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GEOLOGY FOR TEACHERS
GEO 204 01
SUMMARY OF LESSON PLANS AND
CLASS PRESENTATIONS
DECEMBER 4TH, 2006
Fall 2006 – Dr. Sandy, Department of Geology,
University of Dayton
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GEOLOGY FOR TEACHERS - GEO 204 01 FALL 2006
CLASS ACTIVITIES AND PRESENTATIONS
----------The Solar System
Laura Bush, Katie Heimann, Maureen Eyerman, Colleen Durham
Grades 3-5
page 3
----Layers of the Earth
Katie Borucki; Caitlin Hale; Lisa Ruggio; Rachel Sekerak
Grade 8
page 5
----Earthquakes
page 7
Meghan Schultz, Emily Wheeler, Jenny Scheidler, and Monica Ruzicka
Grades 9-12
----Tornadoes
Marcus Deja, Lisa Norkus, Caron Barks, Kelly Keane
Grades 1-3
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page 9
Solar System Project
Laura Bush, Katie Heimann, Maureen Eyerman, Colleen Durham
Are activity consists of a PowerPoint giving the class information on the solar system and
each of the planets. After the presentation is complete we created a game of Jeopardy that test
how well the children paid attention during the Presentation. The team who wins the game gets
rewarded, so kids will have an incentive to listen and retain the information that is given to them.
Lesson Plan: Solar System
Planning: Adaptable for grades 3-5
Goals: To understand the Solar System and about all eight planets.
Implementation:
Background: (see PowerPoint)
Materials:
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Vocabulary:
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Note cards
Chalk board
Chalk
Tape
Stop watch/ Clock
PowerPoint
Candy/ Prize
Solar System
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Equator
Orbit
Rotation
Moon
Ring(s)
Sun
Atmosphere
Gas
Axis
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Procedure:
First ask students to list names of planets they know and then answer the question.
Starting with the Sun, draw the solar system on board or show them a picture and
have students copy the diagram.
After introducing the topic of the lesson, start the PowerPoint presentation and
have the students take notes.
Explain that students will choose 1 planet and write a 2 page report on it their
specific plant.
Next the teacher will divide the class into 2 or more groups and explain the rules
for an in class jeopardy game.
Management Concerns:
When working with younger children it is better to have a variety of questions
that can be identified as easy or hard.
Evaluation/ Reflection:
Was the game too difficult for the students to follow? How can it be simplified?
Did the students seem to enjoy the game as well as the background information?
Post-Project Discussion:
What are the names of all eight planets?
What are some differences/ similarities of all the planets?
What were some problems that students ran into? Were they fixable?
Is this a lesson that can be continued in the future?
Extension/ Variation:
Teachers have the option of how many categories and questions there should be,
depending upon age and allotted time.
National Standards:
Earth and Space Science: Objects in the sky; Changes in earth and sky; Earth in the solar
system
Physical Science: Properties of objects and materials
History and Nature of Science: Science as a human endeavor; Nature of scientific
knowledge
Ohio Standards:
Science and Technology/Physical Science
Chemistry and Physics; 3.4.4-D
Describe the composition and structure of the universe and the earth’s place in it.
Recognize earth’s place in the solar system.
Identify planets in our solar system and their general characteristics.
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Layers of the Earth
Katie Borucki, Caitlin Hale, Lisa Ruggio, Rachel Sekerak
Grade level: 8th grade according to standards, but adaptable for lower grades.
Materials
Sugar cookies (supply one per student)
Orange frosting (any color will work)
Peach Rings
M&M’s
Paper towels
Plastic knives (plastic spoons for younger children)
Procedure
Discuss with class prior knowledge of the layers of the earth
Power Point
Crust: The crust is the outer most region of the Earth. It is mostly made up of
basalt and granite. The crust ranges from 5 km to 10 km at sea level, and 10 km to
70 km in the continental regions. The crust is also the least dense of all the Earth’s
layers. The temperature ranges from air temperature to 900 degrees Celsius.
Mantle: The mantle is a shell made up of dense rock which can be found
between 30 and 2,900 km below the Earth’s crust. The temperature of the mantle
ranges from 500 degrees Celsius near the crust to 4000 degrees Celsius near the
core. The mantle consists of mostly oxygen, silicon, and magnesium.
Core: The outer core is at 1,800 - 3,200 miles (2,890-5,150 km) below the earth's
surface. The outer core is liquid and mainly consists of iron, some nickel and
about 10% sulfur and oxygen. The temperature in the outer core is about 7200 9032 ºF (4000-5000ºC). The density of the outer core is between the 10g/cm³ and
12,3g/cm³. The outer core and inner core together cause the earth's magnetism.
Inner Core: It is 3,200 - 3,960 miles (5,150-6,370 km) below the earth's surface
and mainly consists of iron, nickel and some lighter elements (probably sulfur,
carbon, oxygen, silicon and potassium. The temperature in the inner core is about
9032 - 10832 ºF (5000-6000 ºC). Because of the high pressure, the core is solid.
The average density of the core is about 15g/cm³.
Cookie Activity (to be done during power point)
Start with sugar cookie (crust)
Add frosting on cookie (mantle)
Place peach ring in the middle of frosting (core)
Put M&M in the center of the peach ring (inner core)
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Ohio Science Academic Content Standards
Earth and Space Sciences
9. Describe the interior structure of Earth and Earth's crust as divided into tectonic plates
riding on top of the slow moving currents of magma in the mantle.
References
"The Layer of Earth." Planet Earth. ThinkQuest. 30 Nov. 2006
<http://library.thinkquest.org/28327/html/universe/
solar_system/planets/earth/interior/layers_of_earth.html>.
"Layers of the Earth." A Teacher's Guide to the Geology of Hawaii Volcanoes National Park.
Valcano World. 30 Nov. 2006
<http://volcano.und.edu/vwdocs/vwlessons/plate_tectonics/part1.html>.
"Ohio's Academic Content Standards in Science." Ohio Resource Center for Mathematics,
Science, and Reading. ORC. 30 Nov. 2006
<http://ohiorc.org/content_stds/ohio_stds/standards/?type=2&std=44&disc=2#g4>.
"Structure of the Earth." Education Module. 30 Nov. 2006
<http://scign.jpl.nasa.gov/learn/plate1.htm>.
"Structure of the Earth." Wikipedia. 30 Nov. 2006
<http://en.wikipedia.org/wiki/Layers_of_the_earth>.
“Structure of the Earth.” Scign. 30 Nov. 2006
<http://scign.jpl.nasa.gov/learn/plate1.htm>
“The Core.” ThinkQuest team. 30 Nov. 2006
<http://mediatheek.thinkquest.nl/~ll125/en/core.htm>
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Earthquakes: So What?
Meghan Schultz, Emily Wheeler, Jenny Scheidler, Monica Ruzicka
Grade Level: 9-12
Lesson Plan:
Objective- To understand how earthquakes work and why they occur, how high quality
construction impacts the effects of earthquakes, how the past can influence our views of
earthquakes in the present and for the future.
Procedure:
1. Research basic information regarding earthquakes (make a chart on the board)
- Why do earthquakes occur
- What happens underground during an earthquake
- What happens above ground during an earthquake
- Where do earthquakes tend to occur. Why to earthquakes occur in these areas
2. Begin a class discussion regarding earthquakes that they have remembered (or heard
about). Allow the students to use their computers in order to find information on the
effects of earthquakes
-Loma Prieta (San Francisco Bay area), Northridge (Los Angeles), Kobe, and
Turkish quakes. Ask them to answer the following questions:
* Why did an earthquake occur here? Is this city in a major fault zone?
* How severe was this earthquake? What was its ranking on the Richter scale?
* How did this earthquake affect people’s lives in the region?
* What was the quality of construction in the region? How did buildings and other
structures fare in the quake?
* How prepared was this city for an earthquake? What evidence is there to
support your answer?
* How did politicians react to the earthquake?
* What do geologists or others say should be done to prepare this city for another
earthquake?
3. Break into groups of two to three people research the San Francisco Bay area in order
to understand some of the large earthquakes. Answer the following questions:
- How great an earthquake risk does the Bay Area face?
- What is being done to prepare for such an event? How are geologists, construction
engineers and architects, and politicians working together (or not working
together)?
- What do geologists think should be done, assuming cooperation from the
politicians and adequate funding?
4. How do these occupations play a major role in earthquake preparedness and cleanup
(focusing on the San Francisco Bay Area)
- geologist
- construction/engineer architect
- politician
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Summary Questions:
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What role do geologists play in studying earthquakes?
Why do construction engineers and architects need to be familiar with earthquakes? Do
they always take geologists’ recommendations when designing buildings and structures?
Why or why not?
What role do politicians play in the discussion of earthquakes? How do political factors
affect the roles of geologists and construction engineers or architects? Do politicians
always base their decisions on geologists’ recommendations?
How do these three professions work together for earthquake preparedness and in the
aftermath of an earthquake? How effectively did they work together in past earthquakes,
and how should they work together in the San Francisco Bay area today?
Hypothesize what would happen in your town if geologists suddenly announced that
a severe earthquake was highly probable in the next 20 years. How do you think the
town leaders and the public would react? If this is a realistic situation for your town,
what have the reactions been so far?
Ohio Science Academic Content Standards:
Grade level: 9-12
Subject area: Geography
Standard: Understands how physical systems affect human systems.
Benchmarks: Knows how humans overcome “limits to growth” imposed by physical systems
(e.g., technology and human adaptation).
Benchmark: Understands how people who live in naturally hazardous regions adapt to their
environments (e.g., the use of sea walls to protect coastal areas subject to severe storms and the
use of earthquake-resistant construction techniques in different regions within the Ring of Fire).
Benchmark: Knows factors that affect people’s attitudes, perceptions, and responses toward
natural hazards (e.g., religious beliefs, socioeconomic status, and previous experiences).
Reference List:
Hedberg, Betsy. "Earthquakes: Learn From the Past, Present, and Future." Discovery School. 29
Nov. 2006 <http://school.discovery.com/lessonplans/programs/earthquakes/>.
"Science Academic Content Standards." Ohio Department of Education. 29 Nov. 2006
<http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelatio
nID=334&Content=16764>.
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Title of Activity: Tornadoes and Tornado Safety
Group Members: Marcus Deja, Lisa Norkus, Caron Barks and Kelly Keane
Grade Level: 1st through 3rd grade
Activity: making our own tornado and helping children see a tornado funnel more closely. Also
we will go over how a tornado forms and what children should do during a tornado to stay safe.
How to make your own tornado:
1. Fill one bottle 3/4 full with water.
2. Cut a circle of cardboard as big around as the bottle's opening.
3. Cut a 1/4-inch hole in the center.
4. Place the cardboard circle on top of your water bottle's opening.
5. Turn the other empty bottle onto the bottle. Making sure both openings are together.
6. Wrap tape around the bottle necks to make sure they stay together and do not leak.
7. Hold the bottles so that the bottle with water is upside down on top.
8. Hold the bottom bottle to steady it. With the other hand, begin moving the top bottle in a
circle.
9. Watch what happens!
Teaching standards:
-Students’ understanding is actively constructed through individual and social processes.
-In the science classroom envisioned by the Standards, effective teachers continually create
opportunities that challenge students and promote inquiry by asking questions.
-Skilled teachers recognize the diversity in their classes and organize the classroom so that all
students have the opportunity to participate fully.
-All Students will be able to participate in activities through out lesson
-All students will be able to put tornado together and then actually make the
tornado
- Grade 2: standard 4 and 5
- Grade 4: standard 1, 2, 4, and 8 (mostly pertains to our information not our activity for class)
References:
“The Disaster Area.” Federal Emergency Management Area for Kids. 30 Nov. 2006.
<http://www.fema.gov/kids/index.htm>.
“Kids Crafts - Make a Tornado.” Youth Online. 30 Nov. 2006.
<http://www.youthonline.ca/crafts/tornado.shtml>.
“What is a Tornado?” Weather Wiz Kids. 30 Nov. 2006.
<http://www.weatherwizkids.com/tornado.htm>.
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