physical erosion. As glaciers flow down slope, their weight

presses into the hillside and gouges out the rock. During flow the glacier also melts and refreezes

along the ice/rock contact, picking up rock pieces and incorporating them into the ice block. Once

Big Idea The Earth’s surface changes through slow processes and fast processes.

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rock pieces are picked up by ice, they are dragged over other rocks and they break into smaller

pieces.

It is a very slow process.

GLCE(s): E.SE.03.22 Identify and describe natural causes of change in the Earth's

surface (erosion, glaciers, volcanoes, landslides, and earthquakes).

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models,

exhibits, and activities.

S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

S.IR.03.08 Communicate and present findings of observations and investigations.

Engagement: explain to students that we will be learning about erosion and how it changes

the earth’s surface.

• Ask Questions: what do you know or think you know about erosion? (write all answers on

board)

• What are some types of erosion? Where does erosion take place?

• Show video: http://www.youtube.com/watch?v=lyysL02ZvQ8

Exploration: Stations will be set up around the room.

Wind erosion: Fill a clear shoebox about 1/4 full of dry sand or dry soil. Tape a piece of clear wrap

over most of the top. Leave a space for your hand to reach in. This will prevent blowing sand from

getting out and into eyes. Reach in with a syringe or spray bottle. Use it to blow air over the sand.

Direct the syringe so you can carve valleys with wind. Observe the movement of sand - where it

blows and the shapes it forms. Next place some stones around the sand. Again make wind with the

syringe. Do the rocks make a difference in how the soil is eroded? Have students draw diagrams and

label what happens.

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Water erosion: Raise one end of the erosion tray. Fill the syringe or spray bottles with water. (You

might try it both ways and notice the difference.) Sprinkle water on the sand. Notice the movement of

sand. It should be forming gullies. Place several rocks across the surface and sprinkle again. do the

rocks change the way the water eroded the sand? Discuss the direction that eroded material travels

(uphill, downhill?) Have the students build a mountain with the sand. Make one side rather steep. Aim

water at the base of the cliff. Demonstrate how water can undercut a hillside and cause a landslide.

Push the sand to one end to form a beach. Use fingers to cause waves and watch the sand erode

away.

Ice erosion: Give each student a chunky ice cube (ice cubes with rocks and sticks in them). Place

your cube on the brick / patio slab, and push down on the cube, sliding it across. Watch for

scratching and the debris left after the ice has melted. Explain that glaciers change our earth's crust

in much the same way - except on a much larger scale.

Write vocabulary words and make up your own definitions in science journal:

Erosion

Wind Erosion

Water Erosion

Ice Erosion

Explanation: Have children discuss with their groups how the water, wind and ice changed the

landscape. Ask how these processes would happen in real life. Discuss background information

given above.

Extension: take a walk on the playground or through the neighborhood looking for evidence of

erosion. Record on a chart or graph.

Evaluation: Fill out science journal and informal exit ticket: explain to a partner how one of

the ways of erosion works.

Wrap up

Since this is only part of the unit on the changing earth, I have not formally included the wrap up lesson. This is what it would look like, however:

Activity 1: Natural Disaster Charades Tell the class that you are going to break the class into disaster teams. The catch is that they are going to be the disasters. Divide the class into five groups, each representing one kind of natural disaster:

• Earthquakes • Volcanoes • Landslides • Erosion • Glaciers

Teams will have 8 minutes to create a skit representing their disaster, and must then perform it in front of the class, allowing the class to guess which disaster they are representing. They must include all steps in how the disaster is created from beginning to end. (Alternative: teams can draw a storyboard, one picture for each step of the process, and then present to class.)

Activity 2: JEOPARDY Divide the class into groups of three. Have each group brainstorm the answers and questions under the categories of volcanoes, earthquakes, weathering, glaciers, and landslides, as well as plate tectonics and layers of the earth. Use the questions to form a Jeopardy Board. (If playing actual Jeopardy style is too hard, ask the questions behind the ‘dollar’ amount and allow children to give you the answer.) Activity 3: Charts We will create a class chart, also for students to record in their science journals:

Changes in the Earth’s Surface Fast

Volcanoes

Earthquakes Landslides

Slow

Erosion Glaciers

How do these change the earth’s surface? Above or below the earth?

Volcanoes – create mountains on the landscape and destroy the landscape with fire. Start below Earthquakes – create large cracks in the earth called faults. Create mountains. Destroy cities. Start below Landslides – wash away parts of the earth. Surface Erosion – wear away earth with water or air. Create valleys, sand dunes. Surface Glaciers—carve out large chunks of earth. (created Michigan and the Great Lakes) Surface

References Books

Llewellyn, C. (2000). Volcanoes. Chicago, IL: Heinemann Library.

Moore, Jo Ellen. (1998) Science works for kids series: Geology. Monterey, CA: Evan Moor

Education Publishers.

Scott, F. a. C. (1996). Discover the wonder. Glenview, Ill.: ScottForesman.

Scott, F. a. C. (2000). Science Level 3. Glenview, Ill.: ScottForesman.

Web Pages & Sites

Continental Drift & Plate Tectonics. (n.d.). Retrieved from

http://www.youtube.com/watch?v=ANeH9W-HMPc&feature=fvw.

FEMA for Kids, Volcanoes. (n.d.). Retrieved from http://www.fema.gov/kids/volcano.htm .

FEMA for Kids, Earthquakes. (n.d.). Retrieved from http://www.fema.gov/kids/quake.htm.

Haiti Earthquake Original Video Security Cameras At The U.S. Embassy In Port-Au-Prince.

(n.d.). Retrieved from http://www.youtube.com/watch?v=79S-6UqGCbU

Helmenstine, Anne Marie, Ph.D. (n.d.). How To Build a Baking Soda Volcano. Retrieved from

http://chemistry.about.com/cs/howtos/ht/buildavolcano.htm .

How Stuff Works: Volcanoes. (n.d.). Retrieved from

http://www.teachertube.com/viewVideo.php?video_id=98520.

Journey To The Center Of The Earth. (n.d.). Retrieved from

http://www.youtube.com/watch?v=H5h5ubAiiWE&feature=related.

Layers Of The Earth. (n.d.). Retrieved from

http://www.youtube.com/watch?v=qa8LZvrLLGc&feature=related.

Layers Of The Earth. (1999). Retrieved from

http://www.myschoolhouse.com/courses/O/1/69.asp .

Loomis, Jennifer. (n.d.). Earthquake-Prone Cities. Retrieved from

http://www.classzone.com/books/earth_science/terc/content/investigations/es1001/es1

001page07.cfm .

Mountains. 1999-2010 BrainPOP. Retrieved from

http://www.brainpop.com/science/earthsystem/mountains/.

Pangaea Map . (n.d.). Retrieved from

http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_cal

c/pangaea_map.gif.

Plate Tectonics. 1999-2010 BrainPOP. Retrieved from

http://www.brainpop.com/science/earthsystem/platetectonics/.

Plate Tectonics Map - Plate Boundary Map. (n.d.). Retrieved from http://geology.com/plate-

tectonics.shtml .

Unlabeled Map of Tectonic Plates. (n.d.). Retrieved from

http://upload.wikimedia.org/wikipedia/commons/thumb/3/3b/Tectonic_plates_(empty).

svg/681px-Tectonic_plates_(empty).svg.png .

US Geological Survey, Earthquakes. (n.d.). Retrieved from

http://earthquake.usgs.gov/earthquakes/.

US Geological Survey, Earthquakes. (n.d.). Retrieved from

http://earthquake.usgs.gov/learn/kids/coloring/earthlayers.gif.

What causes an Earthquake? (n.d.). Retrieved from

http://www.disastervideo.net/earthquake-what-causes.php .