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Copyright © 2007 by the AIMS Education Foundation
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AIMS Education Foundation
1595 S. Chestnut Ave., Fresno, CA 93702-4706 • 888.733.2467 • aimsedu.org
ISBN 978-1-932093-65-X
Printed in the United States of America
Core Curriculum/Georgia
© 2007 AIMS Education Foundation
Blocking the Flow ................................. 172
Earth’s Water ........................................ 182
Uses for Water ...................................... 184
River Basins ......................................... 191
Help Save the Birds! ............................. 192
Mini Water Treatment Simulation .......... 200
Pollution Paradigm ............................... 206
Drainage Details ................................... 217
Water Rights and Responsibilities.......... 227
Water Island .......................................... 236
Meter Tape ........................................... 248
Parent Letter ......................................... 249
Materials List ........................................ 250
Earth Science Assessment ................... 251
Earth Science Assessment Key ............ 254
The AIMS Program ............................... 255
Model of Learning ................................. 257
Chinese Proverb ................................... 261
Standards Alignment ................................ 2
Safe Science............................................. 5
Scientific Inquiry ....................................... 6
Assembling Rubber Band Books ............. 10
Science Journal ...................................... 11
Earth’s Structure .................................... 12
Constructing Continents ......................... 14
Constructive and Destructive
Processes ....................................... 23
Earth Construction Zone......................... 25
Plotting the Evidence .............................. 34
Down on the Ocean Floor ....................... 43
Shakes and Quakes ................................ 49
Isn’t it Interesting:
Shaking Up the Facts ..................... 59
Quake Queries ....................................... 60
Rate the Risks......................................... 68
Volcanoes ............................................... 76
Topping Off Mount St. Helens ................. 82
Time for Change ..................................... 89
Peanut Butter and Jelly Geology ............. 91
Ice Breakers ........................................... 98
Weathering Activity Cards .................... 106
Chalk It up to Weathering ..................... 112
Earth Changes ..................................... 126
Sand Dunes and Snow Drifts ................ 127
Sandy Beaches ..................................... 134
River Run.............................................. 143
Rain Away ............................................ 151
Erosion ................................................. 158
Barrier Island Baffler ............................. 160
You are entitled to unlimited copyright privileges of the
student pages that are included. This copyright privilege
extends only to one classroom/one teacher. Thank you!
Core Curriculum/Georgia
1
© 2007 AIMS Education Foundation
Georgia
Core Curriculum
Fifth Grade Performance Standards
Characteristics of Science
d. Identify and practice accepted safety
procedures in manipulating
science materials and equipment.
Sand Dunes and Snow Drifts
Sandy Beaches
Habits of Mind
S5CS1. Students will be aware of the importance
of curiosity, honesty, openness, and skepticism in science and will exhibit these traits
in their own efforts to understand how the
world works.
d. Take responsibility for understanding the
importance of being safety conscious.
Sand Dunes and Snow Drifts
Sandy Beaches
S5CS4. Students will use ideas of system, model,
change, and scale in exploring scientific and
technological matters.
a. Observe and describe how parts influence
one another in things with many parts.
Help Save the Birds!
Mini Water Treatment Simulation
S5CS2. Students will have the computation and
estimation skills necessary for analyzing
data and following scientific explanations.
a. Add, subtract, multiply, and divide whole
numbers mentally, on paper, and with a
calculator.
Quake Queries
Water Island
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number
lines, maps, and stories to represent corresponding features of objects, events,
and processes in the real world. Identify
ways in which the representations do not
match their original counterparts.
Earth Construction Zone
Down on the Ocean Floor
Quake Queries
Topping Off Mount St. Helens
Peanut Butter and Jelly Geology
River Run
Blocking the Flow
Drainage Details
Water Rights and Responsibilities
b. Use fractions and decimals, and translate between decimals and commonly
encountered fractions—halves, thirds,
fourths, fifths, tenths, and hundredths
(but not sixths, sevenths, and so on)—in
scientific calculations.
Plotting the Evidence
Down on the Ocean Floor
Pollution Paradigm
S5CS3. Students will use tools and instruments for
observing, measuring, and manipulating
objects in scientific activities utilizing safe
laboratory procedures.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising
reasonable safety.
Ice Breakers
Pollution Paradigm
c. Identify patterns of change in things—
such as steady, repetitive, or irregular
change—using records, tables, or graphs
of measurements where appropriate.
Constructing Continents
Plotting the Evidence
d. Identify the biggest and the smallest possible values of something.
River Run
c. Use computers, cameras and recording
devices for capturing information.
Quake Queries
Uses for Water
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
S5CS5. Students will communicate scientific ideas
and activities clearly.
a. Write instructions that others can follow
in carrying out a scientific procedure.
Weathering Activity Cards
The Nature of Science
S5CS7. Students will be familiar with the character of scientific knowledge and how it is
achieved.
Students will recognize that:
b. Some scientific knowledge is very old and
yet is still applicable today.
Constructing Continents
b. Make sketches to aid in explaining scientific procedures or ideas.
Earth Construction Zone
Peanut Butter and Jelly Geology
S5CS8. Students will understand important features
of the process of scientific inquiry.
Students will apply the following to inquiry
learning practices:
c. Scientists use technology to increase
their power to observe things and to measure and compare things accurately.
Quake Queries
c. Use numerical data in describing and
comparing objects and events.
Down on the Ocean Floor
Quake Queries
Rate the Risk
Topping Off Mount St. Helens
River Run
Rain Away
Help Save the Birds!
d. Science involves many different kinds of
work and engages men and women of all
ages and backgrounds.
Constructing Continents
d. Locate scientific information in reference
books, back issues of newspapers and
magazines, CD-ROMs, and computer
databases.
Quake Queries
Blocking the Flow
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Content
c. Relate the role of technology and human
intervention in the control of constructive
and destructive processes. Examples
include, but are not limited to
• Seismological studies
Quake Queries
Rate the Risk
Earth Science
S5E1.
Students will identify surface features of the
Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
Sand Dunes and Snow Drifts
Sandy Beaches
Barrier Island Baffler
• Flood control, (dams, levees, storm
drain management, etc.)
River Run
Blocking the Flow
Drainage Details
Water Rights and Responsibilities
• Earthquakes
Earth Construction Zones
Quake Queries
• Beach reclamation (Georgia coastal
islands)
Sandy Beaches
Barrier Island Baffler
• Volcanoes
Earth Construction Zones
Down on the Ocean Floor
• Faults
Earth Construction Zone
Peanut Butter and Jelly Geology
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans,
wind)
Sand Dunes and Snow Drifts
Sandy Beaches
River Run
Rain Away
Erosion
• Weathering
Ice Breakers
Weathering Activity Cards
Chalk It up to Weathering
Time for Change
Earth Changes
• Impact of organisms
Weathering Activity Cards
• Earthquake
Plotting the Evidence
Shakes and Quakes
Isn’t It Interesting: Shaking Up
the Facts
Quake Queries
• Volcano
Plotting the Evidence
Volcanoes
Topping Off Mount St. Helens
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Equipment
Hand-held hair dryer
Safety goggles
World map
Centicubes
Unifix cubes
Metric rulers
Eyedroppers
Consumables and Non-consumables
Scissors
Colored pencils
Crayons
Markers, washable
Glue sticks
White glue
Rubber bands, #19
Chart paper
Fine-tip overhead pens, red
and black
Transparency film
Chalk
Sticky notes, pink and green
Construction paper, 12" x 18"
Clay
Steel wool
Sponges
Vinegar
Baking soda
Chocolate icing
Graham crackers
Chocolate chip cookies
Chocolate chips
Craft sticks
Paper plates
White bread
Whole-wheat bread
Core Curriculum/Georgia
Rye bread
Jam or jelly
Crunchy peanut butter
Raisins
Plastic spoons
Plastic cups, 9 oz
Plastic cups, 10 oz
Paper cups, 3 oz
Styrofoam cups
Plastic bowls
Plastic recloseable bag,
gallon size
Aluminum foil
Paper towels
Dishwashing soap
Sandpaper
Small water balloons
Bucket
Unglazed brick
Plaster of Paris
Fine sand
Pebbles
Dirt
Potting soil
Pea gravel
Empty milk cartons
Shoebox lid
250
Drinking straws
Newspapers
Water containers
Food coloring, red and
yellow
Flat pieces of wood
(lath or lattice strip)
Rectangular pans
Cardboard
Marbles
Gelatin dessert
Plastic wrap
Thread
Baby food jars
Toothpaste
Styrofoam peanuts
Pins
Cardboard tube
Radish seeds
Empty can with plastic lid
Marble chips
Sandstone
Coffee filters
Charcoal briquettes
Cotton balls
Ammonium alum
Spray bottles
© 2007 AIMS Education Foundation
4 chocolate chip cookies (see Management 1)
aluminum foil, approximately 30 cm square
5 chocolate chips
craft stick
plastic spoon
Topic
Plate boundaries
Key Question
How can you use models to learn about constructive
and destructive forces on the Earth?
Background Information
The Earth’s crust is broken into large pieces called
plates. The composition of the plates plays an important role in their interactions. There are two types of
plates, oceanic and continental. The oceanic plates are
composed of mostly basalt and are more dense than
the continental plates, which are composed of granite.
The push and pull of forces at the edges of the plates
result in three types of plate movement: convergent,
divergent, and transform. Constructive and destructive
forces at the plate boundaries create many physical
features of the Earth.
Learning Goals
Students will:
• identify how plate boundaries can contribute to
constructive and destructive forces,
• model how plates can move, and
• identify some Earth features plate movements can
create.
Guiding Documents
Project 2061 Benchmark
• How fast things move differs greatly. Some things
are so slow that their journey takes a long time;
others move too fast for people to even see them.
Convergent Plate Boundaries
The edges of plates pushing toward each other are
called convergent boundaries. Convergent boundaries
can occur between two continental crusts, two oceanic
crusts, or oceanic and continental crusts.
When two continental crusts collide, the crust
crumples and folds, forming mountain ranges. The
Himalayas, the European Alps, and the Appalachian
Mountains were created this way.
When oceanic crust and continental crust push
together, the oceanic crust is subducted, or slides
under, the less dense continental crust. Subduction
can occur when oceanic crust collides with oceanic
crust. The older, denser plate slides under the younger
plate. The subducted crust melts in the mantle. The
results of these collisions are deep trenches such as
the Marianas Trench in the Pacific Ocean, the Puerto
Rico Trench in the Atlantic, and the Peru-Chile Trench
along the western coast of South America. Volcanoes
often form when oceanic crust is subducted under
continental crust. The volcanoes located on the West
Coast of the United States are a result of this type of
plate movement.
NRC Standards
• Lithospheric plates on the scales of continents and
oceans constantly move at rates of centimeters per
year in response to movements in the mantle. Major
geological events, such as earthquakes, volcanic
eruptions, and mountain building, result from these
plate motions.
• Landforms are the result of a combination of constructive and destructive forces. Constructive forces
including crustal deformation, volcanic eruption,
and deposition of sediment, while destructive forces
include weathering and erosion.
Science
Earth science
geology
plate tectonics
Physical science
force and motion
Integrated Processes
Observing
Comparing and contrasting
Relating
Using models
Divergent Boundaries
Divergent boundaries form when molten material
rises from the mantle to fill the gap between the spreading plates and solidifies into new crust. This seafloor
spreading builds a long underwater chain of mountains
dotted with volcanoes—the mid-ocean ridge. The MidAtlantic Ridge is a large section of the ridge. This type
of plate movement can also take place on continental
Materials
For each student group:
chocolate icing
1 graham cracker (see Management 1)
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
plates. When continental plates side apart, rift valleys
form. The Great Rift Valley in Africa is a result of this
type of plate movement.
Connecting Learning
1. What are the two types of plates? [continental plates
and oceanic plates]
2. How are divergent plates different from convergent
plates? [Divergent plates are moving apart and
convergent are moving together. Different geologic
features are formed at the different types of boundaries. Convergent boundaries form mountains as
well as deep ocean trenches. Volcanoes can also
form at these locations. Divergent boundaries form
the mid-ocean ridges.]
3. What are some of the features of the Earth that are
constructed by plate movements? [trenches, ridges,
mountains, and volcanoes]
4. How did the models help you learn more about
how plates on the Earth create constructive and
destructive forces?
5. The Appalachian Mountains are a result of two
continental plates pushing together. What does that
tell you about the past geologic history of the plate
the Appalachian Mountains are on since there is
not a plate pushing on the North American plate?
[Scientists theorize that the Appalachian Mountains
resulted from the present day North American plate
and African plate pushing together.]
6. What are you wondering now?
Transform Boundaries
Where two plates slide past each other horizontally
is called a transform boundary. There is a lot of friction
and sometimes the two plates lock together. If enough
pressure builds up, rocks in the plates are jerked apart
and earthquakes occur. Transform boundaries, such
as the San Andreas Fault in California, neither create
nor destroy crust.
Management
1. Each group will need one graham cracker broken
in half. They will also need two soft chocolate chip
cookies and two regular chocolate chip cookies.
2. Each group will need approximately one-quarter
cup of icing. Chocolate pudding can be substituted
for the icing.
3. Point out to the students that they will need to
smooth the icing out between each model.
Procedure
1. Ask the Key Question and state the Learning Goals.
2. Tell the students that they will be given some
materials that will be used to model constructive
and destructive forces on the Earth.
3. Distribute the student pages, the aluminum foil, craft
stick, plastic spoon, and the chocolate icing.
4. Point out the location for the remainder of the
materials and tell the students to use the information
on the student sheet and materials to explore how
the plates of the Earth interact.
5. Direct a discussion on what the students learned
from the models.
6. Distribute the plate boundary study print. Ask them
to write paragraphs describing what is taking place
at each type of boundary and identifing whether
there is a constructive force or a destructive force
at work.
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Key Question
How can you use models
to learn about constructive
and destructive forces on
the Earth?
Learning Goals
• identify how plate boundaries can
contribute to constructive and
destructive forces,
• model how plates can move, and
• identify some Earth features plate
movements can create.
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Two types of plates:
Oceanic
Continental
Things you will need:
Aluminum foil
Chocolate icing
Plastic spoon
Craft stick
1 graham cracker, broken in half
2 soft chocolate chip cookies
2 hard chocolate chip cookies
5 chocolate chips
Three types of plate movement:
Divergent
Convergent
Transform
The first type of plate movement you will
model is at a divergent plate boundary. Place
a large spoonful of icing on the aluminum
foil. You will need to place two pieces of graham cracker next to each other on the icing.
Press down slowly on the graham crackers.
They represent oceanic crust. Oceanic crust
is floating on the mantle. The icing models
the mantle.
Slowly push the graham crackers about a
centimeter apart. Notice how the frosting is
exposed where the crackers are separated.
This is a model of how magma comes to the
surface where real oceanic plates are moving
apart. This is a constructive Earth force.
Divergent Boundary
Most divergent plate boundaries are located
on oceanic crust. When plates begin to pull apart on continental crust, rift valleys are made.
The Great Rift Valley in Africa is an example of this type of plate movement.
Draw and label your model. Include these things: oceanic plates and magma. Draw arrows to
show the directions the plates are moving. Draw and label the rift valleys that formed between
the divergent plates.
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
The second type of plate movement you will
explore is when oceanic crust converges with
(meets) continental crust. Pick up one of the
graham crackers. Smooth out the icing and
place a hard chocolate chip cookie on the icing where the graham cracker was located.
The chocolate chip cookie represents continental crust. This is thicker and less dense
than oceanic crust. It floats higher on the
mantle, so don’t push it down into the icing.
Gently move the chocolate chip cookie and
the graham cracker toward each other until
the edge of the chocolate chip cookie is on
top of the edge of the graham cracker. Place
the five chocolate chips on the edge of the
cookie that is on top of the graham cracker.
Convergent Boundary
When plates meet like this, the oceanic plate goes under the continental crust and a deep
trench is formed. This is a constructive Earth force. You will often find volcanoes along the
edge of the continental crust where the oceanic crust is going under.
Draw and label your model. Include these labels: oceanic plate, continental plate, volcanoes,
trench. Use arrows to show the directions the plates are moving.
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Now you will explore when continental crust
converges with (meets) continental crust.
Remove the graham cracker and the hard
chocolate chip cookie from the icing. Smooth
out the icing. Put the two soft chocolate chip
cookies into the icing. Slowly push the cookies toward each other. Notice how the edges
crumple and push up.
This is how mountains form where continental plates push together. When continents
move toward each other, there is nowhere for
the rock to go but up. This is a constructive
Earth force.
Draw and label your model. Include these
labels: continental plates, mountains. Use
arrows to show the directions the plates are
moving.
Core Curriculum/Georgia
Convergent Boundary
30
© 2007 AIMS Education Foundation
The last type of plate movement you will
explore is when continental plates slide past
each other. These are called transform plate
boundaries. Remove the two soft chocolate
chip cookies. Put two hard chocolate chip
cookies into the icing. Push the two cookies
together. Apply pressure so that two cookies
begin to slide past each other.
This is the same type of movement that is
taking place at the San Andreas Fault in
California. You should also notice that small
bits of cookies are crumbling where the two
cookies are pressing together. This models
that the land is under stress where plates are
passing beside each other.
Transform Boundary
Draw and label your model. Use arrows to
show the directions the plates are moving. Write the word “stress” where earthquakes would
originate. This would be a destructive Earth force.
These experiences show some of the processes that are taking place between the plates of
the Earth. Look at the drawings of the plate boundaries and tell how the models helped you
learn about each type of plate interaction.
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Plate Boundary Study Print
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation
Connecting Learning
1. What are the two types of plates?
2. How are divergent plates different
from convergent plates?
3. What are some of the features of the Earth
that are constructed by plate movements?
4. How did the models help you learn more
about how plates on the Earth create
constructive and destructive forces?
5. The Appalachian Mountains are a result
of two continental plates pushing together.
What does that tell you about the past
geologic history of the plate the Appalachian
Mountains are on since there is not a plate
pushing on the North American plate?
6. What are you wondering now?
Core Curriculum/Georgia
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© 2007 AIMS Education Foundation