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The Earth’s SurfaceEarth Science/Grade 4

In this unit, students investigate the processes of erosion and weathering through hands-on investigation. They will see how these processes affect the formation of landforms. Students will analyze different types of maps to look for patterns and design a solution to mitigate the effects of an earthquake.

This unit was developed with Race to the Top and National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year.

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Unit Creation and Revision History

AuthorsJean Bacon, Administrator for Teaching and Learning, North Adams Public SchoolsLindsay Osterhoudt, Science Coordinator, North Adams Public SchoolsKathy Atwood, Grade 3 Teacher, North Adams Public SchoolsTroy Segala, Business Administration Management major, Massachusetts College of Liberal Arts

Revisions, Summer 2015Jessica L. Wojcik, Interdisciplinary Studies major, Education major, Social Work minor, Massachusetts College of Liberal ArtsGrace Sullivan, English and Women’s Studies major, Williams College

Revisions, Summer 2016Diego Garcia, Computer Science major, Williams CollegeAnnie Gagnon, Biology major, Massachusetts College of Liberal Arts


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License/Copyright InformationThis curriculum unit is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0). (CC BY-NC-SA 3.0)

Please see the full text of this license (http://creativecommons.org/licenses/by-nc-sa/3.0/) to view all rights and restrictions associated with it.

This unit was developed with funding from the National Science Foundation DOE-IUSE Award No. 1432591 This unit is downloadable at http://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learn

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Teach to Learn’s Attribution:© 2016 Teach to Learn . All rights reserved.

Translations:


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If you create translated versions of this material (in compliance with this license), please notify principal investigator, Nick Stroud at [email protected]. The project may choose to distribute and/or link to such translated versions (either as is, or as further modified by Teach to Learn.)

Table of Contents

Unit Plan

Lesson 1: What is a Rock?

Lesson 2: Mineral Mystery

Lesson 3: What is Erosion?

Lesson 4: How is Soil Made?

Lesson 5: Is All Soil the Same?

Lesson 6: What is a Physical Map?

Lesson 7: Earthquake and Fault Lines

CEPA


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Unit Resources

UNIT PLAN Stage 1 Desired Results

[2006] 4-ESS-3 Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed and explain the natural physical processes that create these rocks.

[2006] 3-5 ESS-2 Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties

[2006] 4-ESS-5. Recognize and discuss the

MeaningUNDERSTANDINGS UStudents will understand that...

a. Local, regional, and global patterns of rock formations reveal changes over time due to forces such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

b.How landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape.

ESSENTIAL QUESTIONS Q

Q: How has Mount Greylock changed over time?


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different properties of soil, including color, texture (size of particles), ability to retain water and the ability to support the growth of plants.

[2016] 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time. [Clarification Statements: Examples of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills, mountains, plains, and canyons. Focus should be on relative time.] [State Assessment Boundary: Specific details of the

c. Rainfall helps to shape the land and impact the living things found in a region.

d.Water, ice, wind, and living organisms break rocks, soils, and sediments into smaller particles and move them around.

e. The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges.

Student TargetsStudents will be able to 1. Describe the different processes by which sedimentary, igneous, and metamorphic rocks form

2. Perform appropriate tests to determine the hardness, color, luster, cleavage, and streak of different minerals

3. Note differences between rocks and minerals


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mechanisms of rock formation or specific rock formations and layers are not expected in state assessment.]

[2016] 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. [Clarification Statements: Mechanical weathering processes can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice.] [State Assessment Boundary: Chemical processes are not expected in state assessment.]

[2016] 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to

4. Use previously recorded data to identify different minerals

5. Explain how soil is formed through decomposition and weathering

6. Illustrate the connection between soil formation (e.g. ratios of organic matter to minerals) and its color and texture

7. Identify what a physical map is and what it consists of

8. Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes


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boundaries between continents and oceans.

[2016] 4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.* [Clarification Statement: Examples of solutions could include an earthquake-resistant building or a constructed wetland to mitigate flooding.]


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Stage 2 – EvidenceEvaluative Criteria Assessment Evidence

CEPA: Design an erosion prevention system for a site that is prone to water erosion on Mt. Greylock using different barriers such as trees, rocks, and drainage pipes. The goal is to create a system that prevents soil from washing away.

OTHER EVIDENCE: OEPlanet Earth NewspaperJournal entriesClass discussionsPractice MCAS questions


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Stage 3 – Learning Plan

Lesson 1: Students are encouraged to think like geologists and become acquainted with the eight science practices. Through class discussion and the “Types of Rocks” song, they will be introduced to metamorphic, sedimentary, and igneous rocks. In groups, they will generate questions about these types of rocks and then explore them with hand lenses and rock kits.

Lesson2: Students will perform tests on a collection of minerals to determine which type of mineral they are. The science fellow and teacher should carefully read over the lesson before teaching to gain a better understanding of the concepts they will need to explain to the students. Students will be creating a chart about the mystery minerals and design an ad for their rock newspaper portfolio project.

Lesson 3: Through the use of a PowerPoint presentation, students will see and identify examples of weathering and erosion. They will have the opportunity to explore the effects of weathering and erosion on the environment through experiments.

Lesson 4: Students will explore a sample of soil. The students will learn the parts of soil by participating in the Human Soil Game. For the rock newspaper portfolio students will be creating a recipe for soil.

Lesson 5: Students will learn the difference between types of soil and the ways in which soil and rocks are moved to create landforms. It begins with a discussion of the students’ own backyards in order to engage students in describing the environment. Students will use scientific practices to record the results of their experiment and determine which type of soil is best for planting. Then, the students will use artistic photography of the Berkshires to identify landforms and construct arguments surrounding the weathering, erosion, or deposition that may have caused them to form. The creation of landforms


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will be modeled using an “ice cube glacier” and Play-Doh.

Lesson 6: Students will learn new vocabulary words and do an activity searching for words they associate with physical maps. Students will also read an article about different types of maps and take a quiz. For the rock newspaper portfolio, students will be creating a physical map of Massachusetts.

Lesson 7: In this lesson, students will learn about natural disasters, they will think about potential ways to protect themselves against natural disasters or ways to lessen the effects by experimenting with volcanoes, earthquakes, and floods. For the rock newspaper portfolio project students will be creating a “How to Survive a [natural disaster] guide.

Adapted from Massachusetts Department of Elementary and Secondary Education’s Model Curriculum Unit Template. Originally based on Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe. Used with Permission July 2012


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Tiered Vocabulary List

Tier 1 Tier 2 Tier 3

Lens

Color

Soil

Clay

Loam

Sand

Continents

Organic

Hardness

Streak

Texture

Decomposition

Nonorganic

Decaying

Landforms

Sedimentary

Igneous

Metamorphic

Geologist

Mineral

Crystal

Luster

Cleavage


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Particles

Scale

Boundaries

Frost wedging

Tree root wedging

Erosion

Weathering legend

Trenches

Compass rose

Lesson 1: What is a Rock?BACKGROUND


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Overview of the LessonStudents are encouraged to think like geologists and become acquainted with the eight science practices. Through class discussion and the “Types of Rocks” song, they will be introduced to metamorphic, sedimentary, and igneous rocks. In groups, they will generate questions about these types of rocks and then explore them with hand lenses and rock kits.

Focus Standards[2006] 4-ESS-3 Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed and explain the natural physical processes that create these rocks.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target I can describe the different processes by which sedimentary, igneous, and metamorphic rocks form.

AssessmentCreate a “Planet Earth” newspaper and write an “interview” with a sedimentary, igneous, or metamorphic rock.

WIDA Language Objectives


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(Dependent on the needs of your ELL students)

Targeted Academic Language/ Key VocabularyTier 1: lensTier 3: Sedimentary, Igneous, Metamorphic, geologist

RESOURCES AND MATERIALSQuantity Item Source

1 per student Hand Lens Bin

1 per group Rock Kit Bin

12 books shared in groups of 2-3

Foss Science Stories “Written in Stone” Bin

1 Projector Classroom Teacher

Types of Rocks Video: https://www.youtube.com/watch?v=lE3jR_RhxO4 Thumb drive

3 per student Sticky notes Classroom Teacher


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1 Picture of a scientist Classroom Teacher

1 per student “Types of Rock” lyrics handout Binder

2 per class Large poster papers (semantic map and essential question) Classroom Teacher

4 per student Index cards Classroom Teacher

1 per student Metal ring for vocab words Bin

1 per student “Interview with a Rock” worksheet Binder

1 per teacher Science Practices Handout Binder (Classroom Teacher to make copies)

**Items in bold should be returned for use next year**

LESSON DETAILS Lesson Opening/Activator ● Talk about what scientists do. Give each student three sticky notes and ask them to write down three words that

describe what a scientist does. Post the words around a picture of a scientist (or a picture of your class as developing


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scientists!). Discuss each word.

● Refer to the eight science practices worksheets in the curriculum binder and introduce them to the class.

During the Lesson 1. “Written in Stone”: Discuss the word geologist by breaking apart the word (“geo” = Earth, “logist”= one who studies).

Explain that a geologist is a type of scientist. In partners, have students read “Written in Stone” from the Foss Science Stories of Earth Materials. After students have completed the story have them record five things a geologist does in their science journals.

2. Changes of Mount Greylock: Explain that we will be exploring the Earth’s surface, including rocks, and how it changes. On a piece of chart paper write the essential question: “How has Mount Greylock changed over time?” Begin to discuss this question with the class and see if they have any thoughts or questions about Mount Greylock. Now would be a good time to tell students where Mount Greylock is if they do not already know where it is.

3. Semantic Map: As a class, develop a semantic map to draw on background knowledge. You can do this activity together as a class.

a. Write the word “rock” in the middle of the chart paper.


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b. Conduct a group brainstorm. Write down student-generated words relating to rock, be sure to make connections between words and generate meaningful categories.

c. Optional: Keep the map in the front of the room; and after the “Types of Rock Song” song, generate additional words and/or categories.

4. “Types of Rock Song”: Show the class the “Types of Rock Song” (https://www.youtube.com/watch?v=lE3jR_RhxO4). Distribute handouts of the lyrics and use them to answer the following questions:

a. How are igneous rocks formed?b. How are sedimentary rocks formed?c. How are metamorphic rocks formed?

5. Exploring Types of Rocks: In groups, generate questions about igneous, metamorphic and sedimentary rocks and record these questions in science journals. Try to use the following words as question starters: compare, contrast, define, describe, explain, and illustrate. Then, distribute hand lenses and rock kits to each group. Each group should receive an igneous rock, a metamorphic rock, and a sedimentary rock. Do not remove the numbered labels on the rocks.

6. Essential Question Poster: As a class, pose the following questions: How do you think Mt. Greylock was formed? What type of rock types do you think are on Mt. Greylock? Record possible answers on the Essential Question poster.

Lesson Closing


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Write the vocabulary (igneous, metamorphic, sedimentary, geologist) down on index cards to be added to a vocabulary ring. Pictures are encouraged.

AssessmentCreate a “Planet Earth” newspaper and write an “interview” with a sedimentary, igneous, or metamorphic rock.

Lesson 2: Mineral MysteryBACKGROUND Overview of the LessonStudents will perform tests on a collection of minerals to determine which type of mineral they are. The science fellow and teacher should carefully read over the lesson before teaching to gain a better understanding of the concepts they will need to explain to the students. Students will be creating a chart about the mystery minerals and design an ad for their rock newspaper portfolio project.


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Focus Standard[2006] 3-5 ESS-2 Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties.

Learning TargetsI can perform appropriate tests to determine the hardness, color, luster, cleavage, and streak of different minerals.I can note differences between rocks and minerals.I can use previously recorded data to identify different minerals.

Assessment ● Students will create a chart of their observations of the different minerals,● Students will use a list of characteristics given to them to identify the mystery minerals quartz and limestone. ● As part of the portfolio newspaper project, students will become an expert on one of the minerals they observed and

create an ad to advertise this mineral.

Targeted Academic VocabularyTier 1: colorTier 2: organic, hardness, streakTier 3: mineral, crystal, luster, cleavage


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RESOURCES AND MATERIALS Quantity Item Source


5 White and 5 Black plates (1 per group)

Streak plates Bin

5 per group Penny Bin

5 per group Nail Bin

1 box per class Mineral Kit - Includes 15 mineral samples Bin

1 per pair/group Limestone sample Bin

1 per pair/group Quartz sample Bin

1 per student Science journal Classroom Teacher

1 per unit Rock Cleavage Video: https://www.youtube.com/watch? Thumb drive


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v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

1 piece Chart Paper Classroom Teacher

1 “How to Describe Luster” Board Bin

1 per student Rocks and Minerals comparison chart Classroom Teacher to make copies (see chart on page 21)

1 per student Mineral observation chart Binder

1 MCAS question Binder


LESSON DETAILSLesson Opening/Activator


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1. The Earth is made up many different types of minerals, some are more common than others. Today, we’re going to go on a mystery mineral hunt to learn more about what minerals are and how to identify them. Before we get started on our lesson today, we need to talk about the difference between rocks and minerals. Rocks are groups of different minerals that form together. Therefore, minerals make up rocks.

2. Below is a chart that compares minerals and rocks. Use this as a basis for a class discussion. This chart is included as a handout in this unit. The handout has some boxes that are blank. The classroom teacher should make copies of this to hand out to students. Students can fill in the chart as the comparisons are discussed.


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Rocks and Minerals Comparison Chart

Category Minerals Rocks

Composition Pure (they are made of one substance) inorganic material

Made up of many substances, more than one mineral

Appearance Usually appealing, or pretty to look at Usually not appealing or pretty to look at

Structure Crystal-like structure Not single crystals

Shape Usually have a shape No definite shape

Color Color is usually the same throughout the whole specimen

Color is not the same

Fossils No fossils Some have fossils (sedimentary rocks)

Luster Shiny, sparkly Dull

Uses Help in bone and tooth formation Make foundations and shelters

Examples Gold, Silver, Fluoride, Ruby Limestone, Granite, Marble, Coal


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During the Lesson1. Describing Minerals: Before the hands on activity, the Science Fellow or teacher should talk to the students about

each method of describing a mineral. Use examples or explain that hardness is the ability to scratch the surface of the mineral.

a. Example: hardness can be tested with your fingernail, a penny, and a steel nail. If the fingernail can scratch it, that means it has a hardness less than 2; if you can scratch the mineral with a penny but not a fingernail it’s most likely a 3; if you can scratch it with a nail but not a penny it most likely will be between 3 and 5.

Note: Students are not required to know exact hardness but rather understand that some minerals are harder than others. Talk about the Moh’s Scale of Hardness and how to read the scale. The Moh’s scale of hardness was developed to compare the hardness of certain minerals. The scale goes from 1 to 10 where 1 is the softest mineral (or very easy to scratch) and 10 is the hardest (or very difficult to scratch). An example of a 1 would be graphite. An example of a 9 and 10 would be rubies and diamonds. Understanding the hardness of a mineral is important because it helps people determine what that mineral could be used for whether it be jewelry, carving, storage, etc. It’s also very helpful when identifying minerals. Use the sample MCAS question to show students how they should interpret the Moh’s Scale. Note: Memorizing the numbers and minerals is not important, rather the kids should understand how to interpret the scale and what the numbers mean.


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The correct answer is A. apatite because it is between the fluorite (4) and quartz (7). If the mineral scratches fluorite than it is at least a 4 or higher. If it does not scratch quartz than it cannot be above a 7. The only mineral from the list of options that is between 4 and 7 is apatite.

b. Color is simply what color the mineral is. Students will test this through observation.

c. Luster is how shiny or dull something is, it can be classified using those words. Luster can also be described as being pearly, greasy/oily, earthy/dull, or waxy. Students test luster by observing the rocks and describing the way it appears in the light. Examples of luster are provided on the board that says “How to Describe Luster” which is included in the bin.

d. Cleavage is how the mineral breaks into pieces. Some minerals break up into chunks or small cubes while others break up into small thin sheets. Cleavage can be observed by looking at the number of flat/curved sides on a mineral and the angle between them. Be sure to take time to explain this concept, it might be helpful to show the following video https://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

e. Streak is the color of powder when dragged across a non-weathered surface. In this test, students scrape the mineral across a black streak plate and a white streak plate to see if any color is left on the plate. For example, when we write with a pencil, we’re creating a streak from the graphite.


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2. Mineral Observation Stations: Put students into five groups. There will be five stations with three minerals at each station. If possible, have the science fellows and classroom teacher monitor the stations. Give the students time to observe one mineral at each of the stations. They should be filling in the chart that they were given following the example that is provided on the worksheet. This worksheet is located at the end of this lesson. [Scientific Practice 4 Analyzing and Interpreting Data] Once the students have completed their observations, come back together as a class and discuss what they observed. Ask the students: What did you find? Were there some tests that were easier to perform than others? What was difficult about this experiment?

3. Mineral Identification: Give students a copy of the completed mineral observation chart, and let them try to find out which minerals they observed by comparing the new chart with the chart they completed. The science fellow should demonstrate how students should figure out which mineral compares best with their observations. **If there is a time constraint the lesson can be divided into two parts beginning here if you feel it is necessary**

4. The Mystery Rock Experiment: This activity can be done with a partner or in groups, give the students a sample of quartz and limestone without telling them what they actually are. Have the students identify which mineral is which by performing the tests. After this activity is complete and the students have identified the minerals provide some background about each mineral, descriptions are given below.

a. Quartz is the most abundant mineral on Earth. It is often a hard (hardness = 7 on Moh’s), white or colorless mineral that is made of silicon dioxide. It is found in a variety of environments and colors though. It is found in


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igneous, metamorphic, and sedimentary rocks. Typically, quartz is used for as gemstones in jewelry because it is hard and colorful.

b. Limestone is a sedimentary rock composed of calcium carbonate. Limestone is compacted due to pressure. It is very hard and the texture can be very smooth or coarse. The most common use of limestone is for construction and architecture. The pyramids of Giza are made up of limestone. It may also be used as countertops and for building fireplaces.

5. Mount Greylock Mineral Discussion: Close the lesson by saying rocks are made of minerals, which are solid substances found in nature. Minerals are solid at room temperature, have a crystal structure, and are made up of specific chemicals. Then ask what types of minerals make up Mount Greylock? Does the mountain contain limestone? What would Mt. Greylock look like if we were to mine it for limestone? Be sure to talk a bit about Specialty Minerals, Specialty Minerals is located in Adams, MA and is part of a larger company called Mineral Technologies. They first started mining limestone over 150 years ago and still do today. It is one of their primary mineral sources. Specialty Minerals breaks up minerals and sells products based on those minerals. Most of these minerals include calcium carbonate, bentonite, talc, chromite, and leonardite. These minerals are used for paper, paints, food, and to make medicine.

6 Mineral Ad: Students should now work to create an ad for one mineral observed. This will be a pretend ad that will advertise the mineral to the public as if we were trying to sell it to someone. Be sure that students note qualities such as luster, color, hardness, streak, shape, size, etc.


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Assessment ● Students will create a chart of their observations of the different minerals,● Students will use a list of characteristics given to them to identify the mystery minerals quartz and limestone. ● As part of the portfolio newspaper project, students will become an expert on one of the minerals they observed and

create an ad to advertise this mineral.

Lesson 3: What is Erosion?BACKGROUNDOverview of the LessonThrough the use of a PowerPoint presentation, students will see and identify examples of weathering and erosion. They will have the opportunity to explore the effects of weathering and erosion on the environment through experiments.

Focus Standard(s)[2016] 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. [Clarification Statements: Mechanical


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weathering processes can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice.] [State Assessment Boundary: Chemical processes are not expected in state assessment.]

Learning TargetsI can observe and describe examples of weathering through frost wedging, abrasion and tree root wedging.I can observe and describe examples of erosion through wind, water, and ice.I can explain the difference between “weathering” and “erosion”.


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Assessment Create a “current event” article about erosion on Mt. Greylock for your “Planet Earth Newspaper.” It is suggested that the teacher find a current article about Mt. Greylock for the student to use for research. This activity can be done on a computer as part of an ongoing document or it can be handwritten and added to a portfolio. Example article: http://www.nps.gov/nr/travel/massachusetts_conservation/mount_greylock.html

WIDA Language Objectives (Dependent on the needs of your ELL students)

Targeted Academic Language/ Key VocabularyTier 3: frost wedging, abrasion, tree root wedging, erosion, weathering


1 per classroom Computer + projector Classroom Teacher

1 per classroom Weathering & Erosion PowerPoint Thumb drive

1 per student Weathering and Erosion Worksheet Thumb drive


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1 per classroom Activity Station Setup (Splash, Rock & Roll, and Swept Away: Hands on Nature p. 253-254)

Binder

1 set per classroom “Hands on Nature” puppets Bin

2 (1 per Splash station; 1 per Swept station)

Baking pan Bin

1 per Splash station Tablespoon Bin

1 per classroom Small bag of flour Bin

1 per Splash station Empty and clean Ketchup bottle Bin

As needed Water Classroom Teacher

2 per Rock station Clean, sealable plastic container Bin

3 handfuls (2 per Rock station; 1 per Swept station)

Stones Bin


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2 per Rock station Clear plastic cups Bin

1 per classroom Small bag of uncooked rice Bin

1 handful per Swept station Blocks of wood Bin

1 per student Straws Bin

5 per student Index cards Classroom teacher

1 per student “Preparing for Disaster” reading Binder

1 per student “Watch for Steady Rocks” reading Binder

1 per student Paired Text Questions Worksheet Binder


LESSON DETAILSLesson Opening/ActivatorUse the Weathering and Erosion PowerPoint to guide this discussion.

1. Show the first picture in the PowerPoint and ask for volunteers to describe what is happening in the picture.2. After a brief discussion, move to the next slide. (This can be read out loud by a science fellow or by a student).


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3. At the end of the PowerPoint, take some time to clarify the difference between weathering and erosion. (Weathering breaks rocks into smaller pieces; erosion moves these small pieces, as well as soil, from one place to another.)

During the LessonErosion and Abrasion Stations

Break the class into three small groups. Using “Hands on Nature,” set up three activity stations: Splash (erosion by raindrops), Rock & Roll (weathering by abrasion), and Swept Away (erosion by wind). The instructions can be found on pages 253-254 of “Hands on Nature.” [SP2: Using Models]. It would be ideal to have one adult at each station. Divide the students into groups and have them spend time at each station. Be sure to ask whether the activity at each station is a model of weathering or erosion

Lesson ClosingHave students write the vocabulary (Erosion, Weathering, Frost Wedging, Abrasion, Tree Root Wedging) down on index cards to be added to their vocabulary rings (drawings are encouraged).

Optional Extension1. Paired Passages Activity

a. This is an optional activity that may be completed when the science fellows are not present


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b. In this exercise, students will read two passages that discuss similar topics, students will compare and contrast the texts and then complete the Paired Text Questions worksheet, which tests for comprehension. The texts for this lesson are “Watch for Steady Rocks” and “Preparing for a Disaster” (located in the binder)

AssessmentCreate a “current event” article about erosion on Mt. Greylock for your “Planet Earth Newspaper.” It is suggested that the teacher find a current article about Mt. Greylock for the student to use for research. This activity can be done on a computer as part of an ongoing document or it can be handwritten and added to a portfolio. Example article: http://www.nps.gov/nr/travel/massachusetts_conservation/mount_greylock.html


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Lesson 4: How is Soil Made?BACKGROUNDOverview of the LessonStudents will explore a sample of soil. The students will learn the parts of soil by participating in the Human Soil Game. For the rock newspaper portfolio students will be creating a recipe for soil.

Focus Standard[2006] 3-5 ESS.4 Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains).

Learning TargetsI can explain how soil is formed through decomposition and weathering.


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I can illustrate the connection between soil formation (e.g. ratios of organic matter to minerals) and its color and texture.

Assessment● Students will be assessed on their knowledge of how soil is formed through the “soil recipe” activity and also by

participating in the Human Soil Game.● To assess their knowledge of organic and inorganic material as well as its connection to soil formation, review science

journals. Students should be creating an “IMOWA” chart and writing a sentence or two about their observations of the soil sample that they are exploring.


Targeted Academic Language/ Key VocabularyTier 1: soilTier 2: texture

Tier 3: decomposition, decaying, organic, inorganic



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2 cups per student Soil from Decaying Matter Bin

1 per student Wooden skewers Bin

As needed to cover desks

Newspaper Classroom Teacher


2 per class Sieve Bin

1 per student Science Journal Classroom Teacher

1 piece Chart paper Classroom Teacher

1 Geology by Evan Moor p. 26 Binder

1 per student Human Soil Game cards Bin


LESSON DETAILSLesson Opening/Activator


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The surface of the Earth holds lots of soil, which gives plants (including trees) a place to grow. We just learned about how soil can get washed or blown away by weathering and erosion, but what exactly is soil, and how is it made? Today, we're going to learn about the materials that make up soil, and once we learn what to look for we can roll up our sleeves and test some soils to see what's in them.

During the Lesson 1. IMOWA Chart

Before you begin, have the students make a chart in their science journals. At the top have students write the acronym, “IMOWA” with big spaces in between the letters down the side of the page. “I” stands for inorganic materials like minerals and rocks. “M” stands for microorganisms; “O” stands for organic materials like decomposing leaves, insects and wood. “W” stands for water. “A” stands for air. Be sure to clarify the meaning of organic, inorganic, microorganism and decomposing with the class.

a. Inorganic materials are found in soil and often account for about half of the soil’s makeup. Most of the time this inorganic material takes the form of sand, silt, or clay. We mostly refer to this part as “dirt.” Inorganic refers to something that does not come from living matter, such as a mineral. Explain to the students that sometimes we find other inorganic materials in soil such as coins, trash, paper wrappers from food, etc. These are NOT essential items for creating soil (and probably shouldn’t even be in the soil!) but sometimes these things find their way into soil. These are still inorganic materials because they do not come from living matter. Most of the inorganic matter comes from the weathering and erosion of rocks. Some weathering may occur right where the soil forms, some of the inorganic matter may come from weathering of other rock locations nearby.


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b. Organic material comes from living matter. This is the other half of the soil’s makeup. Many times the organic material is in the form of plant and animal residue (for example, manure, leaves that fell off trees, or animals that have died). Explain that the more organic material in the soil, the more “rich” the soil is (and the better it is for farming because it has a lot more nutrients). (Note: students are not assessed on the concept of rich soil, but you may talk about this term here as a real world connection for students that garden.) To determine richness, we will observe the color and texture of the material. Is the soil dark in color and soft/smooth to the touch? If yes, then this soil has more organic material than inorganic material. If the soil is lighter in color, drier, and rough then it is not as rich and probably has less organic material.

c. Microorganisms also live in soil. These are super tiny organisms or living things that are found in the soil. Most of the time, you won’t be able to see the microorganisms but they are typically in the form of fungus, or bacteria.

d. Decomposition refers to the process of decaying or rotting. As organic material is mixed into soil over time, those materials begin to decay or rot. After a long time, the materials are broken down so finely that you do not notice them in the soil.

2. The Human Soil Gamea. Round 1. In the bin, there is a group of cards that have materials found in soil listed on them. The science fellows

or teacher should hand out one of these cards to each student. The cards are grouped so that there is at least one of each material per group. This is to ensure that when you pass out the cards there are enough of each


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material to make a complete group. Shuffle the cards you will need so they are mixed well. These cards include words such as worms, rocks, water, air, leaves, twigs, and so on. Explain to the students that we will be making groups of soil. We now know that soil consists of inorganic materials, microorganisms, organic materials, water, and air. The students will get up and move around the classroom grouping themselves into at least three groups of “human soil.” (There may be more groups depending on how many students there are in the class.) Each group of human soil must include at least 1 inorganic material, 1 microorganism, 1 organic material, 1 water, and 1 air (these materials are the students.) Once the students have made their groups, ask them to explain why they think they make a complete mixture of soil. [SP2- using models]

b. Round 2. There will be a few additional cards that have other inorganic materials on them. These will include things such as trash, coins, paper clip, and paper wrappers from food. Swap these cards out with a few of the students. Ask the students to regroup themselves now. The number of groups may vary depending how what cards were switched out. Remind the students that there needs to be at least 1 inorganic material, 1 microorganism 1 organic material, 1 air, and 1 water. There may be more than just 4 students in a group though. The only rule is that the group must be complete with those 4 items. Ask the students what makes these groups different from the groups in round one. Ask them to identify the new materials. Are they inorganic or organic? How do we know? Remember to explain to them that trash is not an essential component of soil but many times we do find such things in soil. Also, explain to the students that it is not natural and healthy for the soil. Please collect the cards at the end and put them back in the bin.


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c. Have the students return to their seats after you collect the cards. Ask them to think about fossils in this situation. Is a fossil organic or inorganic? It came from living matter, but it is now considered a rock. What kind of rock do you think a fossil would be found in: metamorphic, igneous, or sedimentary? Have students turn and talk to a partner about outs ideas. After a few minutes bring them back to together as a whole and discuss this dilemma.

If there is a time constraint the lesson can be divided into two parts beginning here if you feel that it is necessary**

3. Soil Discovery: Note: It is important to get a good variety of materials in the soil so that students are able to generate a lot of items on their “IMOWA” charts. It may be helpful to add inorganic human-produced materials as well such as rubber bands, pencils, pennies or other objects that you may have in the classroom, so kids are able to note the difference between organic and inorganic material. You could also add naturally-forming organic materials such as rocks and minerals.

a. Laying out a newspaper or tarp on a desk and get students to record their prediction about what they think is going to be in the soil, have they write their ideas in their science journal. After they record a few thoughts, pour a sample of soil in the center of each desk. Students will use skewers to move particles around and try to separate the soil into piles of similar particles. Students will use the lenses to examine finer pieces of the soil. A sieve could be used to separate sand from finer soil for students to inspect. Have the students feel the soil between their fingers so they are able to examine texture. Students will record what they


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discovered in the soil sample with a few sentences in their science journals. The students should separate their findings into a new “IMOWA” chart so they grasp the differences between the four types of materials. Ask students if they think there is more inorganic or organic material and how they know? [SP 7 Engaging in argument from evidence]

4. Rock Newspaper Portfolio ProjectHand out “Geology” by Evan Moor EMC 857, page 26 (This handout is included in the binder.) In the ingredients column, some responses would be sand, small rocks, dead leaves, and other items students observed in their soil sample. Bacteria are not required but are a correct answer in ingredients as well as microorganisms. Students could also list macro-organisms such as worms. Steps for the recipe would start by breaking down rocks into pieces. Then moving to the addition of dead leaves, flowers and bugs. Another step could be the mixing of all of the ingredients together over a long period of time through the process of weathering and erosion. This recipe will be included in their rock newspaper portfolio. For the newspaper, students could also research pictures of soil on the Internet or pictures of some of the ingredients for soil to include with their recipe. If technology is not available for this, ask the students to draw pictures of some of the ingredients.

5. Connections to Mount GreylockConnect this lesson back to Mt. Greylock. Have the students turn and talk about the unit’s essential question and see what responses you elicit, the science fellows and teacher may want to walk around to guide discussion. Ask students to also discuss the questions below- this can be done in partners or together as a class.


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a. Soil materials - What do we think we would find in the soil on Mt. Greylock? What types of plants are on Mt. Greylock? What happens to the plants in the wintertime? Are there microorganisms in the soil on Mt. Greylock? How about water and air?

b. Soil formation - How does weathering and erosion impact the soil on Mt. Greylock? How does the soil move from the top of the mountain to the bottom? Does the soil change or look different over time due to weathering and erosion?

Assessment● Students will be assessed on their knowledge of how soil is formed through the “soil recipe” activity and also by

participating in the Human Soil Game.● To assess their knowledge of organic and inorganic material as well as its connection to soil formation, review science

journals. Students should be creating an “IMOWA” chart and writing a sentence or two about their observations of the soil sample that they are exploring.


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Lesson 5: Is All Soil the Same?BACKGROUNDOverview of the LessonStudents will learn the difference between types of soil and the ways in which soil and rocks are moved to create landforms. It begins with a discussion of the students’ own backyards in order to engage students in describing the environment. Students will use scientific practices to record the results of their experiment and determine which type of soil is best for planting. Then, the students will use artistic photography of the Berkshires to identify landforms and construct arguments surrounding the weathering, erosion, or deposition that may have caused them to form. The creation of landforms will be modeled using an “ice cube glacier” and Play-Doh.

Focus Standard(s)[2016] 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time. [Clarification Statements: Examples of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,


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mountains, plains, and canyons. Focus should be on relative time.] [State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment.]

[2006] 4-ESS-5. Recognize and discuss the different properties of soil, including color, texture (size of particles), ability to retain water and the ability to support the growth of plants.

Learning TargetsI can describe the ways in which weathering, erosion and deposition change the landscape, creating landforms.I can identify and describe the differences between soil, loam, and clay.

Assessment ● Construct a claim regarding the weathering and erosion processes that caused the Mt. Greylock Indian Head to form.● Respond to the following question in an advice column

o Dear Planet Earth, I want to plant a garden this summer. My backyard is filled with soft, reddish dirt and gets lots of sunlight. Is this a good environment for plants? Thanks for your help! - Earthworm

Targeted Academic Language/ Key Vocabulary Tier 1: clay, loam, sandTier 2: landform, particles


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15 (3 per group) Soda Bottles (funnel, planter, screen) Bin

15 cups (3 cups per group)

Sand Bin


Potting soil Bin


Clay Bin


5 (1 per group) Measuring cup Bin

One packet of seeds (Optional)

Rye grass seed Bin

As Needed Newspaper (for under experiment bottles) Classroom Teacher


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1 per classroom Projector + Computer Classroom Teacher

2 per class Ice cube tray Bin

1 per classroom Freezer Classroom Teacher

5 jars (1 jar per group)

Play-Doh Bin

As Needed Wax paper (for under the Play-Doh landscapes) Bin


LESSON DETAILSBackground Information

● Soil color: The types of rock and organic matter that are broken down result in different soil colors.

●Soil texture: The original material and the extent to which the original material has broken down. Sand is made up of small rock bits; clay is made up of finer rock bits; loam is made up of larger bits of rock and organic material.


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●Water retention: Because sand has larger rock particles, it cannot be packed together tightly and there is lots of space in between grains of sand; water is able to drain through these spaces. Clay is made up of fine particles that fit together tightly, with little air space; therefore it retains water well. Loam has a little space in between particles; it is able to retain water, but not as much as clay.

Lesson OpeningThe day before the lesson, the science fellow or teacher will need to prepare glacier ice cubes by filling an ice tray with water and debris (dirt and pebbles) and leaving it in the freezer overnight.

1. First, ask several students to describe their backyards. What does it look like? What type of landforms are there? Are there plants? What type of soil are these plants growing in? Can you describe the color and texture of this soil? Explain the class will be talking about the weathering and erosion patterns that may have caused their backyards to look the way that they do. The classroom teacher may review vocabulary from previous lessons (erosion) and add vocabulary (landform, clay, loam, sand, particles, deposition) to vocabulary ring.

During the Lesson 1. Soil Drainage Test (this can be done in small groups or as a class)[SP3- carrying out an investigation]

a. In the bin, there are three soda bottles, cut in two pieces: one is funnel-shaped, the other looks like a planter. Cover the tip with the screen (tighten with a rubber band) and place the funnel tip-down into the planter. (It may help to do this experiment over newspaper for easy cleanup.)


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b. Fill one funnel with dry sand, one with loam (potting soil), and one with clay. Take time to observe and describe each type of soil, paying special attention to color and texture. Ask the students to draw a diagram of the apparatus in their science journals and write down which soil they think will hold the most water. Students may shared their hypothesis with the class.

c. Slowly pour 1 cup of water into each funnel. Watch as the water filters through the soil and into the bottom of the planter.

d. Next have students draw a diagram with the results of the experiment. An example of what the entry should include is below.

e. Ask which soil would be best for plants. Why?


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**If there are time constraints, the lesson may be split here and continued at a later date. **


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2. Berkshire LandformsSplit the students into groups and pass out the images of Berkshire landforms. Have students create a T-chart, labeling one column “What created this landform?” and another column “What is the evidence for this theory?” Have each group choose an image and create a list of the landforms featured in the picture. Discuss possible phenomenas (weathering, deposition, erosion) that may have contributed to these landforms and evidence for these theories. Record this information in science journals. [SP7- constructing arguments]

a. The teacher or science fellow may want to spark conversation with these questions: What has been weathered here? What has been deposited here? What materials have been moved? Ask how many groups saw plants in their landform images. What kind of landforms supported plant life? Which landforms didn’t?

3. Play-Doh Landscape: Give each group some wax paper and a jar of Play-Doh. (The science fellow or teacher can demonstrate at the front of the classroom.) Roll out the Play-Doh on the wax paper, create a “landscape” that is a flat and wide as possible. Distribute one glacier ice cube to each group and place it on one end of the Play-Doh “landscape.” Explain that the ice cube represents a glacier. As it melts, it will travel across the “landscape.” Ask the students to draw “Before Melting” and “After Melting” diagrams in their science journals. As the ice cube melts, it will distribute water, rocks and debris across the Play-Doh. Discuss what landforms a glacier might create in real life (canyons, rivers, lakes, etc).

Optional Lesson Extension


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Rye Grass Soil ExperimentPlace rye grass seed in each bottle and allow to grow for 3 days to a week. (Water regularly and keep in the sun.) After a week, measure the grass and record the results in science journals. Which soil produced the healthiest grass?

Lesson ClosingIf not already done, write the vocabulary (landform, clay, loam, sand, particles, deposition) down on index cards to be added to a vocabulary ring. Pictures are encouraged.

Assessment● Construct a claim regarding the weathering and erosion processes that caused the Mt. Greylock Indian Head to form.● Respond to the following question in an advice column

o Dear Planet Earth, I want to plant a garden this summer. My backyard is filled with soft, reddish dirt and gets lots of sunlight. Is this a good environment for plants? Thanks for your help! - Earthworm


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Lesson 6: What is a Physical Map?BACKGROUNDOverview of LessonStudents will learn new vocabulary words and do an activity searching for words they associate with physical maps. Students will also read an article about different types of maps and take a quiz. For the rock newspaper portfolio, students will be creating a physical map of Massachusetts.


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Focus Standard(s) [2016] 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning TargetsI can identify what a physical map is and what it consists of.I can read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes. (Topographical maps not required.)

Assessments● Students will create a physical map of Massachusetts for their rock newspaper portfolio.● Students will individually complete the” Variety of Maps” quiz located at the end of the article after reading the article a

few times through.


Targeted Academic Language/ Key Vocabulary


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Tier 1: ContinentsTier 2: Scale, BoundariesTier 3: Legend, Trenches, Compass rose


1 per student Passage from Read Works “ The Variety of Maps” Binder (Classroom Teacher to copy)

1 map Political map Bin

1 map Road map Bin

1 map Attraction map Bin

1 map Topographical map Bin

1 map Physical map Bin

1 map Weather map Bin


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1 per student Word Warm-Up Binder

1 per student Massachusetts template Binder


Lesson Opening/ Activator1. Hang up the different types of maps around the classroom that are included. Be sure to point out any maps that are

already in the classroom such as fire escape route plans, or large pull down maps. Do not hang up the physical map yet. Have students spend 3-5 minutes observing the maps and listing what they notice in their science journals.

2. After the students have completed a gallery walk to look at all the maps review what was on each map and the type of map that it is. (If having the class walk around the room is not feasible, the classroom teacher may project the images onto a screen, use an ELMO or print copies for all students to have). The goal of this activity is for students to recognize the key features on a map such as a compass rose, legend, scale, etc. (For those who want a challenge, encourage them to look at the lines on the map: What does each line mean? How are the lines different?) Students should also recognize that not all maps are the same. Different maps are needed to represent different things. Ask the students to determine what is unique about each map and what makes some of the maps similar. Also ask the students to look for patterns on the maps. Are there items that are scattered all over the place or is there a pattern?

LESSON DETAILS


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During the Lesson1. “Variety of Maps Article”: From maps, students should learn to describe the locations of major landforms and seismic

events in relation to continents and oceans. This is illustrated in the “Variety of Maps” article. Have the students read this a few times. One way to do this is by having the classroom teacher read it to the class once, and then ask the students to volunteer to read one paragraph at a time, lastly, have the students read the article silently to themselves. At the end of the article, there is a quiz. This will be the assessment for this lesson.

2. Word Warm-Up: (Do this before exploring physical maps, the student sheet at the end of this lesson) Pass out the word warm up worksheet and have the students circle the items they might expect to find on a physical map. Allow the students to work together so they may share ideas. Come back together as a class to discuss the items that were circled. Make a class list on a piece of chart paper, on the board, or on a blank document projected onto a screen.

3. Physical Map Investigation: Present a physical map on the overhead, ask the students to respond to the question “What does a physical map show?

a. Physical maps show landforms. The classroom teacher may need to spend some time going over the different types of landforms. An image is included in this lesson to help the students visualize what a landform is.

b. Have the students turn and talk to a partner and ask them to come up with at least two features that they could locate on a physical map, record this in science journals.

c. Next to each feature that is recorded, have students draw an illustration to represent that feature.


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4. Rock Newspaper Portfolio Activity: For this lesson students will be creating a physical map of Massachusetts. A blank template of Massachusetts will be provided for the classroom teacher to copy and handout to students.

a. There are several items that a basic map includes. Talk to the students about what a map has, including a title, a legend, a compass rose, boundaries, color, labels etc. All of these items should be included in the maps the students create.

b. Students should create a legend for their maps. The legend may include colors and shapes. For example, the Appalachian Mountains run through the western part of Massachusetts. The students may want to draw a triangle to indicate a mountain in the legend. Then, draw a few triangles along the left side of Massachusetts to represent the mountain range. The students may opt to draw a triangle that is a different color and size then the rest to represent Mt. Greylock, the tallest mountain in Massachusetts. On the right side of Massachusetts, the students may want to color the border blue to represent the Pacific Ocean.

Assessments● Students will create a physical map of Massachusetts for their rock newspaper portfolio.● Students will individually complete the” Variety of Maps” quiz located at the end of the article after reading the article a

few times through.


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Lesson 7: Earthquakes and Fault LinesBACKGROUNDOverview of the LessonIn this lesson, students will learn about natural disasters, they will think about potential ways to protect themselves against natural disasters or ways to lessen the effects by experimenting with volcanoes, earthquakes, and floods. For the rock newspaper portfolio project students will be creating a “How to Survive a [natural disaster] guide.

Focus Standard[2016] 4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans. * [Clarification Statement: Examples of solutions could include an earthquake-resistant building or a constructed wetland to mitigate flooding.]

Learning TargetsI can discuss three types of natural disasters including volcanic eruptions, earthquakes, and floods.I can discuss the impacts of natural disasters and how to protect against or lessen the effects of these natural disasters.

Assessment


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Create a “How to Survive a [natural disaster]” article for Planet Earth Newspaper. Each student will choose one natural disaster (flood, volcano, or earthquake) to write about.


Targeted Academic Language/ Key Vocabulary Tier 2: EarthquakeTier 3: Tectonic Plates, Fault line

RESOURCES AND MATERIALSQuantity Item Source

1 per student “Safe Houses” article Binder

4 packages Modeling clay / Play Doh Bin

1 Small plastic cup Bin

1 tablespoon Flour Bin


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2 tablespoons Baking soda Bin

cup⅓ Vinegar Bin

1 4” square Tissue Paper Bin

1 roll Paper towels (for clean up) Classroom Teacher

1 per student Scissors Classroom Teacher

1 Large bin or bucket Bin


1 per student “Make Your Own Earthquake” worksheet (2 pages) Binder

1 Pictures of Floods Thumb drive

1 package Legos Bin

**Items in bold should be returned at the end of the semester**

LESSON DETAILS


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Lesson Opening/ActivatorThe science fellow or classroom teacher should introduce the concept of natural disasters. Ask students if they can think of an example. Have they ever experienced a hurricane? A flood? Generate ideas about the problems that natural disasters can cause (damaged buildings, toxic water, unsafe traveling conditions, etc).

During the Lesson1. Volcano Simulation

a. In order to learn about natural disasters and how to create a plan to lessen their effects, we need to know what happens during natural disasters. One type of natural disaster is a volcanic eruption. There are many volcanoes, and one of the most famous is Mount St. Helens in Washington State, which last erupted in 2008. Today we are going to simulate a volcano erupting. The science fellows or classroom teacher should guide this experiment in front of the class. Before beginning the experiment, have students draw a “before” diagram of what the volcano looks like. Once the experiment is complete ask the students to draw an “after” diagram of the volcano, and have the students write a sentence or two about what happened during the experiment. [SP2: using a model]

b. The science fellow or classroom teacher will need to make a model of a volcano out of modeling clay and place it in the box that is provided. The box will help prevent a mess. The volcano needs to be shaped like a cone with a point at the top. A hole needs to be carved out of the top so that a small plastic cup fits inside the volcano with the mouth of the cup at the top. (It may work best to build the volcano around the cup itself.)


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c. Once the model volcano is complete the science fellow will need to pour 2 tablespoons of baking soda and 1 tablespoon of flour into the center of a 4-inch square piece of tissue paper. Wrap the tissue paper around the cup and twist both ends. It should look a Tootsie roll wrapped up when it is finished.

d. Place the mixture in the cup in the volcano model.

e. To make the volcano “erupt,” pour in half of the required amount of vinegar (this is about of a cup). Make ⅙sure to step back a little, so the mixture does not get in your eyes or on your clothes. When the foaming stops, add the remaining amount of vinegar (about of a cup).⅙

f. Talk to the students and ask them what happened? When volcanoes erupt and the lava cools down, it builds the mountain up. Lava forms igneous rocks, which the students learned about in lesson 1 of this unit. Ask the students to think about how we would survive a volcano if it erupted. What would we need? How would we protect our houses? Would we build something on the mountain to slow down or prevent the lava from flowing to the town?

g. There are many volcanoes all over the world, especially located in the ring of fire. The ring of fire is an area in the Pacific Ocean where there is a continuous series of ocean trenches, volcanoes, and tectonic plate movements. The ring of fire has 452 volcanoes and includes 75% of all of the world’s volcanoes. Not only are there volcanic eruptions but also there are several earthquakes that occur here due to tectonic plate movement.


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2. “Make Your Own Earthquakes” Earthquakes, just like volcanoes, also build up the Earth. Earthquakes occur because the planet’s tectonic plates are shifting below the Earth’s surface. Sometimes these plates rub against each other, move away from each other, or run right into each other. If two tectonic plates run into each other, they push up against one another and can form mountains.

a. For this activity, the classroom teacher needs to make a copy of the “Make Your Own Earthquakes” worksheet.

b. Pass out the worksheets and ask each student to push the sides of their papers together. Ask what happened. Did it make anything? It most likely pushed the middle of the paper up creating a hill. This simulates how earthquakes can make the land push up or fold into a mountain.

c. Now give each student a pair of scissors. The students will then cut along the dotted line that goes straight up the middle of the paper. This dotted line represents a fault line. A fault line is a break or fracture in the ground that is created when the Earth’s tectonic plates move or shift. Once the paper is cut into two pieces, ask the students to again push the two sides of the paper together. What happened this time? Most likely one paper slid over the top of the other paper. This shows that sometimes earthquakes will push one piece of land over the top of another piece of land.

d. Lastly, ask the students to slide one piece of the paper forward and the other piece of the paper in the opposite direction. This represents that earthquakes sometimes cause two pieces of land to move away from each other.


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e. Ask the students to think about the impact an earthquake has on the land. How would they create a plan to lessen the effects of an earthquake? How would they survive an earthquake? How should they build a house so that it is earthquake proof?

3. Flood PicturesAnother example of a natural disaster is a flood. Floods occur when an area receives a lot of rain in a short amount of time and the water has nowhere to go. Sometimes we see the streets flood here in North Adams if we get a big rainstorm. We are going to look at some pictures of flooding.

Note: A PowerPoint of pictures of floods has been created and is located on your thumb drive. Ask the students again to think about what happens during a flood. How would we survive the flood? What can we do to prevent floods or lessen the effects of a flood?

Optional Extension: Flood Model: Build a small town and create a flood. Have the students come to the front table of the classroom. Using soil or clay create a base for the town in a large bin or bucket. If there is enough soil, build a mountain in the corner of the bin to represent Mount Greylock. Have pairs of students each create a small building, person, or plant to put in the town using Legos. Once the town is assembled, get two gallons of water and pour it into the bin. Pour the water starting at the top of the mountain


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● Ask the students to talk about what is going on as the town is flooding. Why is it flooding? What should the Lego people do to survive the flood? Connect the lesson back to weathering and erosion. What has the rain now done to the mountain that was built?

4. “Safe Houses” Hand out the National Geographic article “Safe Houses” by Chris Carroll. Call on a student to read the title and introductory paragraph. Explain that this article will be about earthquake-proof buildings and homes. Call on a different student to read each paragraph, pausing between each to summarize concepts and define vocabulary. [SP8: obtaining information]

Lesson ClosingAdd vocabulary (earthquake, tectonic plates, fault line) to the vocabulary rings.

AssessmentCreate a “How to Survive a [natural disaster]” article for Planet Earth Newspaper. Each student will choose one natural disaster (flood, volcano, or earthquake) to write about. The article “Safe Houses” is also a great resource for ideas.


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Curriculum Embedded Performance Assessment Unit Level Essential Question addressed in this unit: How has Mount Greylock changed over time?

Standard(s) Covered by this Assessment:[2016] 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time. [Clarification Statements: Examples of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills, mountains, plains, and canyons. Focus should be on relative time.] [State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment.]

[2016] 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.

Student Learning Targets1. Identify what a physical map is and what it consists of.2. Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes. (Topographical maps not required.)


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3. Design and test an erosion prevention solution.4. Read scientific maps of mountain ranges, trenches, active volcanos, and earthquakes, climate and weather


3 (1 per group) Geographic map of Mt. Greylock Bin

3 (1 per group) Rectangular clear plastic container Bin


Topsoil Bin

As needed Rocks (small to medium in size) Classroom Teacher

As needed Straws (cut down the middle) Bin

As needed Popsicle sticks Bin

1 per group Clean ketchup bottle Bin

As needed Water (fill ketchup bottles with) Classroom Teacher


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Assessment● Design an erosion prevention system for a site that is prone to water erosion on Mt. Greylock. Use different barriers

such as trees, rocks, and drainage pipes to create a situation that prevents the least amount of soil from washing away.

● Groups should come up with an oral presentation which touches on the following questions: Why did you build your erosion prevention system this way? Did it work well?

Procedure: Explain to students that they are going to look at an area of Mount Greylock that could be impacted by water erosion. The map will give us an idea what the location looks like. From there we are going to get to build a model of the location and design an erosion prevention system. The people in the surrounding towns cannot let the soil from the mountain wash down onto their house so it’s up to us to plan a way to prevent it from happening.

1. Review erosion and water erosion and how it affects a landscape. Feel free to reference the experiment done in Lesson

3. Talk about how different things, such as trees and rocks prevent soil loss as well as how water travels and can be funneled (drainage).


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2. Set up three workstations covered with newspaper to make for an easy clean up. Pile soil to form a slope inside each clear plastic container. The slope will be different depending on the container but should be steep enough to promote water flow. On each desk lay a small pile of rocks, straws cut down the middle, and popsicle sticks.

3. Hand out a geographic map of Mt. Greylock and have students review them. The students should position their models according to the map’s depiction of the mountain site.

4. Describe how we use models to imitate what might happen on a larger scale. Explain to the students that we will pour water at the top of the mountain to simulate rainfall. Their job will be to work together in groups to place rocks, trees (popsicle sticks), and drainage pipes (straws) on Mt. Greylock to prevent soil erosion. Give students 15-30 minutes to design their erosion prevention system and then call for their attention.

5. As they finish designing their systems, gather all the students to come over to group 1s model. Have students explain how their layout may succeed or fail and get all the students to make a prediction what will happen. Pour water slowly on the top of the model for 5 seconds and notice how much soil was taken away. Repeat this process for the models.

6. Now clean up and get students to wash hands.


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7. Have students write a paragraph about how item placement affected erosion prevention, as well as how different items worked better than others. Using what you learned from the unit describe three ways how erosion might have affected Mt. Greylock over time.


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List of Unit ResourcesLesson 1

Quantity Item Source


1 per group Rock Kit Bin

12 books shared in groups of 2-3

Foss Science Stories “Written in Stone” Bin

1 Projector Classroom Teacher

Types of Rocks Video: https://www.youtube.com/watch?v=lE3jR_RhxO4 Thumb drive

3 per student Sticky notes Classroom Teacher

1 Picture of a Scientist Classroom Teacher

1 per student “Types of Rock” lyrics handout Binder


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2 per class Large poster papers (semantic map and essential question) Classroom Teacher


1 per student Metal ring for vocab words Bin

1 per student “Interview with a Rock” worksheet Binder

1 per teacher Science Practices Handout Binder (Classroom Teacher to make copies)

Lesson 2



5 White and 5 Black plates (1 per group)

Streak plates Bin


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5 per group Penny Bin

5 per group Nail Bin

1 box per class Mineral Kit - Includes 15 mineral samples Bin

1 per pair/group Limestone sample Bin

1 per pair/group Quartz sample Bin


1 per unit Rock Cleavage Video: https://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

Thumb drive

1 piece Chart Paper Classroom Teacher

1 “How to Describe Luster” Board Bin

1 per student Rocks and Minerals comparison chart Classroom Teacher to make copies (see chart on page 21)


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1 per student Mineral observation chart Binder

1 MCAS question Binder

Lesson 3


1 per classroom Computer + projector Classroom Teacher

1 per classroom Weathering & Erosion PowerPoint Thumb drive

1 per student Weathering and Erosion Worksheet Thumb drive

1 per classroom Activity Station Setup (Splash, Rock & Roll, and Swept Away: Hands on Nature p. 253-254

Binder


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1 set per classroom “Hands on Nature” puppets Bin

2 (1 per Splash station; 1 per Swept station)

Baking pan Bin

1 per Splash station Tablespoon Bin

1 per classroom Small bag of flour Bin

1 per Splash station Empty and clean Ketchup bottle Bin


2 per Rock station Clean, sealable plastic container Bin

3 handfuls (2 per Rock station; 1 per Swept station)

Stones Bin

2 per Rock station Clear plastic cups Bin


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1 per classroom Small bag of uncooked rice Bin

1 handful per Swept station Blocks of wood Bin

1 per student Straws Bin


1 per student “Preparing for Disaster” reading Binder

1 per student “Watch for Steady Rocks” reading Binder

1 per student Paired Text Questions Worksheet Binder

Lesson 4


2 cups per student Soil from Decaying Matter Bin


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1 per student Wooden skewers Bin

As needed to cover desks

Newspaper Classroom Teacher


2 per class Sieve Bin

1 per student Science Journal Classroom Teacher

1 piece Chart paper Classroom Teacher

1 per student Geology by Evan Moor p. 26 Binder

1 per student Human Soil Game cards Bin

Lesson 5



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15 (3 per group) Soda Bottles (funnel, planter, screen) Bin


Sand Bin


Potting soil Bin


Clay Bin


5 (1 per group) Measuring cup Bin

One packet of seeds (Optional)

Rye grass seed Bin

As Needed Newspaper (for under experiment bottles) Classroom Teacher

1 per classroom Projector + Computer Classroom Teacher

2 per class Ice cube tray Bin


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1 per classroom Freezer Classroom Teacher

5 jars (1 jar per group)

Play-Doh Bin

As Needed Wax paper (for under the Play-Doh landscapes) Bin

Lesson 6


1 per student Passage from Read Works “ The Variety of Maps” Binder (Classroom Teacher to copy)

1 map Political map Bin

1 map Road map Bin

1 map Attraction map Bin

1 map Topographical map Bin


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1 map Physical map Bin

1 map Weather map Bin

1 per student Word Warm-Up Binder

1 per student Massachusetts template Binder

Lesson 7


1 per student “Safe Houses” article Binder

4 packages Modeling clay / Play Doh Bin

1 Small plastic cup Bin

1 tablespoon Flour Bin

2 tablespoons Baking soda Bin


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cup⅓ Vinegar Bin

1 4” square Tissue Paper Bin

1 roll Paper towels (for clean up) Classroom Teacher

1 per student Scissors Classroom Teacher

1 Large bin or bucket Bin


1 per student “Make Your Own Earthquake” worksheet (2 pages) Binder

1 Pictures of Floods Thumb drive

1 package Legos Bin


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learning-in-action.williams.edu · Web viewThis unit was developed with Race to the Top and...

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Transcript of learning-in-action.williams.edu · Web viewThis unit was developed with Race to the Top and...