Download Grade 4 Earth Science Unit (4.E.2.)

Grade 4 Earth Science Unit (4.E.2.)
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science 4.E.2: Understand the use of fossils and changes in the surface of the earth as
evidence of the history of earth and its changing life forms.
2. Reading Informational Text
3. Math
4. Writing
5. Technology
6. Other
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this
unit?
Know
Understand
Do
2.1 Students know that fossils are evidence of
2.1 Understand how fossils are
2.1 I can compare fossils to one
living organisms that once existed on Earth.
Students know that fossils share some
characteristics based on where, how, and from
what they formed. Students know that some
organisms that lived long ago are similar to
existing organisms, but some are quite different.
Students know that organisms that are alive
today, will, under the right conditions, leave
fossil evidence.
formed. Understand the different
characteristics that classify fossils.
another and to living organisms
using molds, casts, and preserved
parts of plants and animals.
2.2 Understand how fossils are
used to date and describe changes
in a geographic area.
2.3 Understand how and why the
surface of the Earth has changed
over time.
2.2 Students know that fossils provide
information about the environmental conditions
that existed when the fossil organism was alive,
as well as information about where, when and
how, the organism lived.
2.3 Students know that the surface of the earth
changes over time. Students know that there are
many factors that contribute to these changes.
Students know that such changes may be slow
or rapid, subtle or drastic. Erosion and
weathering are processes that change the Earth.
Wind, water (including ice), and chemicals
break down rock and can carry soil from one
place to another. Under the right conditions,
gravity can cause large sections of soil and rock
to move suddenly down an incline. This is
known as a landslide.
Volcanic eruptions occur when heat and
pressure of melted rock and gases under the
ground cause the crust of the Earth to crack and
release these materials. Solid rock can deform
or break if it is subject to sufficient pressure.
The vibration produced by this is called an
earthquake.
Decision 1 – What will students learn in this unit?
2.2 I can make inferences about
what the Earth’s early
environment by examining fossils
of plants and animals that lived
long ago.
2.3 I can express changes in the
earth over time by noting the
factors that led to the changes.
I can identify the changes in
earth’s surface caused by
landslides, volcanic eruptions, and
earthquakes.
Decision 2: Assessment
Plan for how students will indicate learning and understanding of the concepts in the unit.
How will you assess learning?
Possibilities/options:
Pre-assessment
Short answer tests or quizzes
Student logs, journals and informal writing
Lab activities
Formal writing assignments
Informal or formal student Interviews, conferences, observations etc.
Mountain Top Fossil
Activating strategy: Probe to use as Pre-Test and formative assessment
―Mountain Top Fossil‖ asks students to explain how a marine fossil could end up on the top of a
mountain. It elicits ideas about mountain formation, including weathering and erosion.
Probe: "Explain how a marine fossil could end upon the top of a mountain. Please use ideas and
any understanding you have about mountain formation, weathering, and erosion."
Describe the performance, product, or project that will be the culminating activity
for the unit.
The student’s assignment for the Culminating Activity includes:
Unit essential question or ―I Can‖ statement for the culminating activity.
A thorough description of the activity including steps or task analysis in
completing the culminating activity.
A copy(ies) of the rubric(s) you will use to assess the culminating activity or any
other aspects of the unit.
_____________________________________________________________________________
Decision 2 – Assessment
Decision 2: Assessments – Rubric Reminders:
Scale
Criteria
Describes how the
earth’s surface
changes due to slow
processes:
erosion
mountain
formation
What does each number or adjective in your scale mean?
Indicators
weathering
Describes how the
earth’s surface
changes due to rapid
processes:
landslides
volcanic
eruptions
molten lava
flow
earthquakes
Uses vocabulary
correctly related to
content:
3
1
2
Writes that
weathering and
erosion are the same
process. Erosion
happens quickly and
is always bad. Earth
is stable and
unchanging, this
could never happen.
Flood caused it…
etc.
Writes with minimal
but accurate ideas
about the processes.
Writes that
weathering is the
physical breaking
down of rock.
Erosion is process
of transporting
sediments and
fossils are
sometimes revealed.
Writes how
mountains are
formed: *uplift and
tectonic plates
colliding: Land
areas on earth lie on
top of plates that
move about because
molten rock below
the plates moves
around.
Earthquakes/Volcan
oes happen and are
scattered randomly.
Writes with minimal
but accurate ideas
about the processes.
Writes that
earthquakes cause
mountains to be
made, and can push
fossils up into the
mountains.
Sometimes one
plate will slide
under another, and
the land will be
pushed below the
surface and be
melted by molten
rock.
No vocabulary
words.
Few vocabulary
words.
Several vocabulary
words.
All possible
vocabulary words.
Hard to understand.
Readable, but many
errors.
Meets proficient
writing criteria with
few errors.
Exemplary rich and
error free writing,
which flows in an
organized way.
The ground opens
up during an
earthquake.
(Proficient)
All volcanoes erupt
on land and are
violent spewing
stuff up onto
mountain tops from
the sea.
4
fossil
marine
all the above
process words
Uses vocabulary
correctly related to
content:
fossil
marine
all the above
process words
Decision 2 – Assessment: Rubric Reminders
*The process concerned is called “uplift.”
When the continental plates collide with each other you sometimes get a process of ―uplift‖
where the land is forced upwards by the tectonic pressure. This is a slow process (taking millions
of years), but eventually can result in low-lying land being raised up to form mountain ranges. In
some cases these forces uplifted oceanic seafloor and formed mountain ranges, containing sea
fossils, out of it.
It is also worth noting that where sea-fossils are found on such mountains, they are generally
found deep in the rock layers and not on the top. This indicates that the fossils were laid down
before the uplift occurred, not by flooding.
Land areas on earth lie on top of plates that move about because molten rock below the plates
moves around. The reason the molten rock moves is because the rock is heated by radioactive
decay deep in the earth. The molten lava moves the same way as water in a boiling tea pot. Their
movement, called convection currents, is called plate tectonics. When one of these plates moves,
it will rub against another plate. The friction at the edges sometimes stops the movement, but the
entire plate continues to move. Eventually the moving plate overcomes the friction and it can
slide forward before friction stops it again. The result of this sudden movement is an earthquake.
Other plate movements include:
Land may be pushed up at the boundary of two adjacent plates and mountains will rise.
One plate will slide under another, and the land will be pushed below the surface and be
melted by molten rock. The Rocky Mountains, the Himalayas and the Andes Mountains
are created by the movement of these tectonic plates. (The area around the Rocky
Mountains used to be a shallow sea, but because of plate tectonics and mountain building,
the sea dried up and the sea floors were pushed up to several thousand feet above sea
level. Since they were once sea floors, fossils of marine mammals can be found on these
mountains.)
One plate will not push into another, but slide past it. This is what happens in California,
The land that is now San Francisco was once found in Southern California as one of these
plates move in a northwestern direction.
Source(s):
http://www.moorlandschool.co.uk/earth/te…
Post Assessment:
1. Which type of rock is most often found to contain fossils? Why?
Igneous, sedimentary, metamorphic, or granite.
2. The fossils of many mastodons have been discovered in Michigan. The fact that so
many mastodon fossils have been found but no live mastodons have been found
anywhere is evidence that mastodons are?
Threatened, endangered, extinct, or protected. Explain.
3. The landform below is a sea arch. What is responsible for shaping this arch?
Plate tectonics, earthquakes, deposition, or erosion. Explain your answer using the model.
Decision 2 – Assessment: Rubric Reminders
Decision 3: Student Learning Map
Key Learning Targets:
1. Compare fossils to one another and to living organisms
2. Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago
3. Give examples of how the surface of the earth changes due to slow processes such as erosion and
weathering and rapid processes such as landslides, volcanic eruptions and earthquakes
Concept:
Concept:
Concept:
Fossil Characteristics
Dating Fossils/Organisms
Earth Changing Over Time
Lesson EQ(s):
Lesson EQ(s):
Lesson EQ(s):
1. How do fossil characteristics
differ based on age, origin
and environmental factors?
2. What are the similarities and
differences between fossils
and existing organisms?
3. Why do some living
organisms eventually
become fossils?
1. How can fossils provide
information about the
environment in which the
organism lived?
1. Why does the surface of the
Earth changing over time?
2. What effects do weathering
and erosion have on the
Earth?
Vocabulary:
Vocabulary:
Vocabulary:
cast
chemical
crust
evidence
existing
fossil
mold
organism
preserved
soil
cast
chemical
crust
evidence
existing
fossil
mold
organism
preserved
soil
surface
cast
chemical
crust
drastic
earthquake
erosion
evidence
existing
fossil
gravity
incline
landslide
mold
organism
preserved
pressure
rapid
soil
subtle
surface
vibration
volcanic eruption
weathering
Decision 3 – Student Learning Map
Decision 4: Launch Activities
Hooks and Links
Develops student interest and links prior knowledge. Provides the Student Learning
Map and the key vocabulary to students.
Guiding Questions:
1.
2.
3.
4.
I.
II.
III.
How are you going to get students engaged?
How are you going to develop student interest and link their prior knowledge?
How are you going to start the Student Learning Map of the unit with students?
How are you going to preview key vocabulary with students?
Pictures of the Earth’s surface that show drastic changes (i.e. Grandfather Mountain split rock,
glaciers melting, volcanoes erupting, landslides, etc. [see Decision 9 Resources for Web links])
Discuss what these pictures show and what may be the effects of these events. Use fossil samples, if
available and let students guess what the fossil represents.
Follow up with the Probe Pre-Assessment to activate prior knowledge and any vocabulary they may
already be familiar with.
Show students the SLM and discuss the timeline/activities they will be working on.
Decision 4 – Launch Activities
Decision 5: Acquisition Lesson 1
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How do fossil characteristics differ based on age, origin and environmental factors?
I can compare fossils to one another and to living organisms using molds, casts, and preserved parts of
plants and animals.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 2
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How do fossil characteristics differ based on age, origin and environmental factors?
I can compare fossils to one another and to living organisms using molds, casts, and preserved parts of
plants and animals.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 3
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
What are the similarities and differences between fossils and existing organisms?
I can compare fossils to one another and to living organisms using molds, casts, and preserved parts of
plants and animals.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 4
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Why do some living organisms eventually become fossils?
I can explain why some but not all living organisms eventually become fossils.
Activating Strategies: (Learners Mentally Active)
Gaggle video: Search Gaggle for video on fossils entitled: What are Fossils?
After watching have students complete a quick draw showing how fossils form. Share these in small
groups.
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Split students into 6 differentiated groups based on headings: Sink or Stick, Traces of Life, Finding
Fossils, How Big?, How Fast?, How Old? and Hands on the Past (the last 2 headings are read together).
Reading Strategy: Tell students: After you read each section of the article, pause to write a summary
of each section in 1-2 sentences. Ask yourself: "What does the author think is most important to
know?" RI 4.8 and RI 4.2
Use this texts: Fossil Facts
Have groups presented information that they have learned from reading their section in a Frayer map?
This must include their summary, one inference, interesting facts, and questions that you still have.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
As groups present, have students write down one fact that they learned from each section.
Lesson Resources
Gaggle video: found by searching Gaggle tube for What are Fossils? Video
Text: Fossil Facts
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 5
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Why do some living organisms become fossils?
I can explain why some but not all living organisms eventually become fossils.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 6
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How can fossils provide information about the environment in which the organism lived?
I can make inferences about what the Earth’s early environment by examining fossils of plants and animals
that lived long ago.
Activating Strategies: (Learners Mentally Active)
Background for Teachers:
Scientists have good evidence that Earth is very old, approximately four and one-half billion years old.
Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in
rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers
themselves to find the relative age of rock layers. Specific rock formations are indicative of a particular type of
environment existing when the rock was being formed. For example, most limestone represents marine
environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.
The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early
19th century to propose that the rock layers could be correlated from place to place. Locally, physical
characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil
evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed
horizontal sequence of rocks the oldest rock layers will be on the bottom, with successively younger rocks on
top of these, helps geologists correlate rock layers around the world. This also means that fossils found in the
lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial
sequences, the truly oldest layers with fossils can be worked out.
By correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata.
This is called relative dating. Relative dating tells scientists if a rock layer is ―older‖ or ―younger‖ than another.
This would also mean that fossils found in the deepest layer of rocks in an area would represent the oldest
forms of life in that particular rock formation. In reading Earth history, these layers would be ―read‖ from
bottom to top or oldest to most recent. If certain fossils are typically found only in a certain rock unit and are
found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated
strata. By using this information from rock formations in various parts of the world and correlating the studies,
scientists have been able to construct the geologic time scale: This relative time scale divides the vast amount of
Earth history into various sections based on geological events (sea encroachments, mountain-building, and
depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life
forms).
In this activity, students begin a sequencing activity with familiar items-letters written on cards. Once they are
able to manipulate the cards into the correct sequence, they are asked to do a similar sequencing activity using
fossil pictures
Nonsense Cards PDF
Hand out Nonsense Cards, Set A in random order. Students place on the table and work in small groups to
sequence the eight cards by comparing letters that are common to individual cards, and therefore, overlap.
There should be lots of discussion. The first card in the sequence has ―Card 1, Set A‖ in the lower left-hand
corner and represents the bottom of the sequence. If the letters ―T‖ and ―C‖ represent fossils in the oldest rock
layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.
Decision 5 – Acquisition Lesson Planning
Now, look for a card that has either a ―T‖ or ―C‖ written on it. Since this card has a common letter with the first
card, it must go on top of the ―TC‖ card. The fossils represented by the letters on this card are ―younger‖ than
the ―T‖ or ―C‖ fossils on the ―TC‖ card and indicates fossils in the oldest rock layer. Sequence the remaining
cards by the same process. When done you should have a vertical stack of cards with the top card representing
the youngest fossils of this rock sequence and the ―TC‖ card at the bottom of the stack indicating the oldest
fossils.
Questions to ask:
1. After putting the cards in order, write down the sequence for easy checking. Start at the bottom going oldest
to youngest.
2. How do you know ―X‖ is older than ―M‖?
3. Explain why ―D‖ in the rock layer represented by DM is the same age as ―M.‖
4. Explain why ―D‖ in the rock layer represented by the OXD is older than ―D‖ in the rock layer represented
by DM.
Acceleration/Previewing: (key vocabulary)
Fossil
Soil
Existing
Organism
Evidence
Preserved
Cast
Mold
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Fossil Cards 1 PDF
Fossil Cards 2 PDF
stratigraphic pdf
Look carefully at the second set of cards with sketches of fossils on them. Each card represents a particular
rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils
represented would be found in sedimentary rocks of marine origin. Figure A gives some background
information on the individual fossils.
The oldest rock layer is marked with the letter ―M‖ in the lower left-hand corner. Don’t worry about the other
letters at this time. Ask students to find a rock layer that has at least one of the fossils you found in the oldest
rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock
stratum. Keep in mind that extinction is forever. Once an organism disappears from the sequence it cannot
reappear later. Use this information to sequence the cards in a vertical stack of fossils in rock strata. Arrange
them from oldest to youngest with the oldest layer on the bottom.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
• Students write a short paragraph explaining the Law of Superposition.
• Sequence information using items which overlap specific sets; students will relate sequencing to the Law
of Superposition and then show how fossils can be used to give relative dates to rock layers.
Lesson Resources
Nonsense Cards PDF
Fossil Cards 1 PDF
Fossil Cards 2 PDF
stratigraphic pdf
Decision 5 – Acquisition Lesson Planning
Relative Time Scale
Definition of Law of Superposition
Additional Information about Dating Fossils-enchantedlearning.com
Studyjams.com- Fossils http://studyjams.scholastic.com/studyjams/jams/science/rocks-mineralslandforms/fossils.htm
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 7
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How can fossils provide information about the environment in which the organism lived?
I can make inferences about what the Earth’s early environment by examining fossils of plants and
animals that lived long ago.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 8
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How can fossils provide information about the environment in which the organism lived?
I can make inferences about what the Earth’s early environment by examining fossils of plants and
animals that lived long ago.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 9
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How can fossils provide information about the environment in which the organism lived?
I can make inferences about what the Earth’s early environment by examining fossils of plants and
animals that lived long ago.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 10
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
How can fossils provide information about the environment in which the organism lived?
I can make inferences about what the Earth’s early environment by examining fossils of plants and
animals that lived long ago.
Activating Strategies: (Learners Mentally Active)
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 11
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
What effects do weathering and erosion have on the Earth?
I can express changes in the earth over time by noting the factors that led to the changes.
Activating Strategies: (Learners Mentally Active)
Concept Map of students’ background knowledge (they will add to this as the lesson continues).
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Procedure
I.
II.
Pre-Assessment
1. Review with students the elements of a Concept Map (center concept, main ideas, and
supporting details). Some students may not have worked with concept maps before and will
need additional support.
2. Ask students to create a concept map in their science notebook by starting with a large oval in
the center of a two-page spread. Label the center oval: ―Processes that Change the Earth’s
Surface.‖ (Teacher models this.)
3. Remind students to create a new oval for each new main idea and rectangles for each new
supporting detail.
4. Ask students to think about what they already know about processes that change the Earth’s
surface. Add that information to the concept map first, in words or pictures.
5. Next, ask students to think of other ways (processes) that change the Earth’s surface. Those
main ideas need to be added as new ovals.
6. Finally, students should add any supporting details they think they know in relation to each of
the main ideas.
Show the “Earth Changes” PowerPoint or transparencies of the PowerPoint slides. Discuss:
1. Changes caused to the Earth’s surface by volcanoes.
2. Key vocabulary: magma, lava, cinder, pumice, ash, fault, landslide, earthquake, volcano,
tsunamis.
3. Processes that change the Earth’s surface by earthquakes.
4. Changes caused to the Earth’s surface by landslides.
PowerPoint Notes
Slide 1
Please pause to show the dramatic effects of the changes which happened when Mt. St. Helens
erupted May 18, 1980. This slide is composed of two photos, which show before and after the
eruption. The animation settings are set to change with your mouse click.
Decision 5 – Acquisition Lesson Planning
Slide 2
You may have written different changes on your Concept Map, but we are focusing on these
processes that change the earth quickly.
Slide 3
Volcanoes change the surface of the earth by erupting out matter. (Note to Teacher: You may
read these slides to your students, especially to second language learners. Use the pictures to
help these students connect to the vocabulary.)
Slide 4
In this picture, your students will be able to observe damage to the Earth as well as to man-made
structures covering the Earth.
Slide 6
Different types of volcanoes emit different types of material. Some volcanoes erupt with slow
and continuous lava flows, some explode sending cinder, pumice, and ash into the air to fall to
the earth and some volcanoes have lava flows along with a release of cinder, pumice and ash.
Slide 7
These are pictures of the road leading to Mt. Kilauea. The picture on the left shows evidence of
an earthquake. The picture on the right shows a lava flow which is continually adding new rock.
(Note: The observations are based on what you actually see or observe whereas inferences are
things you reason from those known facts.)
Slide 8
Earthquakes are caused by the constant motion of the Earth’s surface. This motion creates build
up and release of energy stored in rocks at and near the Earth’s surface. Earthquakes are the
sudden rapid shaking of the earth as this energy is released. A tsunami is a very large ocean
wave caused by an underwater earthquake or volcanic eruption.
Slide 9
A landslide is a mass of rocks, soil and debris that suddenly slides down a slope. A landslide can
be caused by rocks breaking from an outcrop and tumbling down a cliff, heavy rains soaking the
ground causing mud to flow down a hillside, or an earthquake shaking the ground causing it to
move down a steep slope. Use this slide as an opportunity to tie into regional events.
Slide 10
As each picture appears, briefly review to check for student understanding.
Slide 11
There are forces deep underground and on the surface that are always changing the Earth.
III.
IV.
Think-pair-share:
1. Ask students to think quietly for a minute about what they noticed.
2. Next have them turn to a partner and share what changes they observed.
3. Finally have partner groups share with the whole group what they noticed about changes to:
Land
Man-made structures
Vegetation
Have students turn back to their concept map and add any new information about processes
that change the Earth’s surface.
Decision 5 – Acquisition Lesson Planning
New information should be highlighted with a colored pencil. This is a good opportunity for
the teacher to circulate, questioning students about elements of their concept map.
V.
Invite students to record questions on Index Cards or Post-It Notes as they arise throughout
the lesson (one question per card/post-it).
These can be added to a Question Quilt which has been created for the classroom. Note: The
Question Quilt is a living document that can be updated throughout the lessons. Periodically
check for answers to posted questions, and gather any new questions from your students.
VI.
Read aloud and discuss the book Earthquakes!
Focus students with the following questions which the teacher should have written and
attached to the Question Quilt:
How do earthquakes change the surface of the Earth?
What are ways people might know an earthquake is about to occur?
What tools do scientists use to predict and measure earthquakes?
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Have students turn back to their concept map and add any new information
(highlight) about processes that change the Earth’s surface.
Visit the Question Quilt – have all of the questions been answered? Are there any new questions? Attach
answers below the associated question.
Lesson Resources
Materials
For each student:
Science notebook
For class:
Question Quilt • 3‖ x 5‖ Index Cards or Post-it Notes
Earth Changes PowerPoint http://science-ed.pnnl.gov/teachers/plans/EarthChanges6%2009.pppt
Earthquakes! by Time for Kids with Barbara Collier
Preparations
Set up PowerPoint or use colored transparencies on overhead projector.
Allow approximately 45 minutes for this lesson.
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 12
Language Objective(s), where appropriate:
4.E.2.3 Give examples of how the surface of the earth changes due to slow processes due to slow
processes such as erosion and weathering, rapid processes such as landslides, volcanic eruptions, and
earthquakes.
Lesson Essential Question(s) or “I Can” Statement(s):
What effects do weathering and erosion have on the Earth?
I can express changes in the Earth over time by noting the factors that led to the changes.
Activating Strategies: (Learners Mentally Active)
Read the book, Mountain Dance by Thomas Locker. Read the book a second time, this time asking
students to pay attention to the different ways mountains are formed. Discuss their findings from the
book.
Acceleration/Previewing: (key vocabulary) Landforms
are the natural features of the earth. Mountains,
plateaus, plains and hills are all examples of landforms.
Landforms constantly develop and change as the forces of weathering and erosion change rocks and
break them down. Weathering is the force that causes rocks to fragment, crumble, crack and break
down either chemically or physically. Erosion carries away the rock debris caused by weathering. The
eroded rocks and sediments are deposited by forces such as volcanoes, wind, water, ice, and waves to
various depositional environments on the Earth’s surface.
Weathering of Rocks
Rocks weather in different ways and at different rates depending on the mineral composition and
location of the rock. The rocks break into small rock fragments as they are weathered. These fragments
are broken down further into the particles that comprise soil along with organic material.
When water is frozen it expands, so when water seeps into cracks in rocks then freezes, the expanded
ice can cause the rock to split and crack. This process is called ice wedging and it can reduce a rock to
rubble over time.
Soil can also collect inside of the cracks of rocks. Plants can grow in this soil and eventually the roots
grow large enough to cause pressure on the rocks, causing the crack to expand. The rock can split apart
from this expansion.
Minerals found in the rocks can change to other minerals due to the reaction with water or air.
Reactions such as rusting or acid formation can also cause the rock to break down into smaller
fragments.
Erosion of Rocks
A variety of landforms are carved by water. Moving water erodes rocks and transports the small pieces
of rock. Groundwater or underground water can dissolve limestone causing caverns or sinkholes.
Ocean waves shape our coastline. The waves can also transport sand and rocks causing extensive
erosion.
Wind moving at high speeds can transport a large amount of dust and sand. Erosion of this type shapes
deserts by carrying the sand and by sandblasting rock. If soil doesn’t contain plants to hold it in place,
it can be exposed to vast amounts of erosion. Loss of soil can cause loss of farmland. During the Dust
Bowl in the 1930’s, over cultivation of the farmland removed the native grasses that held the soil in
Decision 5 – Acquisition Lesson Planning
place. Drought and wind then stripped the land of its fertile soil.
Glaciers also help to shape landforms. These huge sheets of ice move slowly over the land in the polar
regions of the Earth and in the high mountains where vast amounts of snow build up and turn to ice.
The mass of ice moves slowly, only a few inches per day. This movement is caused by layers of ice
moving over each other or by the layers of ice sliding on a thin layer of water that begins to melt at the
bottom of the glacier. As the glacier moves, it pulls out pieces of the bedrock which become embedded
into the bottom of the glacier. As the glacier moves over the land, these pieces of embedded rock grind
down on and under the glacier, shaping a variety of landforms. When glaciers retreat, possible
landforms that are created include canyons, huge boulders, rock piles, hills, valleys, and lakes.
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Station #1 - Blowing Around
Question: What real life type of weathering or erosion is simulated by the sand in this activity? In
your hypothesis, explain the reasoning behind your hypothesis.
Procedure:
Part I:
Place a pie pan of fine sand in front of you, gently blow across the sand.
Blow across it again with a bit more force.
Record your observations.
Part II:
Rub a sheet of sandpaper across several different types of rocks.
Select a "hard" rock such as granite and a "soft" rock such as limestone.
Rub each one with sandpaper 100 times and record your observations.
Repeat this using several types of rocks; make sure you record your observations for each type
of rock that you use.
Part III:
Fill a cup halfway with salt.
Stir a piece of colored chalk through the salt for a few minutes.
Record your observations.
Station #2 – Shake it Up
Students will shake the bottle filled with water and some sandstone.
Question: What do you think will happen to the sandstone as you shake the bottle? Form a hypothesis
that explains your thinking.
Procedure:
Compare river rocks with sharp-edged rocks. Record your observations.
Rub two pieces of sandstone together and notice the pile of sand that collects.
Fill the plastic bottle 3/4 full of water.
Drop in three or four small pieces of sandstone.
Make sure the top is screwed on tightly.
Make observations of the water and the shape of the rocks.
Shake bottle vigorously for three minutes.
Pour out the water into a cup.
Examine water. Take stones out. Make observations of the water and the stones.
Pour the water back into the bottle and add the stones. Shake for another three minutes.
Decision 5 – Acquisition Lesson Planning
Pour out the water and stone and make observations again. Explain the changes you see.
Conclusion:
Review your hypothesis. How do the results compare to what actually happened?
Name the real life type of weathering or erosion that this center simulates.
What conclusions can you draw from this experiment? What are your evidences?
Station #3 - Ice on the Move
Students will rub some ice, with sand frozen in it, over a piece of stone.
Question: What do you think might happen as you rub the ice against the stone? Form a hypothesis
that explains your thinking.
Use a paper towel to pick up on of the sandy ice cubes.
Hold the ice tightly against a piece of shale or limestone and slowly push it across the rock
several times.
Examine the surface of the rock, record observations.
Repeat of all the steps using plain ice and record your observations.
Conclusion:
Review your hypothesis. How do the results compare to what actually happened?
Name the real life type of weathering or erosion that this center simulates.
What conclusions can you draw from this experiment? What are your evidences?
Explain: As a class, discuss the difference between weathering, erosion, and the types of weathering.
Then, discuss the conclusions the students made about what happened at each center. Using their
observations, have them discuss what type of weathering took place; or if the center was an example of
erosion.
When preparing for the discussion, search Google Images for examples of landform photographs as
examples.
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Conclusion: Review your hypothesis. Was it correct? If so, explain why. If not, then what real life
type of weathering does this center simulate? What are the evidences that you can use to support this
conclusion?
Lesson Resources
Materials:
Book: Mountain Dance, by Thomas Locker
Science notebooks for recording information, data, and observations
Station Cards (in appendix)
Station #1:
Fine sand
Sheets of sandpaper
Various samples of rock, examples: hard (granite) and soft (sandstone)
Colored chalk
Salt
Cups
Pie pan
Decision 5 – Acquisition Lesson Planning
Station #2:
River rock
Sharp edge rock
Sandstone
Small plastic bottle with lid
Water
Plastic cup
Station #3:
Sand
Ice trays
Ice cubes – make a set with sand at the bottom and a regular set of ice cubes
Limestone
Shale
Paper towels
Plain ice
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 13
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Why does the surface of the Earth change over time?
I can identify changes in the Earth’s surface caused by landslides, volcanic eruptions and earthquakes.
Activating Strategies: (Learners Mentally Active)
View the image of the rock at Grandfather Mountain affected by ice wedge.
Turn and Talk: Share some ideas about how this rock formed.
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Weathering of Rocks
Rocks weather in different ways and at different rates depending on the mineral composition and
location of the rock. The rocks break into small rock fragments as they are weathered. These fragments
are broken down further into the particles that comprise soil along with organic material.
When water is frozen it expands, so when water seeps into cracks in rocks then freezes, the expanded
ice can cause the rock to split and crack. This process is called ice wedging and it can reduce a rock to
rubble over time.
Soil can also collect inside of the cracks of rocks. Plants can grow in this soil and eventually the roots
grow large enough to cause pressure on the rocks, causing the crack to expand. The rock can split apart
from this expansion.
Minerals found in the rocks can change to other minerals due to the reaction with water or air.
Reactions such as rusting or acid formation can also cause the rock to break down into smaller
fragments.
Activity: Teacher will freeze a water balloon in some plaster of Paris.
Question: What do you think will happen to the balloon and the plaster as it freezes? Form a
hypothesis that explains your thinking.
Procedure:
Fill the balloon with water until it is about the size of a golf ball and tie a knot in the end.
Mix water with plaster of Paris until the mixture is as thick as yogurt. Pour half of the plaster
mixture in one milk carton and the other half in the other.
Push the balloon down into the plaster in one carton until it is about ¼ of the way into the
carton.
Let the plaster harden and set for about one hour. Place it in the freezer over night.
Fill another carton with plaster and let it set over night in the freezer.
Take the two cartons out of the freezer. CAREFULLY cut off the milk carton. Compare and
make observations about what has happened to the two cartons.
Decision 5 – Acquisition Lesson Planning
Station #1 – Blowing Around
This is an example of mechanical weathering by the wind. The salt in this center simulates the wind.
Since this takes a very long time to occur, the chalk is moved through the sand to simulate the wind
with dust and other particles (salt) blowing against the rock (chalk). Pieces of the rock are then carried
with the wind (erosion).
Image: www.uh.edu/~jbutler/physical/weathering1.gif
Station #2 – Shake it Up
The results of this activity are another example of mechanical weathering. The weathering in this
station occurs by water. Rocks in streams bang and rub against each other becoming smooth and
rounded. The part of the rock that rubs and grinds off is carried away by the water, which is erosion.
Station #3 – Ice on the Move
Mechanical weathering through glacial action was illustrated when the ice containing sand was rubbed
against the rock. The gravel and rocks frozen in glacial ice weather the rocks as the glacier passes over
it. As the glacier (continues below)
Plaster and Ice
This activity simulates what happens when water is frozen in cracks within the rock. As the water
freezes, it expands causing the crack in the rock to expand. As this happens time after time, the rock
splits apart. This is weathering by ice and water. When the rock breaks apart, it erodes away through
water movement and/or gravity. A good example of this is the Old Man of the Mountain that used to be
on the Franconia Notch in New Hampshire.
http://www.pbs.org/wgbh/nova/megaflood/quiz-08.html
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Conclusion:
Review your hypothesis. How do the results compare to what actually happened?
Name the real life type of weathering or erosion that this center simulates.
What conclusions can you draw from this experiment? What are your evidences?
Whole class discussion: Review the stations from yesterday and discuss today’s demonstration.
Lesson Resources
DPI Landforms and Weathering Grade 5
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 14
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Why does the surface of the Earth change over time?
I can identify changes in the earth’s surface caused by landslides, volcanic eruptions and earthquakes.
Activating Strategies: (Learners Mentally Active)
TrueFlix Extreme Nature: Earthquakes
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Lesson Resources
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson 15
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
Why does the surface of the Earth change over time?
I can identify the changes in earth’s surface caused by landslides, volcanic eruptions and earthquakes.
Activating Strategies: (Learners Mentally Active)
1.
Open the lesson by asking students what, if anything, they already know about volcanoes. (Answers will
vary, may include knowledge about mountains, lava, explosions.)
2. Explain to students that a volcano is an opening in the earth’s surface, which allows liquid rock, ash, and
gases to escape from inside the earth. Tell students that when these materials come out of a volcano, often
unexpectedly and at high speeds, it is called an eruption.
3. Distribute the Volcanic Vocabulary organizer (PDF) (RTF), and tell students that you are going to discuss
what makes volcanoes erupt. Give students a visual aid by drawing a simple picture of a volcano in the
board, or projecting one on the screen. (A simple cross-section of a volcano can be found here:
http://www.kidcyber.com.au/IMAGES/volcanoXjup1.jpg.) As you review the vocabulary terms, point them
out on the image of the volcano.
4. Explain that the solid ground that we stand on is called the Earth’s crust, and underneath the crust is a layer
called the mantle, which is made up of liquid, or molten, rock called magma. Volcanoes erupt when the
magma escapes through the crust. Explain that when it is underground the molten rock is called magma,
when it is above ground it is called lava. Write the definitions of crust, mantle, magma, and lava on the chart
paper or chalkboard/whiteboard, and label them on your volcano image (if they are not labeled already).
5. Ask students to fill in the definitions on their organizer. Answers can be found on the Volcanic Vocabulary
Terms and Definitions Answer Key (PDF) (RTF).
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
1.
2.
Divide the class into groups of 3 or 4 students.
Tell students that they are going to create a model of Earth using a boiled egg. Before distributing eggs to the
group, demonstrate what they will be doing.
3. Take a medium-boiled egg and roll it gently on a paper towel, so that the shell cracks but does not break
off. Distribute 1 egg and paper towels to each group. Ask each group to roll their egg gently on a paper towel
to crack the shell. Explain that the broken eggshell is like Earth’s crust – it is not one solid piece, instead it is
broken up into smaller chunks called plates. Write the definition of plates on the chart paper or
chalkboard/whiteboard, and ask students to fill in the definition on their organizer.
4. Ask each group to GENTLY squeeze their egg. They should see some movement in the pieces of the
eggshell. Explain that the Earth’s plates are in motion – they float on top of the liquid mantle.
5. Now ask students to squeeze the egg harder. They should notice some material oozing out of the cracks. (For
this part of the activity, it’s all right if the students make a mess!)
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Decision 5 – Acquisition Lesson Planning
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Explain that on Earth, sometimes when the plates move magma escapes from between the cracks, and
causes a volcanic eruption.
Lesson Resources
http://www.pbs.org/wnet/nature/lessons/vibrant-volcanoes/lesson-activities/5169/
Ask your students if they think that volcanoes can change the way the Earth looks. (Yes.) Based
on what they already know about volcanoes, what might cause the changes? (Lava, ash,
explosions.) Explain that when the hot lava stops flowing and cools, it can create rocks or new
land that looks very different from the original landscape, and that volcanic activity is responsible
for shaping much of how the earth looks today.
Ask students if they know of any places in the world where there are volcanoes, and to indicate
where those volcanoes are on a world map with either pushpins or small sticky notes. (Accept all
answers.)
Project the [http://ngm.nationalgeographic.com/2008/01/volcano-culture/decade-volcano-mapinteractive]Decade Volcano Map on a screen for the class. Explain to your students that these
volcanoes have been chosen for study because of their activity, and the fact that they are close to
populated areas. By being designated as Decade Volcanoes, scientists and the public can work
together to be prepared for a potential eruption.
Look at the map together as a class. View the picture of the chosen volcano and invite student
comments.
http://ngm.nationalgeographic.com/2008/01/volcano-culture/decade-volcano-map-interactive
Decision 5 – Acquisition Lesson Planning
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect
Justification
Error Analysis
Classifying
Compare/Contrast
Induction
Abstracting
Constructing Support
Deduction
Analyzing Perspective
Evaluation
Writing Prompt
4.E.2.1
Students know that some organisms that lived long ago are similar to existing organisms, but some are
quite different.
Short Response Prompt:
Use the following web page and text about tetrapods to describe and show how we might have evolved
from a fish.
http://evolution.berkeley.edu/evolibrary/article/evograms_04
The Origin of Tetrapods
The word "tetrapod" means "four feet," but this group includes many animals that don't have four feet.
That's because the group includes all the organisms (living and extinct) that descended from the first
animal to sport four legs. So, for example, the ichthyosaur, an extinct swimming reptile, is a tetrapod even
though it did not use its limbs to walk on land. So is the snake, even though it has no limbs. And birds and
humans are tetrapods even though they only walk on two legs. All these animals are tetrapods because
they are descendants of the first animal with four legs.
So how did tetrapods evolve? They evolved from a finned organism that lived in the water. However, this
ancestor was not like most of the fish we are familiar with today. Most animals we call fishes today are
ray-finned fishes, the group nearest the root of this evogram. Ray-finned fishes comprise some 25,000
living species, far more than all the other vertebrates combined. They have fin rays — that is, a system of
often branching bony rays (called lepidotrichia) that emanate from the base of the fin.
In contrast, the other animals in the evogram, the coelacanth, lungfish, all the other extinct animals, plus
the living tetrapods (represented by Charles Darwin) — have what we call "fleshy fins" or "lobe fins."
That is, their hands and fingers are covered by muscle and skin. Some, like the coelacanth, retain
lepidotrichia at the ends of these fleshy limbs, but in most fleshy-finned animals these have been lost.
Summary
In this lab, students will observe and compare fossils with living organisms. Students will journal their
findings and develop 10 "how", "what", or "where" questions about fossils and living organisms.
Description and Teaching Materials
Materials: Several fossils and corresponding organisms
Students observe and compare fossils to living organisms. If possible, fossils should "match" some of
the "living" organisms that are available for comparison. For example: leaf fossils vs. leaves, shell
fossils vs. shells.
Students journal 5 observations or more of these comparisons. For example: color, weight, size, texture.
Students develop 5 questions for further study.
Class shares their observations.
Decision 6 - Extended Thinking Activities
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus
compacting
grouping
seating
visual, auditory, kinesthetic activities
scaffolding
real world meaning
interests
Decision 7 – Differentiating the Unit
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Week 1: 4 E 2.1
Week 2: 4 E 2.2
Week 3: 4 E 2.3
Day 1.
Day 2.
Day 3.
Day 4. How organisms become fossils
Day 5. How organisms become fossils
Day 1.
Day 2.
Day 3.
Day 4.
Day 5.
Day 1. Slow processes (Weathering/Erosion)
Day 2. Slow Processes (Weathering/Erosion0
Day 3. Rapid Changes (Earthquakes, Volcanoes, Landslides)
Day 4. Rapid Changes (Earthquakes, Volcanoes, Landslides)
Day 5. Rapid Changes (Earthquakes, Landslides, and Volcanoes)
Decision 8 – Unit Calendar
Decision 9: Resources
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this unit.
http://sqworl.com/xxc2je (lesson plans, webquests, etc.)
http://www.ncsd.k12.mo.us/emints/daubuchon/webquest/FOSSIL%20WEB%20QUEST/fossils.htm#eval
uation (fossil webquest, great for culminating activity)
Grandfather Mountain Photos, Virtual Tours and More Web page:
http://www.grandfather.com/photo_tours/
Grandfather Mountain Geology Web page:
http://www.grandfather.com/worldofwonder/geology/
National Geographic video on Glacier Melt:
http://video.nationalgeographic.com/video/environment/global-warming-environment/glacier-melt/
Time-lapse Video: Glacier Melts in Patagonia:
http://www.mnn.com/earth-matters/wilderness-resources/blogs/time-lapse-video-glacier-melts-inpatagonia
Google images for Glaciers Melting:
http://www.google.com/search?q=glaciers+melting&hl=en&tbo=u&tbm=isch&source=univ&sa=X&ei=b
c8PUf3cMYO69gTslYCQCg&sqi=2&ved=0CEwQsAQ&biw=1224&bih=786
Hawai’i Volcanoes National Park: For Kids – Web Adventures:
http://www.nps.gov/havo/forkids/webadventures.htm
Hawai’i Volcanoes National Park: Photos & Multimedia:
http://www.nps.gov/havo/photosmultimedia/index.htm
Google Images for Mt. St. Helens Volcano, Washington State:
http://www.google.com/search?q=mount+st+helens+1980+eruption&hl=en&tbo=u&tbm=isch&source=u
niv&sa=X&ei=JdMPUYSwLIG-9QTijIDwBg&ved=0CDcQsAQ&biw=1224&bih=786
US Geological Survey (USGS) Mount St. Helens, Washington Web Page (contains lots of information
and links to videos, photos, and other information):
http://vulcan.wr.usgs.gov/Volcanoes/MSH/framework.html
USGS Landslide Photo Collections:
http://landslides.usgs.gov/learning/photos/
National Atlas (find different kinds of maps for any part of the US):
http://nationalatlas.gov/
USGS 1906 San Francisco Earthquake:
http://earthquake.usgs.gov/regional/nca/1906/
USGS Earthquake Photo Collections:
http://earthquake.usgs.gov/learn/photos.php
USGS Earthquakes for Kids:
http://earthquake.usgs.gov/learn/kids/
Decision 9 – Resources
San Francisco 1906 Earthquake before and after video shown side by side (the ―before‖ video, on the left,
was taken approximately four days before the quake and the ―after‖ video, on the right, was taken after
the quake. Both are filmed from a street car that goes from one end of Market Street to the other end of
Market Street.):
www.youtube.com/watch?v=6TaxcXfSwdE
Videos from the Library of Congress of the aftermath of the San Francisco earthquake of 1906:
http://memory.loc.gov/cgi-bin/query/D?papr:17:./temp/~ammem_RtaO::
Library of Congress Videos of Market Street trolley in San Francisco 1906 before the earthquake/fire:
http://memory.loc.gov/cgi-bin/query/D?papr:23:./temp/~ammem_RtaO::
Library of Congress Videos of San Francisco 1906 after the earthquake/fire:
http://memory.loc.gov/cgi-bin/query/D?papr:26:./temp/~ammem_RtaO::
TrueFlix
Earth Science (Paleontology)
Extreme Nature (Earthquakes and Krakatau Eruption)
Discovery Ed Videos
Fossil Life: An Introduction
TLC Elementary School: Prehistoric Earth
Decision 9 – Resources
Unit Designers:
Date: January 22, 2013
Name
School
Cortney McCall
Hillandale
Emily Christopher
Fletcher
Ashley Duchesne
Mills River
Jessica McKenzie
Clear Creek
Rebecca Owens
Bruce Drysdale
Steve Eckel
Etowah
Holly English
Clear Creek
Melissa Frisch
Upward
Unit Designers