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TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright © 2007 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means—except as noted below. • A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. 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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 2 © 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 3 © 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 4 © 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 25 © 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 26 © 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 27 © 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 28 © 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 29 © 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 31 © 2007 AIMS Education Foundation Plate Boundary Study Print Core Curriculum/Georgia 32 © 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 33 © 2007 AIMS Education Foundation