Download Earth`s Systems - Kenai Peninsula Borough School District

Earth’s Systems
Geology Unit
Interactive Organizers
Created by Gay Miller
Page | 0 Created by Gay Miller
Thank you for purchasing Earth’s Systems Interactive Organizers.
Although this resource is aligned to the Next Generation Middle
School Earth and Space Science Standards, covering standards MSESS2-1, ESS2-2, and ESS2-3, it aligns to many state standards as
well. While intended for grades 6-8, I believe many of these
organizers can easily be adapted for students in 4th and 5th grades.
Just as a film or experiment enriches your regular curriculum, the
intent for this resource is to supplement as well. I have found
creating graphic organizers an invaluable tool in the classroom.
Students are engaged when making an organizer which makes
learning fun. Getting facts, explanations, rules, methods, and so forth
down in an organizer creates a resource that is very useful when
reviewing, especially for tests. I have witnessed students pulling out
the organizers to look up answers, figure out problems, and even
settle disputes over who is correct.
Many of the organizers in this resource are models as well. Students
can actually visualize what is taking place on Earth by moving parts in
the organizer. When not in use, the pieces simply fold down until the
next time the student needs them.
If you have any questions about this resource, please send an e-mail
at [email protected]. I love hearing how to improve my
teaching materials. I frequently incorporate your suggestions into my
materials.
I truly hope your students will love making these organizers!
Page | 1 Created by Gay Miller
Table of Contents
Introduction
1
Table of Contents
2
Next Generation Science Standards for Earth Science
4
Grades 6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing
Standards
6
How to Use the Resource
8
Part 1 (MS-ESS2-1)
13
Rock Cycle Resources on the Web
14
Rock/Rock Cycle Mini Posters
15
Rock Cycle Organizers
27
Mineral Mini Posters
43
Rock vs. Mineral Organizer
45
Part 2 (MS-ESS2-2)
48
Earth’s Layers
50
Plate Tectonics
63
Volcanoes
86
Mountain Formation
107
Mid-Ocean Rifts, Ridges, & Trenches
133
Earthquakes
134
Effects of Plate Movement
150
Scientific Argumentative Writing
153
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Time Machine (Mini Research Project)
168
Landslides
190
Biochemical Reactions
202
Meteor Impacts
216
Weathering
228
Deposition
236
Erosion
238
Glacier Erosion
263
Organizers for Weathering, Deposition, & Weathering
272
Mini Book
293
Part 3 (MS-ESS2-3)
301
The Shapes of the Continents
303
The Locations of the Ocean Structures
322
Similarities of Rock and Fossil Types on Different Continents
339
Other Evidence
347
Locations of Earthquakes & Volcanic Eruptions
352
Great American Biotic Interchange
359
GPS and Ground Receiver
360
Evidence of Plate Tectonics Organizer
361
Photo Credits
368
Information Sources
374
Blank Organizers
376
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Next Generation Science Standards
MS-ESS2
Earth's Systems
Students who demonstrate understanding can:
MSESS2-1.
Develop a model to describe the cycling of Earth's materials and the flow of
energy that drives this process. [Clarification Statement: Emphasis is on the
processes of melting, crystallization, weathering, deformation, and sedimentation,
which act together to form minerals and rocks through the cycling of Earth’s
materials.] [Assessment Boundary: Assessment does not include the
identification and naming of minerals.]
MSESS2-2.
Construct an explanation based on evidence for how geoscience processes
have changed Earth's surface at varying time and spatial scales. [Clarification
Statement: Emphasis is on how processes change Earth’s surface at time and spatial
scales that can be large (such as slow plate motions or the uplift of large mountain
ranges) or small (such as rapid landslides or microscopic geochemical reactions), and
how many geoscience processes (such as earthquakes, volcanoes, and meteor
impacts) usually behave gradually but are punctuated by catastrophic events.
Examples of geoscience processes include surface weathering and deposition by the
movements of water, ice, and wind. Emphasis is on geoscience processes that shape
local geographic features, where appropriate.]
MSESS2-3.
Analyze and interpret data on the distribution of fossils and rocks,
contintental shapes, and seafloor structures to provide evidence of the past
plate motions. [Clarification Statement: Examples of data include similarities of rock
and fossil types on different continents, the shapes of the continents (including
continental shelves), and the locations of ocean structures (such as ridges, fracture
zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in
oceanic and continental crust are not assessed.]
Science and Engineering
Practices
Developing and Using Models
Modeling in 6–8 builds on K–5
experiences and progresses to
developing, using, and revising
models to describe, test, and predict
more abstract phenomena and design
systems.


Develop and use a model to
describe phenomena. (MS-ESS21),(MS-ESS2-6)
Develop a model to describe
unobservable mechanisms. (MSESS2-4)
Disciplinary Core Ideas


ESS1.C: The History of Planet Earth
Tectonic processes continually generate
new ocean sea floor at ridges and
destroy old sea floor at trenches.
(HS.ESS1.C GBE),(secondary to MSESS2-3)
ESS2.A: Earth’s Materials and
Systems
All Earth processes are the result of
energy flowing and matter cycling
within and among the planet’s systems.
This energy is derived from the sun and
Earth’s hot interior. The energy that
flows and matter that cycles produce
chemical and physical changes in
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Crosscutting Concepts
Patterns

Patterns in rates of change and
other numerical relationships
can provide information about
natural systems. (MS-ESS2-3)
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-ESS25)
Planning and Carrying Out
Investigations
Planning and carrying out
investigations in 6-8 builds on K-5
experiences and progresses to include
investigations that use multiple
variables and provide evidence to
support explanations or solutions.

Collect data to produce data to
serve as the basis for evidence to
answer scientific questions or test
design solutions under a range of
conditions. (MS-ESS2-5)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5
experiences and progresses to
extending quantitative analysis to
investigations, distinguishing between
correlation and causation, and basic
statistical techniques of data and
error analysis.

Analyze and interpret data to
provide evidence for phenomena.
(MS-ESS2-3)
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 6–8 builds on
K–5 experiences and progresses to
include constructing explanations and
designing solutions supported by
multiple sources of evidence
consistent with scientific ideas,
principles, and theories.

Construct a scientific explanation
based on valid and reliable
evidence obtained from sources
(including the students’ own
experiments) and the assumption
that theories and laws that describe
nature operate today as they did in
the past and will continue to do so
in the future. (MS-ESS2-2)
------------------------

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
Connections to Nature of Science
Scientific Knowledge is Open to
Revision in Light of New Evidence

Science findings are frequently
revised and/or reinterpreted based
on new evidence. (MS-ESS2-3)


Earth’s materials and living organisms.
(MS-ESS2-1)
The planet’s systems interact over
scales that range from microscopic to
global in size, and they operate over
fractions of a second to billions of
years. These interactions have shaped
Earth’s history and will determine its
future. (MS-ESS2-2)
ESS2.B: Plate Tectonics and LargeScale System Interactions
Maps of ancient land and water
patterns, based on investigations of
rocks and fossils, make clear how
Earth’s plates have moved great
distances, collided, and spread apart.
(MS-ESS2-3)
ESS2.C: The Roles of Water in Earth's
Surface Processes
Water continually cycles among land,
ocean, and atmosphere via
transpiration, evaporation,
condensation and crystallization, and
precipitation, as well as downhill flows
on land. (MS-ESS2-4)
The complex patterns of the changes
and the movement of water in the
atmosphere, determined by winds,
landforms, and ocean temperatures and
currents, are major determinants of
local weather patterns. (MS-ESS2-5)
Global movements of water and its
changes in form are propelled by
sunlight and gravity. (MS-ESS2-4)
Variations in density due to variations
in temperature and salinity drive a
global pattern of interconnected ocean
currents. (MS-ESS2-6)
Water’s movements—both on the land
and underground—cause weathering
and erosion, which change the land’s
surface features and create
underground formations. (MS-ESS2-2)
ESS2.D: Weather and Climate
Scale Proportion and Quantity

Time, space, and energy
phenomena can be observed at
various scales using models to
study systems that are too
large or too small. (MS-ESS22)
Systems and System Models
1. Models can be used to
represent systems and their
interactions—such as inputs,
processes and outputs—and
energy, matter, and
information flows within
systems. (MS-ESS2-6)
Energy and Matter
1. Within a natural or designed
system, the transfer of energy
drives the motion and/or
cycling of matter. (MS-ESS2-4)
Stability and Change

Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and processes at different
scales, including the atomic
scale. (MS-ESS2-1)
Weather and climate are influenced by
interactions involving sunlight, the
ocean, the atmosphere, ice, landforms,
and living things. These interactions
vary with latitude, altitude, and local
and regional geography, all of which
can affect oceanic and atmospheric flow
patterns. (MS-ESS2-6)
Because these patterns are so complex,
weather can only be predicted
probabilistically. (MS-ESS2-5)
The ocean exerts a major influence on
weather and climate by absorbing
energy from the sun, releasing it over
time, and globally redistributing it
through ocean currents. (MS-ESS2-6)
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NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The
National Academies Press.
http://www.nextgenscience.org/msess2-earth-systems
Grades 6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing Standards
Text Types and Purposes
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.





CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or text, using credible
sources.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and
supports the argument presented.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.






CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform
about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented.
(See note; not applicable as a separate requirement)Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection,
and research.
Range of Writing
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
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Grades6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing Standards
X
Popup and Flip Organizers - Mountain Formations
X
Tri-Fold Organizer - Earthquake
X
Diamond Fold -Effects of Plate Movement
X
Scientific Argumentative Writing Project
X
Time Machine Writing Project
X
Responding to Acid Rain Experiment
X
Tri-Fold Organizer Effects of Meteor Impact Organizer
X
Cave-Shaped Organizer
X
¾ Fold Organizer -Weathering
X
¾ Fold Organizer -Deposition Organizer
X
Tectonics Plate Puzzle – Check for Understanding
X
Sea Floor Spreading – Check for Understanding
X
Earthquakes – Check for Understanding
X
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X
X
X
X
X
X
X
X
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.6
CCSS.ELA-Literacy.WHST.6-8.5
CCSS.ELA-Literacy.WHST.6-8.9
Flip Chart - Types of Tectonic Boundaries
CCSS.ELA-Literacy.WHST.6-8.8
X
CCSS.ELA-Literacy.WHST.6-8.7
Rock Cycle Organizer
CCSS.ELA-Literacy.WHST.6-8.4
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.1
Alignment to Standards
How to Use the Resource
Student Organization
Have students purchase spiral bound
notebooks. To prolong the life of the
notebooks, wrap the spiral wires in duct
tape. Students will store the interactive
organizers, “Check for Understanding” pages
etc. in their notebooks.
1) Have students skip the first page in
the notebook for protection. The first
page is easily pulled loose by the
students as they flip quickly through
the notebook. This page may be used
as a title page.
2) Add the Next Generation Earth’s Place
in the Universe Standards on the
following page.
3) On the next two pages, have students
create a table of contents.
4) Students should begin numbering the
pages of their notebooks in the
bottom right hand corner beginning
with the page following the table of
contents. Numbering just the even
pages works well. [As you can
imagine there are many advantages
to having the notebooks numbered.]
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Two types of organizers are included in this resource.
Some organizers will ask students to supply information, i.e. answering questions, listing facts,
filling in blanks, short responses etc. These organizers need no other explanation as the
information is included in the organizer.
Other organizers contain models with moveable parts to explain some geological movements on
Earth such as the rock cycle, plate tectonics, sea floor spreading, etc. For these organizers, I have
included a separate page titled “Check for Understanding.” On this page students must answer
questions and draw illustrations about the organizer.
The “Check for Understanding” pages may be used three ways:

Post the questions from the “Check for Understanding” page using the SmartBoard, document
camera, or simply write the questions on the board. Have your students write the answers to
the questions directly in the organizer notebooks on the page adjacent to the organizer.
Questions should be answered in complete sentences restating the question as part of the
answer. The paragraphs written while answering the questions will be a great review for later.
[Note: Many questions will also require students to draw diagrams.]
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
The “Check for Understanding” pages are in a printable format with lines and spaces for
students to answer the questions. Make copies of the page for the students. Trim down the
edges so the page will fit into the spiral notebooks. Once questions have been answered, have
students glue the page adjacent the organizer.
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 An answer key page is provided for each printable “Check for Understanding” page. I created
the key in the same format as the student work page so that they may be copied and glued
directly into the notebooks. (Note: The answer key pages may be used to differentiate
instruction, for students who were absent during instruction, or for days in which time is
short.)
Throughout the rest of this resource, I will simply
add the answer key “Check for Understanding” page
in the example photos.
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Materials
The following materials are needed to make the organizers:
 spiral bound notebooks (Although composition notebooks have great bounded
edges, they are smaller in size and some of the organizers will not easily fit onto the
pages.)
 duct tape (Wrapping the spiral wires keeps them from being snagged and pulled.
The duct tape also keeps the front and back covers attached to the notebooks. Once
students loose a cover more and more pages seem to come loose. Using duct tape
can be fun. Camouflage, college logos, neon colors are just some of the varieties that
are available.)
 colored copier paper (Although this is not a must, using color is one strategy for
enhancing memory. I like to use colored paper and encourage students to use color
pencils/crayons when creating their organizers for this reason.)
 cardstock or construction paper (Some organizers will work best if created with
heavier weight cardstock. If your copier has no problem with construction paper, it
can be used. Construction paper is cheaper and works equally well.)
 colored pencils, crayons, highlighters ( I prefer students don’t use magic markers
as the ink often soaks through onto the next page. Using highlighters is a great
compromise.)
 brads
 wooden sticks or Fun Foam
 white glue (Although many students prefer glue sticks, I have found the pieces
begin coming loose after a month or so. Just a little white glue holds pieces more
securely.)
 laminating film (Mini posters with information are included. These can be posted in
the classroom or passed around the class for closer inspection. I recommend printing
these on cardstock and laminating for repeated use.)
Mini Posters
Igneous Rock (2)
Sedimentary Rock (2)
Volcanoes (5)
Mountain Formation (6)
Deposition (2)
Erosion (17)
Mountain Chains
Glaciation
Metaphoric Rock (2)
The Rock Cycle & Vocabulary (6)
Minerals (2)
Earth’s Layers
Plate Tectonics (6)
Ocean Structures
Earthquakes (8)
Landslides (2)
Geochemistry (6)
Meteor Impacts (4)
Glacier Erosion (9)
Continental Drift (2)
Ocean Structures (7)
Fossils
Cratons (2)
Biotic Interchange
GPS
Geyser
Weathering (7)
Distribution of Rock
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Part 1 (MS-ESS2-1)
MSESS2-1.
Develop a model to describe the cycling of Earth's materials and the flow
of energy that drives this process. [Clarification Statement: Emphasis is on the
processes of melting, crystallization, weathering, deformation, and sedimentation,
which act together to form minerals and rocks through the cycling of Earth’s
materials.] [Assessment Boundary: Assessment does not include the identification
and naming of minerals.]
I recommend the following setup for the student organizer notebook:
Rock Cycle
46
Three Types of Rocks
47
The Rock Cycle Illustration
48
Rock vs. Mineral
49
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Rock Cycle Resources
Interactive Websites
Interactive Rock Cycle http://www.learner.org/interactives/rockcycle/index.html
Interactive Rock Cycle Animation
http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es
0602page02.cfm
Rock Cycle Animation
http://ees.as.uky.edu/sites/default/files/elearning/module05swf.swf
Rock Cycle http://www.msnucleus.org/membership/slideshows/rockCycle2.html
Lesson Plans
A Rock Cycle Shower http://www.public.asu.edu/~edimaggi/EducationOutreach.html
Rock Cycle http://www.msnucleus.org/membership/html/k-6/rc/index.html
Rock Cycle Videos
Rock Cycle Video http://www.youtube.com/watch?v=pm6cCg_Do6k
Geology Kitchen http://www.youtube.com/watch?v=pg_jKJFbA2A
Edible Rock Cycle
Many edible rock cycle projects may be found on the internet. Everything from
Snickers to Starbursts can be melted and crushed in the same cycling process as the
rock cycle. Here are a few that I liked best:
Rock Cycle Fudge http://lessonplanspage.com/sciencerockcyclefudge58-htm/
Chocolate Rock Cycle
http://www.earthsciweek.org/forteachers/2011/ChocolateRockCycle_Feb_cont.html
Additional Resources
Alphabetical List of Minerals with Photos for Each
http://gwydir.demon.co.uk/jo/minerals/alphabet.htm
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Igneous Rock – formed by magma cooling
over 700 types of which most are crystalline
Old Man of the Mountain was
made of five layers of granite.
Unfortunately the rock face
fell away in 2003.
Devil’s Tower was formed by
magma
which
cooled
underground.
Later
erosion
washed the sedimentary rock
away exposing the formation
seen today.
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Igneous Rocks
Granite
Basalt
Gabbro
Pumice
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Sedimentary Rock
– formed by layers of dirt, rocks, and
particles being mixed and compressed together over time
Delicate Arch
Hoodoo in
Makoshika State Park
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Sedimentary Rocks
Sandstone
Mudstone
Limestone
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Metamorphic Rock – formed when rocks are compressed
together by pressure and high heat
Weathered Marble in Chile
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Metamorphic Rocks
Marble
Gneiss
Slate
Quartzite
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The Rock Cycle
Sedimentation
Transport and Deposition
Weathering
and Erosion
Burial and Compaction
Uplift
Deformation and
Metamorphism
Crystallization
of Magma
Melting
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Melting
When
underground
temperatures reach 700 °C
to 1300 °C (or 1300 °F to
2400 °F), the metamorphic
rock melts and turns into
molten rock called magma.
When volcanoes erupt the
magma comes to Earth’s
surface and flows out. At
this point it is called lava.
As the lava cools it hardens
and
becomes
extrusive
igneous
rock
such
as
basalt, obsidian, pumice,
rhyolite and scoria. If the
magma cools within the
crust,
intrusive
igneous
rocks form such as diorite,
gabbro,
granite
and
pegmatite.
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Crystallization
When magma is heated
just enough to reach the
thick sticky stage, it is
less
likely
to
reach
Earth’s
surface
in
a
volcanic eruption. The
magma slowly cools and
solidifies
inside
the
Earth’s
crust
and
crystallizes
to
form
intrusive igneous rocks
such as diorite, gabbro,
granite and pegmatite.
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Weathering
Igneous, sedimentary, and metamorphic rocks on Earth’s surface are worn down
by the elements. Wind carrying sand, rushing water from rivers and rain, and the
freezing and thawing of weather in mountain crevices all cause rocks to break
down into smaller particles.
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Deformation
Deformation is the process of bending, twisting, or fracturing rocks which changes
their shape or size. The forces that cause rocks to deform are called stresses.
Tension stress occurs when tectonic plates are pulled apart and the crust becomes
thinner; compression stress takes place when tectonic plates are pushed together
and the crust becomes thicker. Compression may also be due to the weight of
overlying rocks. When igneous or sedimentary rocks are exposed to stresses, they
heat. The combination of the heat and pressure over a long period of time lasting for
millions of years, causes rocks to undergo metamorphism changing the igneous or
sedimentary rock to metamorphic rock.
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Sedimentation
The sedimentation process begins when rivers carry broken down pieces of rock
along with their currents. These pieces are deposited on lake and ocean bottoms.
The rocks build up in layers called sediments. The weight of the top layers
compresses the bottom layers of the sediments in a process called compaction.
The water is pressed out from between the pieces of rock leaving salt crystals.
This forms a sort
of
glue
that
sticks the rock
together in a
process
called
cementation.
Through
these
processes which
take millions of
years
sedimentary
rocks form.
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Making the Rock Cycle Organizer
Materials:
Copier paper (Color looks best, but white works just as well.)
Assortment package of wooden shapes (You can purchase these for under $5.00 at Wal-Mart. Fun Foam works
equally as well. The pieces just need to be out of a sturdy material, so students can manipulate them when
explaining the rock cycle.)
Instructions:
1.
Print the following pages:
 The landscape picture (The color version may be found on page 29 and the black line version on page 30.)
 Pages 31, 33, and 35 (if students are writing their own paragraphs) OR
Pages 32, 34, and 36 (if you wish to give students the completed paragraphs)
 Page 37 (Pocket)
2. Have students cut out all pages.
3. The page that says, “The Rock Cycle,” is your
pocket. Fold the page on the dotted line and glue the
two sides together to form a pocket.
4. Place glue on all four pages in the tab locations. Be
sure the glue goes on the side opposite the words of
the pocket tab.
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Place a line
of glue here.
5. Attached the tabs to the back side of the center
landscape picture.
6. Glue the organizer to the organizer notebook. If you
are continuing from Part 1, this organizer will go on
page 46. This will allow room for the MS-ESS2
Earth’s Systems Standards and a table of contents
page.
7. Have students label the wooden pieces with key
words, arrows, etc. to show the Rock Cycle.
When not in use, the wooden pieces will slide down in the
pocket. Flip the pocket page up then close the other three
pages. The wooden pieces will remain secure until needed
again.
Page | 28 Created by Gay Miller
Color Version of Rock Cycle Organizer Center
Page | 29 Created by Gay Miller
Black line master of Rock Cycle Organizer Center
Page | 30 Created by Gay Miller
Sedimentary Rock
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Top Piece – Place glue here.
Write a paragraph describing how sedimentary rocks are created in the rock cycle. Be sure to
include the words compaction and cementation, along with their meanings, in your
paragraph.
Page | 31 Created by Gay Miller
Sedimentary Rock
The sedimentation process begins when rivers carry broken down
pieces of rock along with their currents. These pieces are deposited on
lake and ocean bottoms. The rocks build up in layers called sediments.
The weight of the top layers compresses the bottom layers of the
sediments in a process called compaction. The water is pressed out
from between the pieces of rock leaving salt crystals. This forms a sort
of glue that sticks the rock pieces together in a process called
cementation. Through these processes which take millions of years
sedimentary rocks form.
Top Piece – Place glue here.
Page | 32 Created by Gay Miller
Metamorphic Rock
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Page | 33 Created by Gay Miller
Left Side– Place glue here.
____________________________________________________________________________
Write a paragraph
describing how
metamorphic
rocks are created
in the rock cycle.
Be sure to include
the words
deformation and
metamorphism,
along with their
meanings, in your
paragraph.
Deformation is the process of bending, twisting, or fracturing rocks
which changes their shape or size. The forces that cause rocks to
deform are called stresses. Tension stress occurs when tectonic plates
are pulled apart and the crust becomes thinner; compression stress
takes place when tectonic plates are pushed together, and the crust
becomes thicker. Compression may also be due the weight of overlying
rocks. When igneous or sedimentary rocks are exposed to stresses,
they heat. The combination of the heat and pressure over a long
period of time lasting for millions of years, causes rocks to undergo
metamorphism changing the igneous or sedimentary rock to
metamorphic rock.
Page | 34 Created by Gay Miller
Left Side– Place glue here.
Metamorphic Rock
Igneous Rock
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Right Side– Place glue here.
Write a paragraph
describing how
igneous rocks are
created in the
rock cycle. Be
sure to include the
words or forms of
the words
melting and
crystallization,
along with their
meanings, in your
paragraph.
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Page | 35 Created by Gay Miller
Igneous Rock
Right Side– Place glue here.
When underground temperatures reach 1,100 to 2,400 degrees
Fahrenheit, the metamorphic rock melts and turns into molten rock
called magma. When volcanoes erupt the magma comes to Earth’s
surface and flows out. At this point, it is called lava. As the lava
cools it hardens and becomes extrusive igneous rock such as basalt,
obsidian, pumice, rhyolite, and scoria. When magma is heated just
enough to reach the thick sticky stage, it is less likely to reach the
surface in a volcanic eruption. The magma slowly cools and solidifies
inside the Earth’s crust and crystallizes to form intrusive igneous rocks
such as diorite, gabbro, granite and pegmatite.
Page | 36 Created by Gay Miller
The Rock Cycle
Page | 37 Created by Gay Miller
Bottom Pocket – Place glue on the reverse side of this tab.
Organizers
On pages 39-40, you will find a flip organizer for the three
types of rock. After copying, cut off the extra around the four
sides of the organizer. To create the organizer, fold the page in
half on the dotted lines. Cut on the solid lines between the
rectangular shapes up to the middle fold.
Have students label the outside of each flap by writing the type
of rock. Draw a picture that will serve as a clue or reminder for
each type of rock in the rectangular spaces on the top of the
organizer. Write facts about each rock type on the lines
provided at the bottom of the organizer.
On pages 41-42, you will find an additional rock cycle
organizer. Have students complete the organizer by writing in
missing words.
On pages 45-46, you will find a flip organizer titled “Rocks vs.
Minerals.” After copying, cut off the extra around the four sides
of the organizer. To create the organizer, fold the page in half
on the dotted lines. Cut on the solid line on the top half of the
organizer up to the middle fold.
Have students label the outside of each flap by writing “Rocks”
and “Minerals.” Draw pictures on the top of the organizer.
Write facts about rocks and minerals on the lines provided on
the bottom of the organizer.
Page | 38 Created by Gay Miller
Igneous
Sedimentary
Metamorphic
Three Types of Rocks
Instructions:
Draw a picture in each box that will serve as a clue or reminder for each type of rock.
List details about each type of rock on the lines provided.
Page | 39 Created by Gay Miller
Igneous


Sedimentary
hot rocks
formed when molten rock cools
Two classifications
o Chemical Composition
o Texture
 Extrusive -formed
outside the volcano
 Intrusive -formed
underground when
magma crystallizes





cool rocks
Formed with rock fragments and
other debris
Compressed layers are cemented
together.
May be formed when water moves
rock fragments to form sediment
May be formed when plants and
animals remains are compacted and
cemented (Fossils may be found.)
May be found when water evaporates
leaving behind mineral deposits
Metamorphic


changed rocks
Formed when rocks are transformed
by heat (not hot enough to melt) and
pressure (not enough to break) from
igneous, sedimentary, or other
metamorphic rocks
Can have layers or bands
Three Types of Rocks
Page | 40 Created by Gay Miller
The Rock
Cycle
Page | 41 Created by Gay Miller
The Rock
Cycle
gravel, sand, silt, mud, clay, soil
mineral
dissolution
mineral
precipitation
SEDIMENTS
(transport and deposition)
weathering and erosion
IGNEOUS ROCKS
rhyolite
andesite
basalt
MAGMA
(melting)
(volcanism)
vein
calcite
vein
quartz
chert
travertine
compaction and cementation
(lithification)
SEDIMENTARY ROCKS
heat and pressure
(metamorphism)
METAMORPHIC ROCKS
granite
diorite
gabbro
slate, argillite, schist, gneiss, marble, metasandstone,
quartzite, greenstone, serpentine, chert breccia
Page | 42 Created by Gay Miller
conglomerate
sandstone
mudstone
siltstone
shale
greywacke
limestone
marl
chert
gypsum
salt
coal
What are Minerals?
Minerals are substances made of elements which are pure and cannot be broken
down into any other substances. Minerals are usually formed from two or more
elements joined together; however, there are a few minerals that are made up of
only one element. For example, diamonds are made from just carbon. There are
approximately 3,800 known minerals. To be classified as a mineral, substances
must meet five requirements:
C: Crystal formation is definite
F: Fixed composition
I: Inorganic (Minerals do not have the carbon compounds found in living organisms.)
N: Naturally occurring (Minerals must form naturally without any help from humans.)
S: Solid (Minerals don’t sag, melt, or evaporate.)
Sources
http://www.minsocam.org/msa/collectors_corner/faq/faqmingen.htm
http://www.stepbystep.com/difference-between-a-rock-and-mineral-87279/
http://www.gemrock.net/content.asp?page=rocks-and-minerals
http://geology.com/minerals/what-is-a-mineral.shtml
Page | 43 Created by Gay Miller
The Difference between Rocks and Minerals
Rocks are made up of a collection of minerals and other materials such as organic
remains. Rocks may be composed of many different minerals or a single mineral.
For example, sandstone is made up of only quartz, and limestone is composed of
the mineral calcite. Minerals are classified based on the elements they contain;
whereas, rocks are classified according to the process in which they were formed.
Where rocks can change from one classification to another through the rock
cycle, minerals remain constant. They have a specific color and hardness.
vs.
Sources
http://www.stepbystep.com/difference-between-a-rock-and-mineral-87279/
http://www.ontariogeoscience.net/keyconceptitems/rocksandminerals.html
Page | 44 Created by Gay Miller
Minerals
Rocks
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Rocks vs. Minerals
Page | 45 Created by Gay Miller
Rocks






Minerals
Usually made up of more than one mineral
Do not have crystals
May be any shape
A mixture of colors
Irregular shapes
Classified based on the way they are
formed

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Made up of elements
Have a certain crystal structure
Usually have a definite shape
Usually have a definite color
Classified individually
Cannot be broken down into simpler
substances
Rocks vs. Minerals
Page | 46 Created by Gay Miller
Crystals
Because minerals have exact chemical specifications and bonds, they form
crystals. This means their atoms are arranged in a set, regular, repeating
pattern. The surface of crystals is made up of flat planes and straight edges.
These planes can be in a variety of shapes and sizes.
Directions for making this crystal snowflake may be found at the website
listed below. This is a great project for students during the winter months.
The website also has a project in which students compare salt and sugar
crystals.
http://www.hometrainingtools.com/crystal-science-projects/a/1565/#salt
Borax Snowflake
Page | 47 Created by Gay Miller
Part 2 (MS-ESS2-2)
MSESS2-2.
Construct an explanation based on evidence for how geoscience processes
have changed Earth's surface at varying time and spatial scales. [Clarification
Statement: Emphasis is on how processes change Earth’s surface at time and spatial
scales that can be large (such as slow plate motions or the uplift of large mountain
ranges) or small (such as rapid landslides or microscopic geochemical reactions), and
how many geoscience processes (such as earthquakes, volcanoes, and meteor
impacts) usually behave gradually but are punctuated by catastrophic events.
Examples of geoscience processes include surface weathering and deposition by the
movements of water, ice, and wind. Emphasis is on geoscience processes that shape
local geographic features, where appropriate.]
I recommend the following setup for the student organizer notebook:
Earth’s Layers – Check for Understanding
51
Earth’s Layers (Layer Book)
52
Transform, Divergent, and Convergent Boundaries (Staggered Flip)
54
Supercontinents (Three Flap Flip)
56
Types of Volcanoes (Response Cards to Go with PowerPoint)
58
Volcanoes – Check for Understanding
59
3D Inside of Volcano
60
Types of Mountains (Pentagon Fold)
Types of Mountains (Five Flap Flip)
Types of Mountains Pop-Up Book
Select between the Pop-Up
Book or the other 2 Types of
Mountains organizers.
61
62
62
Earthquakes Tri-Fold
64
Effects of Plate Movement Diamond Fold
66
Time Machine Mini Research Project
67
Scientific Argumentative Writing
68
Causes of Landslides (Six Flap Flip)
69
Landslide Cards
70
Microscopic Geochemical Reactions (Six Flap Flip)
71
Global Effects of a Meteor Impact (Six Flap Flip)
72
Meteor Impact (Tri-Fold)
74
Caverns
76
Glacier Formations
77
Erosion Causes and Effects
78
Weathering and Deposition (¾ Fold)
79
Causes of Erosion (Staggered Flip)
80
Mini Book for Vocabulary, Notes, etc.
82
Page | 48 Created by Gay Miller
Teaching Resources for Layers of the Earth
USGS Geomagnetism Program http://geomag.usgs.gov/
(The comic book “Journey along a Fieldline” is especially good and very age
appropriate for middle schoolers. You can find it here:
http://geomag.usgs.gov/publications/comicbook/GeomagComic.pdf)
3D Paper Model of Earth’s Layers http://cp.cij.com/en/contents/3151/03339/index.html
Page | 49 Created by Gay Miller
Layers of the Earth
The Earth’s core is extremely hot. Scientists believe this is from a combination of
left over heat from Earth’s creation and a slow decaying of radioactive material.
This heat causes the mantle to be in a semi-solid molten state. As this layer
slowly boils, the magma moves in a convection flow. The super-heated magma
near the core rises to the surface where it cools and sinks again. Above this layer
the crust, which is made up of about a dozen major plates and many minor plates,
moves very slowly over the boiling magma.
Page | 50 Created by Gay Miller
Earth’s Layers Organizer
Print the organizer onto colorful
paper. Have students complete
each page by listing information
about the layers of the Earth. Once
completed, students should cut the
pages out along the outside edges
of the bold lines keeping the tab
sections attached. To assemble
place the pages in order beginning
with the inner core. Then simply
glue the tabbed areas together.
Page | 51 Created by Gay Miller
Earth’s Layers
Page | 52 Created by Gay Miller
Inner Core
Location ______________________________
Thickness _______________________________
Composition______________________________
Temperature______________________________
Additional Information
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The Earth layers in this organizer are not drawn
proportionally to allow enough space to write all
necessary information on the inner core layer.
Page | 53 Created by Gay Miller
Outer Core
Location ________________________________________
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Thickness ________________________________________
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Composition ______________________________________
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Temperature ____________________________________
6100 °C (11000 °F) near the inner core
Additional Information
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Page | 54 Created by Gay Miller
Outer Core
Mantle
Location _________________________________________
Thickness_________________________________________
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Location
Composition________________________________________
Thickness
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Temperature _______________________________________
Composition________________________________________
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Temperature_______________________________________
_______ Information
____________
Additional
Additional Information
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Page | 55 Created by Gay Miller
Crust
Location _________________________________________
Thickness _________________________________________
Composition________________________________________
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Temperature _______________________________________
Additional Information
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4
Page | 56 Created by Gay Miller
Inner Core
Location center most layer of the Earth
Thickness radius of about 1,220 km (760 mi)
– 70% the size of the moon
Composition solid ball of iron metal
Temperature 6,000 °C (+/- 500) or
6,230 kelvin (9,000 and 13,000 °F)
Additional Information
The inner core is thought to rotate at
a different speed.
Page | 57 Created by Gay Miller
Outer Core
Location just outside the inner core – 3,000 miles
beneath Earth’s surface
Thickness 2,266 km (1,408 mi) thick – outer boundary
2,890 km (1,800 mi) beneath the Earth's surface
Composition nickel-iron alloy which is 10% lighter than the
iron alloy of the inner core
Temperature 4400 °C (8000 °F) in the outer regions to
Additional
Information
6100 °C (11000
°F) near the inner core
The outer core consists of liquid magma. As the solid inner
core rotates in the liquid outer core, it generates the
magnetic field. This field protects the Earth from
harmful radiation and solar wind.
Page | 58 Created by Gay Miller
Location just outside the outer core
Mantle
Thickness 2,900 km (1,800 mi) thick - makes up 2/3 of Earth (84%
of Earth's volume)
Composition ferro-magnesium silicates rich in iron and magnesium
Temperature between 500 to 900 °C (932 to 1,652 °F) at the upper
boundary with the crust to over 4,000 °C (7,230 °F) at the boundary
with the core
Additional Information
The mantle is a layer of molten rock which moves in a
Fahrenheit
convention motion with the upper mantle flowing more easily
due to the pressure and increased temperature. The motion
causes the movement of Earth’s tectonic plates.
Page | 59 Created by Gay Miller
Crust
Location outermost covering of Earth
Thickness Continental crust mostly 25 to 70 km thick &
oceanic crust 5 km (3 mi) to 10 km (6 mi) thick (The crust
occupies less than 1% of Earth's volume.)
Composition alumino-silicates
Temperature range from about 200 °C (392 °F) to 400 °C
(752 °F) at the boundary with the underlying mantle
Additional Information
The crust makes up only 1% of Earth’s volume. It is composed
of igneous, metamorphic, and sedimentary rocks. About 70%
of Earth’s surface is covered in oceans.
4
Page | 60 Created by Gay Miller
Earth’s Layers Check for Understanding
Instruction: Complete the table with facts from your organizer.
Earth’s Layer
Temperature
Thickness
Inner Core
Outer Core
Mantle
Crust
Page | 61 Created by Gay Miller
Composition
Earth’s Layers Check for Understanding
Instruction: Complete the table with facts from your organizer.
Earth’s Layer
Temperature
Thickness
Composition
Inner Core
6,000 °C (+/500) or 6,230
kelvin (9,000 and
13,000 °F)
radius of about
1,220 km
(760 mi) –
70% the size of
the moon
solid ball of iron
metal
Outer Core
4400 °C (8000
°F) in the outer
regions to 6100
°C (11000 °F)
near the inner
core
2,266 km
(1,408 mi) thick –
outer boundary
2,890 km
(1,800 mi)
beneath the
Earth's surface
liquid magma –
nickel-iron alloy
Mantle
between 500 to
900 °C (932 to
1,652 °F) at the
upper boundary
with the crust to
over 4,000 °C
(7,230 °F) at the
boundary with the
core
2,900 km
(1,800 mi) thick makes up 2/3 of
Earth (84% of
Earth's volume)
range from about
200 °C (392 °F)
to 400 °C
(752 °F) at the
boundary with the
underlying mantle
Continental crust
mostly 25 to
70 km thick &
oceanic crust
5 km (3 mi) to
10 km (6 mi)
thick (The crust
occupies less than
1% of Earth's
volume.)
Crust
Page | 62 Created by Gay Miller
ferro-magnesium
silicates rich in
iron and
magnesium
Mostly aluminosilicates igneous,
metamorphic, and
sedimentary
rocks. About 70%
of Earth’s surface
is covered in
oceans.
Teaching Resources for Plate Tectonics
Videos
Change of Earth's Tectonic Plates in 650 Million Years
(This 1 minute video showcases the changes in Earth's tectonic plates in the
past 400 million years and the future 250 million years.)
http://www.youtube.com/watch?v=bubUYPc0KRQ
Models
Plate Tectonic Tennis Ball Globe (colored version)
http://cmase.pbworks.com/f/globe.pdf
Plate Tectonics Tennis Ball Globe (black line version)
http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe/ballglobe.
pdf
Plate Tectonics Tennis Ball Globe Instructions Page
http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe/index.php
Faulting http://geomaps.wr.usgs.gov/parks/deform/7faults.html
Teaching Materials
"Ring of Fire", Plate Tectonics, Sea-Floor Spreading, Subduction Zones,
"Hot Spots" (Includes maps and diagrams as well as many links to pages
of information for specific examples.)
http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/description_plate_tect
onics.html
Simplified Plate Tectonics Map (This would make a great resource to add
to organizer notebooks. Have students color the plates and make a key
with matching colors.)
http://volcanoes.usgs.gov/about/edu/dynamicplanet/ballglobe/simplified
map.pdf
Page | 63 Created by Gay Miller
Plate Tectonics Activity
A PowerPoint for this activity may be found at my website here:
http://bookunitsteacher.com/science/earthsciencepowerpoints/earthpow
erpoints.htm
Step 1
You will be given a piece of waxed
paper. On the wax paper spread a
spoonful of icing about a half of a
centimeter thick. The icing represents
the magma that is under the Earth’s
crust. Next you will be given two
squares of fruit rollups. Place the two
squares of fruit rollup onto the
frosting right next to each other.
These represent oceanic plates. Press
down slowly on the fruit rollups
because oceanic plates are dense and
will sink a bit. Slowly push the
“plates” apart about half a centimeter.
Notice how the frosting is exposed
and pushed up where the plates are
separated. This is how magma comes
to the surface where real plates are
moving apart at divergent plate
boundaries.
Step 2
Slide the two pieces of fruit rollups
together. Notice that one piece slides
under the other. A hump forms where
the two pieces hit.
This is how ocean trenches form. The
plate that submerges will melt and
return to the mantle to be recycled.
Page | 64 Created by Gay Miller
Step 3
Remove one of the fruit rollups
from the frosting. (You may eat
it.) Place one of the graham
cracker halves lightly onto the
frosting next to the remaining
fruit rollup piece. The graham
cracker
represents
the
continental crust, which is thicker
and less dense than oceanic crust
(fruit rollup). It floats high on the
asthenosphere (upper mantle of
the Earth) so don't push it down.
Gently
push
the
continent
(graham cracker) towards the
ocean plate (fruit rollup) until the
two overlap, and the graham
cracker is on top. The oceanic
plate is subducted below the
continental one.
Step 4
Remove both the cracker and
fruit roll up from the frosting
asthenosphere. Place one edge of
both crackers into the glass of
water for just a few seconds.
Place the crackers onto the
frosting with wet edges next to
each other.
Slowly push the
graham crackers towards each
other. Notice how the wet edges
crumple. This is how mountains
are made at convergent plate
boundaries! When continents
move towards each other, there
is nowhere for the rock to go but
up!
Step 5


Pick the two crackers up off
the frosting and turn them
around so that two dry edges
are next to each other.
Push one cracker past the
other to simulate a transform
plate boundary like the San
Andreas fault!
Page | 65 Created by Gay Miller
Plate Tectonic
The movement of the plates over the magma is called plate tectonics. A variety of
forces move the crust in different directions. The boundaries between the plates
are extremely active creating volcanoes and earthquakes. At the plate boundary,
mountains and trenches can form.
Page | 66 Created by Gay Miller
Divergent Boundaries
In Þingvellir, Iceland you can
see
the
continental
drift
between the North American
and Eurasian Plates.
Divergent boundaries are moving
apart. Where the two plates move
apart, new crust is created by lava,
liquid rock, pushing up from the
mantle.
Page | 67 Created by Gay Miller
Convergent Boundaries
Matterhorn from Domhütte
The Alps were formed over
hundreds of millions of years
when the plates of Africa and
Eurasia collided.
Convergent
boundaries
are
where the plates are moving
toward each other. The heavier
plate is subducted under the
other.
There are 3 types of convergent boundaries:
1) continental to continental
Both plates are the same density, and both plates
move upward forming mountains. (Himalaya
Mountains)
2) continental to oceanic
Oceanic plates are denser and subduct under
continental plates.
3) oceanic to oceanic
The older plate is usually colder and denser
subducting beneath the less dense ocean plate.
Page | 68 Created by Gay Miller
Transform Boundaries
San Andreas Fault
This aerial view
shows
the
San
Andreas Fault as it
runs through the
Carrizo Plain.
Transform boundaries are where
two plates slide horizontally past
each other causing friction.
Page | 69 Created by Gay Miller
Tectonic Plate Movement
Key
Page | 70 Created by Gay Miller
1-Asthenosphere
2-Lithosphere
3-Hot spot
4-Oceanic crust
5-Subducting plate
6-Continental crust
7-Continental rift
zone (young plate
boundary)
8-Convergent
boundary plate
9-Divergent
boundary plate
10-Transform plate
boundary
11-Shield volcano
12-Oceanic
spreading ridge
13-Convergent
plate boundary
14-Strato volcano
15-Island arc
16-Plate
17-Asthenosphere
18-Trench
Page | 71 Created by Gay Miller
Key :
1:
2:
3:
4:
5:
Divergent plate boundaries
Transform plate boundaries
Convergent plate boundaries
Plate boundary zones
Selected prominent hotspots
Geyser
geyser
ocean
fault line
folded mountain range
magma
Page | 72 Created by Gay Miller
Plate Movement Organizer
On the next pages you will find the pieces needed to make the “Plate Movement” flip
organizer. As with other organizers in this resource, a blank organizer and an answer key
organizer are both provided.
Instructions:
1) Print the pages onto colorful paper.
2) Cut out rectangles.
3) Place the longest page on the bottom of the stack.
4) Glue it towards the bottom of the organizer notebook page.
5) On the back of the “Divergent Boundary,” place a thin line of glue along the top.
6) Glue the page directly onto the organizer notebook page moving it up approximately
half an inch higher than the “Convergent Boundary” page.
7) Add the “Transform Boundary” page last in the same manner.
8) Students should complete the pages by writing a paragraph explaining each type of
plate movement.
9) Students should draw a picture illustrating the plate movement in the rounded
rectangular spaces provided.
The pages should lift up so that students can read the information.
Page | 73 Created by Gay Miller
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Transform Boundary
Page | 74 Created by Gay Miller
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Ocean from Ocean
Land from Land
Divergent Boundary
Page | 75 Created by Gay Miller
Land to Ocean
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Land to Land
________________________________________________
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Ocean to Ocean
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Convergent Boundary
Page | 76 Created by Gay Miller
A transform boundary is when two plates slide past each other.
Most are found in the ocean where they offset spreading ridges
creating a zigzag pattern. On land, the San Andreas Fault in
North America is a transform boundary. The plates usually
move just a few centimeters a year; however, the chain of
reactions can cause earthquakes.
Transform Boundary
Page | 77 Created by Gay Miller
On land when two plates boundaries move apart giant troughs
form. The most active divergent plates take place between the
ocean plates. Divergent plates can cause volcanic islands when
magma moves into the gaps and lava rises.
Ocean from Ocean
Land from Land
Divergent Boundary
Page | 78 Created by Gay Miller
Subduction or Obduction Zones - Land to Ocean
When an ocean plate collides with
a land plate, the denser ocean
plate is forced under. This is
marked by oceanic trenches.
Volcanoes form on the land. In
rare occurrences, the land will
move under the ocean plate
forming mid ocean ridges called
an obduction zone.
Orogenic Belts - Land to Land
When two land plates
collide, both plates are
forced upward forming
mountains.
Ocean to Ocean
When two ocean plates
collide, the older plate
is usually colder and
denser
subducting
beneath the less dense
ocean
plate
and
volcanoes form.
Convergent Boundary
Page | 79 Created by Gay Miller
History of Plate Movement
Many geologists believe the first continent to be Vaalbara which evolved
approximately 3.5 billion years ago. Evidence of rocks in southern Africa and
northwestern Australia are clues that these two continents were once one.
Rocks in this area are some of the oldest on Earth.
Although many geologists believe in the existence of Vaalbara, there is more
evidence to support the existence of the continent Ur which developed about
3 billion years ago. This continent is now part of India, Madagascar, and
Australia.
Kenorland formed about 2.7 billion years ago in what is now the United
States and Canada, the Scandinavian countries, western Australia, and
southern Africa. At its emergence, this land mass was near the equator.
Kenorland broke up approximately 2.6 billion years ago creating a decrease
in greenhouse gases. This caused an ice age in which Earth spent millions of
years below freezing.
These land masses roamed separately until about 1.8 billion years ago when
they collided to form Columbia, also called Nuna.
The first supercontinent that geologists are certain of its existence was
Rodinia. It was formed from pieces of Columbia and new land masses that
had formed on Earth’s crust. Rodinia broke up about 550 million years ago.
Page | 80 Created by Gay Miller
When Rodinia broke up, Earth suffered another ice age; however, many
favorable effects were caused by this breakup. First the openings between
the land masses caused the sea beds to rise creating shallow sea beds. In
addition volcanoes emerged along the breakup lines. The volcanic eruptions
sent rich nutrients into the oceans. The combination of shallow seas and rich
nutrients were conducive to the first forms of life.
Many geologists believe the next supercontinent was Pannotia, although
there is some disagreement over its existence. This continent didn’t last
long, approximately 60 million years, before breaking up.
Page | 81 Created by Gay Miller
Pangaea
was
the
last
supercontinent.
It
formed
approximately 300 million years
ago during the late Paleozoic and
early Mesozoic Eras.
Fossils of species that were
identical living on continents that
are now many miles away from
each other are evidence that the
continents were once joined.
Additional
evidence
is
the
matching coastlines of South
American and Africa.
With the continental drift of a few centimeters a year, the next big
supercontinent named Amasia is predicted to take place in another 250
million years.
Sources
http://io9.com/5744636/a-geological-history-of-supercontinents-on-planet-earth
https://en.wikipedia.org/wiki/Pangaea
https://en.wikipedia.org/wiki/Supercontinent_cycle
Page | 82 Created by Gay Miller
Supercontinent Organizer
1. Print the organizer onto colorful paper.
2. Trim the edges so that organizers will fit into the students’ notebooks.
3. Have students complete the insides of each organizer by writing paragraphs
about each supercontinent.
Page | 83 Created by Gay Miller
Rondini
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Pannotia
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Supercontinents
Page | 84 Created by Gay Miller
Pangaea
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Rondinia
The first supercontinent
that geologists are certain
of
its
existence
was
Rodinia. It was formed
from pieces of Columbia
and new land masses that
had formed on Earth’s
crust. Rodinia broke up
about 550 million years
ago.
Pannotia
Many geologists believe the
next supercontinent was
Pannotia although there is
some disagreement over its
existence. This continent
didn’t
last
long,
approximately 60 million
years, before breaking up.
Supercontinents
Page | 85 Created by Gay Miller
Pangaea
Pangaea was the last
supercontinent. It formed
approximately 300 million
years ago during the late
Paleozoic
and
early
Mesozoic eras.
Teaching Resources for Volcanoes
U. S. Volcanoes and Current Activity Alerts http://volcanoes.usgs.gov/
Models
Volcano Model http://www.usc.edu/org/cosee-west/Jun23272008/VolcanoModel.jpg
Same Model Different Website
http://cmase.pbworks.com/f/volcano_cmod.pdf
3D Model Patterns for Mt. Fuji, Japan http://cp.cij.com/en/contents/3151/03340/index.html
4 – 3D Volcano Models
http://www.bgs.ac.uk/discoveringGeology/hazards/volcanoes/models/home.
html
Eruption of basalt lava from
Pu`u `O`o spatter and cinder
cone at Kilauea Volcano, Hawaii
Page | 86 Created by Gay Miller
Volcanoes
A volcano is an opening or vent in the Earth’s crust where
lava, steam, and ashes are expelled. This can be
continuously or at irregular intervals.
Geologists have grouped volcanoes into four groups:
cinder cones
composite volcanoes
shield volcanoes
lava domes
Page | 87 Created by Gay Miller
Cinder Cone Volcanoes
Cinder cones are formed when a volcano violently erupts. The lava quickly
congeals and falls around the vent in a circular shape.
Capulin Volcano in New Mexico
Page | 88 Created by Gay Miller
Composite (Strata) Volcanoes
Composite or strata volcanoes contain a lot of gas mixed in with the lava.
Because of the built-up gas, the eruptions are violent. The volcano spews out
gases, ash, and hot lava. The lava doesn’t travel far, so it piles up creating a
volcano that is built of many layers of ash and solidified lava.
Mount Agung and Mount Batur in Bali, Indonesia
Page | 89 Created by Gay Miller
Shield Volcanoes
When the lava contains less gas, eruptions are gentler. Flow after flow of thin
streams of lava flows out in all directions from the volcano’s vent creating a flat,
dome-shaped mountain with broad slopes.
Mauna Kea, Hawaii
Page | 90 Created by Gay Miller
Lava Domes
Lava domes are formed by small spherical masses of lava which are too thick to
flow. The lava piles around the vent. Lava domes often grow larger by expansion
within the volcano.
Mount St. Helens
Page | 91 Created by Gay Miller
Volcano Organizer & Practice
Print the volcano cards onto heavy weight paper or construction paper. Have
students cut out each card. [I usually cut cards out using a paper cutter
before class. By cutting several sheets at once, you can have them ready in
just minutes saving instructional time.] On the lines provided, students
should write paragraphs describing the volcano type. The paragraphs should
include a physical description of the volcano as well as the type of lava flow
that typically emerges from the volcano. On the reverse side of the card,
have students write the volcano type in large letters so that the cards may
be used as response cards.
I have created a simple no bell-or-whistles PowerPoint for you to use with
the response cards. The PowerPoint may be found at my website here:
http://bookunitsteacher.com/science/earthsciencepowerpoints/earthpowerpoints.htm
I have included the printable PowerPoint in this packet [following the
organizer/response cards] so that you can use it when planning. You will
show a slide with a volcano photograph. Students will determine which type
of volcano is pictured and show the type by holding up the correct response
card. The following slide gives the answer, so students will receive
immediate feedback.
Page | 92 Created by Gay Miller
Pocket for Response Cards/Organizer
Types of
Volcanoes
Types of
Volcanoes
Page | 93 Created by Gay Miller
Cinder Cone
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_____________
Composite
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Page | 94 Created by Gay Miller
_____________
Shield
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_____________
Lava Dome
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
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Page | 95 Created by Gay Miller
_____________
Cinder Cone
Cinder cones are formed when a volcano
violently erupts. The lava quickly congeals
and falls around the vent in a circular shape.
Composite
Composite or strata volcanoes contain a
lot of gas mixed in with the lava. Because
of the built-up gas, the eruptions are
violent. The volcano spews out gases,
ash, and hot lava. The lava doesn’t travel
far, so it piles up creating a volcano that
is built of many layers of ash and
solidified lava.
Page | 96 Created by Gay Miller
Shield
When the lava contains less gas, the eruption
is gentler. Flow after flow of thin streams of
lava flows out in all directions from the
volcano’s vent creating a flat, dome-shaped
mountain with broad slopes.
Lava Dome
Lava domes are formed by small spherical
masses of lava which are too thick to flow.
The lava piles around the vent. Lava domes
often grow larger by expansion within the
volcano.
Page | 97 Created by Gay Miller
Page | 98 Created by Gay Miller
Page | 99 Created by Gay Miller
Page | 100 Created by Gay Miller
Page | 101 Created by Gay Miller
3D Volcano
1. Print either the black line volcano pattern on the next page or the colored version
2.
3.
4.
5.
6.
found on page 103.
Have students cut the volcano out around the outside edges.
Cut the line between the right side of the volcano and the white triangle up to the
middle where the four triangles meet.
Fold the triangles on the dotted lines. Slip the white triangle behind to make the
volcano stand up.
Have students glue the base only of the volcano in their organizer notebooks
adjacent to the “Volcano – Check for Understanding” page.
When not in use, the volcano will unfold to lie flat.
Page | 102 Created by Gay Miller
Cut between the volcano and
the white triangle to the center.
Page | 103 Created by Gay Miller
Layers of
Lava & Ash
Ash
Sill
Conduit
Throat
Parasitic
Cone
Crater
Vent
Ash Cloud
Lava Flow
Cut between the volcano and
the white triangle to the center.
Page | 104 Created by Gay Miller
Volcanoes – Check for Understanding
1. Volcanoes can form at which type of plate boundaries? _____________&______________
2. Define each of the following:
supervolcano
magma chamber
q
main vent/secondary vents
volcanic crater
3. _________________________ is the largest and most violent type of volcanic eruption. It
was named after a Roman historian who witnessed the eruption of _________________ in
79 AD. List the sequence of events when this type of eruption takes place.
4. List the positive and negative effects of volcanic eruptions.
Page | 105 Created by Gay Miller
Volcanoes – Check for Understanding
1. Volcanoes can form at which type of plate boundaries? convergent and divergent
2. Define each of the following:
supervolcano
q
magma chamber
Eruptions
usually
thousands of
years apart
underground collection of molten rock
inside Earth
main vent/secondary vents
Often has ridge of
higher land around it
Openings in Earth’s crust through which
molten lava, ash, and gases are ejected
Forms a caldera
(cone shape)
volcanic crater
Magnitude 8 on Volcano Explosivity
Index meaning it erupts at least
1,000 km³ of material
Bowl-shaped formation at the top of a
volcano after it blows its top off
3. A Plinian Eruption is the largest and most violent type of volcanic eruption. It was named
after a Roman historian who witnessed the eruption of Mount Vesuvius in 79 AD. List the
sequence of events when this type of eruption takes place.
Steam escapes the
volcano. It is caused
by magma heating
groundwater.
Steam can cause
rocks to be shattered
and hurled along with
volcanic ash.
Gas filled magma
reaches the surface
and explodes usually
in a mushroom
column.
Pumice and volcanic
ash rise and drift
down.
A non-explosive
eruption of magma
forms mound-shaped
lava domes.
4. List the positive and negative effects of volcanic eruptions.
o
Tourist attraction
o
Lava and ash produce rich fertile soils
Lava and mudflows kill people and destroy
property.
o
Geothermal energy is produced from
heat.
(Today 90% of homes in Iceland
are heated through geothermal
energy.)
o
oForms new land (example Hawaiian
islands)
Lava is destructive to woodland and
agriculture.
o
Volcanoes release poisonous gasses such
as sulphur dioxide and carbon dioxide.
o
oWhen
Eyjafjallajokulleruped erupted, air
traffic disrupted because of the destructive
ash cloud.
Sources
http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/volcanoes_rev7.shtml
http://volcanoes.usgs.gov/volcanoes/yellowstone/yellowstone_sub_page_49.html
http://bantrygeography.files.wordpress.com/2012/04/positiveandnegativeeffectsofvolcanoes.pdf
Page | 106 Created by Gay Miller
Teaching Resources for Mountains
Lesson Plans
How Mountains are Formed
http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lesso
ns/cub_rock/cub_rock_lesson04.xml#assoc
Chamonix-Mont-Blanc
Located in the French Alps
Page | 107 Created by Gay Miller
Mountains
Mountains are a generally massive and usually steep-sided, raised portions of
Earth's surface. Mountains can occur as single peaks or as part of a long chain.
They can form through volcanic activity, by erosion, or by uplift of the continental
crust when two tectonic plates collide. The Himalayas, which are the highest
mountains in the world, were formed when the plate carrying the landmass of
India collided with the plate carrying the landmass of China.
The American Heritage® Science Dictionary
There are five major types of mountains:





fold mountains
fault-block mountain
volcanic mountains
dome mountains
plateau mountains
About 1/5 of the earth's land surface is covered by mountains. There are over
100,000 mountains all over the world.
Page | 108 Created by Gay Miller
Fold Mountain Formation
Fold mountains are the most common type. They are created when tectonic plates
collide, and one goes over the other. The plates buckle and fold forming
mountains.
Sedimentary Rock
Fold mountains include:

Buckle




Fold
Break
Glacier National Park today
Page | 109 Created by Gay Miller
Himalayan Mountains in Asia
the Alps in Europe
the Andes in South America
the Rockies in North America
the Urals in Russia
Fault Block Mountain Formation
When tectonic plates collide, sometimes a fault block is raised or tilted
bringing some rocks up while pushing others down. The higher blocks are
called horsts and the lower trough is called the grabens.
Fault-block mountains include:


Page | 110 Created by Gay Miller
the Sierra Nevada Mountains in
North America
the Harz Mountains in Germany
the Tetons in Wyoming
Dome Mountains
Dome mountains can be formed from magma rising from Earth’s mantle into the
crust. The magma pushes the overlying sedimentary rock layers up to form the
dome shape. This landform is different from volcanoes in that the magma never
reaches Earth’s surface before it cools and hardens.
Enchanted Rock
is an enormous
pink granite pluton
rock
formation
located
in
the
Llano
Uplift
in
Texas.
Other examples include:




Half Dome in the Sierra
Nevada range in
California
Black Hills of South
Dakota
Adirondack Mountains
of New York
Stone Mountain,
Georgia
Page | 111 Created by Gay Miller
Volcano Formation
When tectonic plates move, volcanoes can form along the plate boundaries. As
the plates diverge or pull apart, a ridge forms usually with a valley called a rift
running down the middle. Volcanoes may form on the rifts as magma moves
up forming new crust.
Some well-known
volcanoes include:


Mount St. Helens in
Washington State
Mount Fuji in Japan
Page | 112 Created by Gay Miller
Plateau Mountains
Plateau mountains are created when plates push the land without folding or
faulting. They are further shaped by the erosion of running water which carves
deep channels into a region. They may also be created by glaciers sitting on
mountains.
The mesas of Island in
the Sky district of
Canyonlands National
Park
Some of the largest
plateaus include:




Page | 113 Created by Gay Miller
Tibetan Plateau
Deoasai Plains in
Pakistan
Antarctic Plateau
Colorado Plateau
in Colorado, Utah,
Arizona, and New
Mexico
Mountain Formation Organizers
Three mountain formation organizers follow. I recommend having students
complete the popup organizer or the other two organizers (“Types of Mountains”
and Flip Fold) as they contain the same information.
1. Print organizers onto colorful paper.
2. Trim the edges so that organizers will fit into the students’ notebooks.
3. Have students complete the insides of each organizer by writing a
paragraph about how each mountain type is formed.
Cut around the five
circles keeping them
connected in one
piece. After cutting
out the piece, fold
each circle in half to
form a pentagon
shape.
Page | 114 Created by Gay Miller
Draw pictures of each mountain
type illustrating how it formed.
Types of
Mountains
Fold
Block
Dome
Plateau
Volcanic
Page | 115 Created by Gay Miller
Types of
Mountains
Fold
Block
Dome
Plateau
Volcanic
Page | 116 Created by Gay Miller
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ ___________________
folded
block
plateau
Page | 117 Created by Gay Miller
dome
volcano
Fold mountains are the
most common type.
They are created when
tectonic plates collide,
and one goes over the
other. The plates
buckle and fold
forming mountains.
When tectonic plates
collide, sometimes a
fault block is raised or
tilted bringing some
rocks up while pushing
others down. The
higher blocks are
called horsts and the
lower trough is called
the grabens.
Plateau mountains are
created when plates
push the land without
folding or faulting.
They are further
shaped by the erosion
of running water which
carves deep channels
into a region. They
may also be created by
glaciers sitting on
mountains.
folded
block
plateau
Page | 118 Created by Gay Miller
Dome mountains can
be formed from
magma rising from
Earth’s mantle into the
crust. The magma
pushes the overlying
sedimentary rock
layers up to form the
dome shape. This
landform is different
from volcanoes in that
the magma never
reaches Earth’s surface
before it cools and
hardens.
When tectonic plates
move, volcanoes can
form along the plate
boundaries. As the
plates diverge or pull
apart, a ridge forms
usually with a valley
called a rift running
down the middle.
Volcanoes may form
on the rifts as magma
moves up forming new
crust.
dome
volcano
Making the Mountain Formations Pop-Up Book
Cut out the five pages on the
rectangular lines. Cut out the five
mountain popups. They look best
if you cut off the sky portion. On
Mt. Vesuvius you will need to cut
off about half of the smoke so
that it does not stick out of your
finished book.
Glue each popup mountain onto the
correct page of the book. Place glue
on the gray areas only.
Fold the five mountain popups in half
on the dotted lines.
Fold each page in half on the
dotted lines and glue them
together back-to-back.
Page | 119 Created by Gay Miller
Fold the base of the mountain popups
upward as shown on the dotted lines.
Glue the pages inside the cover.
Your finished book will look like this. You can glue your popup book directly into your organizer book when finished.
Page | 120 Created by Gay Miller
Mountain
Formation
Page | 121 Created by Gay Miller
Mount Vesuvius (Volcano)
Page | 122 Created by Gay Miller
Magdala Plateau
Page | 123 Created by Gay Miller
Creux du Van – Fold Mountains
Page | 124 Created by Gay Miller
Half Dome
Page | 125 Created by Gay Miller
Hanging Hills (Block Mountain)
Page | 126 Created by Gay Miller
You will need five copies of this page to complete all five pop-up pages.
__________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Page | 127 Created by Gay Miller
Creux du Van
Fold
Fold mountains are the most
common type. They are created
when tectonic plates collide, and
one goes over the other. The plates
buckle and fold forming mountains.
Page | 128 Created by Gay Miller
Hanging Hills
When
tectonic
plates
collide,
sometimes a fault block is raised or
tilted bringing some rocks up while
pushing others down. The higher
blocks are called horsts and the
lower trough is called the grabens.
Page | 129 Created by Gay Miller
Fault Block
Magdala Plateau
Plateau mountains are created when
plates push the land without folding
or faulting. They are further shaped
by the erosion of running water
which carves deep channels into a
region. They may also be created by
glaciers sitting on mountains.
Page | 130 Created by Gay Miller
Plateau
Half Dome
Dome mountains can be formed from
magma rising from Earth’s mantle
into the crust. The magma pushes the
overlying sedimentary rock layers up
to form the dome shape. This
landform is different from volcanoes
in that the magma never reaches
Earth’s surface before it cools and
hardens.
Page | 131 Created by Gay Miller
Dome
Mount Vesuvius
When tectonic plates move, volcanoes
can form along the plate boundaries.
As the plates diverge or pull apart, a
ridge forms usually with a valley called
a rift running down the middle.
Volcanoes may form on the rifts as
magma moves up forming new crust.
Page | 132 Created by Gay Miller
Volcano
Mid-Ocean Rifts, Ridges, & Trenches
As the plates diverge or pull apart, a ridge forms usually
with a valley called a rift running down the middle.
Volcanoes may form on these rifts. The circulation of the
hot magma from the interior of Earth to the surface moves
up through these volcanoes creating new crust. The
movement of the mantle at the ridge creates convergent
plates about 120 miles away. When ocean plates collide,
usually parallel to the volcanic island arc, trenches form.
These trenches can be 1.9 to 2.5 miles below the oceanic
floor. Here the crust melts and becomes once again part of
the mantle.
Page | 133 Created by Gay Miller
Teaching Resources for Earthquakes
Earthquake Hazards Program http://earthquake.usgs.gov/ (Find the latest
earthquakes. Also included is a list of significant earthquakes in the past 30
days with a page of information about each one. A tectonic plate summary is
included in the page of information.)
3D Paper Models of Earthquakes
http://jclahr.com/alaska/aeic/taurho/eqeffects/introduction.html
http://www.msnucleus.org/membership/html/k6/pt/earthquakes/6/pte6_3a.html
Paper Models http://www.fault-analysis-group.ucd.ie/
Earthquake Model http://cp.cij.com/en/contents/3151/earthquake/index.html
Lesson Plans
A Model of Three Faults
http://www.earthsciweek.org/forteachers/faults_cont.html
http://www.earthsciweek.org/forteachers/normfault_cont.html
Animations for Seismic Waves and More
http://www.geology.sdsu.edu/visualgeology/geology101/geo100/earthquak
es2.htm
Explorations in Earth Science
http://web.ics.purdue.edu/~braile/educindex/educindex.htm
Page | 134 Created by Gay Miller
Earthquakes
An earthquake can be caused by any release of energy. It may be along plate
boundaries (interplate) or
in the interior of a tectonic plate (intraplate).
Earthquakes may also be caused by the the injection or withdrawal of magma
from a volcano.
Page | 135 Created by Gay Miller
Volcanic Earthquakes
Volcanic earthquakes are produced by the stress in the surrounding rock near
volcanoes. Volcanic earthquakes may be caused in three ways:
 by magma being injected into surrounding rock which means the volcano is
about to erupt
 when magma is withdrawn from volcanoes
 from rock moving in to fill cracks after a volcano is no longer active
Page | 136 Created by Gay Miller
Intraplate Earthquakes
When an earthquake occurs in the interior of a tectonic
plate, it is known as an intraplate earthquake. This type of
earthquake is rare as most occur on faults lines [breaks or
fractures in Earth’s crust caused by the movement of the
tectonic
plates]
near
plate
margins.
Intraplate
earthquakes occur along fault lines which are normally
stable.
Strike Slip
(The blocks of earth are
moving in opposite
horizontal directions.
Normal
(The crust is being
pulled apart.)
Reverse or Thrust
(The crust is being
compressed.)
Page | 137 Created by Gay Miller
Interplate Earthquakes
Although earthquakes can take place along all plate boundaries, many occur at
transform boundaries. The rough plates sometimes stick on one another as they
move. When the plates free themselves an earthquake takes place. The shaking is
caused from the release of the built up energy. This energy sends out seismic
waves which can be measured.
Page | 138 Created by Gay Miller
Earthquakes
Although most of the largest earthquakes have occurred in other nations of our
world, the United States has had its share of serious earthquakes. The 10 largest
earthquakes as measured by the Richter Scale in the United States are listed
below:
Where
Date
Size
Deaths
1. Prince William Sound, Alaska
3/28/1964
9.2
128
2. Cascadia subduction zone
1/26/1700
9
None
3. Rat Islands, Alaska
2/04/1965
8.7
None
4. Andrean of Islands, Alaska
3/09/1957
8.6
None
5. Shumagin Islands, Alaska
11/10/1938
8.2
None
6. Unimak Islands, Alaska
4/1/1946
8.1
165
7. Yakutat Bay, Alaska
9/10/1899
8.2
None
8. Denali Fault, Alaska
11/3/2002
7.9
None
9. Gulf of Alaska
11/30/1987
7.9
None
10.Andrean of Islands, Alaska
5/7/1986
7.9
None
Some other large U. S. earthquakes are:
Northridge,
California
(20 miles from
Los Angeles)
January 17, 1994
Magnitude: 6.7
4:31 a.m.
Deaths: 57
Injuries: 9,000
Property
Damage:
$15 billion
Loma Prieta
Earthquake
(south of San
Francisco)
“World Series
Quake”
October 17, 1989
5:04 p.m.
Magnitude: 7.0
Length of time:
15 seconds
Deaths: 63
Injuries: 3,757
Property
damage:
estimated $6-10
billion
Coalinga, CA
May 2, 1983
Magnitude: 6.4
Deaths: 0
Injuries: 47
Property
damage:
$31 million
San Francisco, CA
April 18, 1906
5:12 a.m.
Magnitude: 8.25
Deaths: 700 to
Length of time:
2,500 people
40 seconds
Property
damage: more
than $400 million
The San Francisco earthquake of 1906 was the deadliest earthquake in United
States history. One reason for the large number of deaths was the fires that
followed the earthquake. Source http://earthquake.usgs.gov/earthquakes/states/historical.php/
Page | 139 Created by Gay Miller
Seismic Waves
Earthquakes create three
types of seismic waves:
P Waves (Primary Waves)
Primary waves can travel through any type of material
including liquids and move twice as fast as S-waves.
Because of their speed, advanced earthquake warning of
up to 90 seconds is possible by detecting these nondestructive waves. The warning will allow for immediate
safety actions to take place such as elevators stopping at
the nearest floors, school alarms, doctors removing
equipment from patients, and switching gas utilities off.
S Waves (Secondary Waves)
Secondary waves travel at right angles to the direction of
the energy transfer and can move in vertical and
horizontal motions. S-waves can travel only through
solids. They travel about 60% slower that than the Pwaves.
Surface Waves
Surface waves travel along the surface of land. They take
the longest amount of time to travel and are the most
dangerous.
Page | 140 Created by Gay Miller
Page | 141 Created by Gay Miller
Richter Scale
Earthquakes are measured using a
scale called the Richter Scale. This
scale ranks earthquakes from 1 to
12. If the earthquake is below 2.0,
you usually can't feel it. Earthquakes that rank below the
4.0 usually do not cause damage. Earthquakes over 5.0
can cause damage. If the earthquake is 7.0 or higher on
the Richter Scale, it is considered a major earthquake.
Less than 4.3
No damage
4.4 - 4.8
Small unstable objects are moved.
Dishes are glasses may be broken.
4.9 - 5.4
Damage slight. Windows, dishes, and
glasses may be broken. Furniture moved.
Weak masonry cracked.
5.5 - 6.1
Structural damage considerable
6.6 - 6.9
Structural damage severe. Underground
pipes broken. Cracks in ground.
7.0 - 7.3
Most masonry and frame structure
foundations destroyed. Some well-built
wooden structures and bridges
destroyed.
7.4 - 8.1
Few or no masonry structures remain
standing. Bridges destroyed.
Underground pipelines completely
destroyed.
Greater than 8.1
Damage nearly total.
Page | 142 Created by Gay Miller
Earthquake Organizer
Instructions
1. Print the three earthquake organizer pages onto colorful paper.
2. Have student cut out the three pages keeping the tabs intact.
3. Glue the tabs together to make one long organizer.
4. The organizer will fold on the lines for easy storage.
Students will write paragraphs about each type of seismic wave, the three types of earthquakes, and the Richter
Scale to complete the organizer.
Page | 143 Created by Gay Miller
Seismic Waves
S-Wave
Surface
Wave
•_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
•_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Page | 144 Created by Gay Miller
Left Side– Place glue here.
P-Wave
•_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Describe how
each type of
wave moves
and the type
of damage
that they do
when an
earthquake
takes place.
Seismic Waves
S-Wave
Surface
Wave
•Secondary waves travel at right angles to the
direction of the energy transfer and can move in
vertical and horizontal motions. S-waves can
travel only through solids. They travel about
60% slower that than the P-waves.
•Surface waves travel along the surface. They
take longest amount of time to travel and are
the most dangerous.
Page | 145 Created by Gay Miller
Left Side– Place glue here.
P-Wave
•Primary waves can travel through any type of
material including liquids and move twice as fast as
S-waves. Because of their speed, advanced
earthquake warning of up to 90 seconds is possible
by detecting these non-destructive waves. The
warning will allow for immediate safety actions to
take place such as elevators stopping at the nearest
floors and switching gas utilities off.
Types of Earthquakes
Interplate
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Intraplate
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Page | 146 Created by Gay Miller
Volcanic
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Types of Earthquakes
Interplate Earthquakes
Intraplate Earthquakes
Volcanic earthquakes
Although earthquakes can
take place along all plate
boundaries, many occur at
transform boundaries. The
rough plates sometimes stick
on one another as they
move. When the plates free
themselves an earthquake
takes place. The shaking is
caused from the release of
the
built up energy. This
energy sends out seismic
waves
which
can
be
measured.
When an earthquake occurs
in the interior of a tectonic
plate, it is known as an
intraplate earthquake. This
type of earthquake is rare as
most occur on faults lines
[breaks
or
fractures
in
Earth’s crust caused by the
movement of the tectonic
plates] near plate margins.
Intraplate earthquakes occur
along fault lines which are
normally stable.
Volcanic earthquakes are
produced by the stress in the
surrounding
rock
near
volcanoes.
Volcanic
earthquakes may be caused
in three ways:
o by magma being injected
into surrounding rock which
means the volcano is about
to erupt
o when magma is withdrawn
from volcanoes
o from rock moving in to fill
cracks after a volcano is no
longer active
Page | 147 Created by Gay Miller
Richter Scale
Write a
paragraph
describing
what the
Richter Scale
is.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Right Side– Place glue here.
____________________________________________________________________________
____________________________________________________________________________
Less than 4.3
No damage
4.4 - 4.8
Small unstable objects are moved. Dishes and glasses may be
broken.
4.9 - 5.4
Damage slight. Windows, dishes, and glasses may be broken.
Furniture moved. Weak masonry cracked.
5.5 - 6.1
Structural damage considerable
6.6 - 6.9
Structural damage severe. Underground pipes broken. Cracks in
ground.
7.0 - 7.3
Most masonry and frame structure foundations destroyed. Some wellbuilt wooden structures and bridges destroyed.
7.4 - 8.1
Few or no masonry structures remain standing. Bridges destroyed.
Underground pipelines completely destroyed.
Greater than 8.1
Damage nearly total.
Page | 148 Created by Gay Miller
Richter Scale
Right Side– Place glue here.
Earthquakes are measured using a scale called the Richter Scale. This
scale ranks earthquakes from 1 to 12. If the earthquake is below 2.0, you
usually can't feel it. Earthquakes that rank below the 4.0 usually do not
cause damage. Earthquakes over 5.0 can cause damage. If the
earthquake is 7.0 or higher on the Richter Scale, it is considered a major
earthquake.
Less than 4.3
No damage
4.4 - 4.8
Small unstable objects are moved. Dishes are glasses may be broken.
4.9 - 5.4
damage slight; windows, dishes, and glasses may be broken;
furniture moved; weak masonry cracked
5.5 - 6.1
structural damage considerable
6.6 - 6.9
structural damage severe; underground pipes broken; cracks in
ground
7.0 - 7.3
most masonry and frame structure foundations destroyed; some wellbuilt wooden structures and bridges destroyed
7.4 - 8.1
few or no masonry structures remain standing; bridges destroyed;
underground pipelines completely destroyed
Greater than 8.1
damage nearly total
Page | 149 Created by Gay Miller
Effects of Plate Movement Organizer
Diamond Organizer
This diamond shaped
organizer is made by
folding each corner to
the
center.
After
students fold down the
corners,
have
them
label the flaps. Glue the
organizer
into
notebooks and give the
page a title.
Page | 150 Created by Gay Miller
Mountains Form
Volcanoes
__________________________
_________________________
__________________________
_________________________
__________________________
_________________________
__________________________
__________________________
__________________________
_________________________
_________________________
Effects of
Plate
Movement
Ridges & Trenches
Earthquakes
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Page | 151 Created by Gay Miller
Mountains Form
When tectonic plates collide one
both plates move upward because
they are the same density. The
plates buckle and fold forming
mountains. Sometimes a fault
block is raised or tilted. The higher
blocks are called horsts and the
lower trough is called the grabens.
Volcanoes
As the plates diverge or pull apart,
a ridge forms usually with a valley
called a rift running down the
middle. Volcanoes may form on
these rifts. The circulation of the
hot magma from the interior of
Earth to the surface moves up
through these volcanoes creating
new crust.
Effects of
Plate
Movement
Ridges & Trenches
The movement of the mantle at the
ridge creates convergent plates
about 120 miles away. When ocean
plates collide, usually parallel to the
volcanic island arc, trenches form.
These trenches can be 1.9 to 2.5
miles below the oceanic floor. Here
the crust melts and becomes once
again
part
of
the
mantle.
Earthquakes
A fault line is where two tectonic
plates meet. If the faults are
caused by convergent or divergent
plates
the
stretching
or
compression of the plates can
create earthquakes. On transform
boundaries,
the
rough
plates
sometimes stick on one another as
they move. When the plates free
themselves an earthquake takes
place. The shaking is caused from
the release of the built up energy.
Page | 152 Created by Gay Miller
Writing Projects
The following pages include two writing projects to help meet the Common Core Writing
requirements.
Project 1 - Scientific Argumentative Writing
Which is worse, a volcanic eruption or an earthquake?
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
Project 2 - Informative/Explanatory Texts
Time Machine Writing Project (Major Geological Events)
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or technical processes.
Page | 153 Created by Gay Miller
Both writing projects may be stored in student organizer notebooks.
Instructions
1. To create the organizer for the argumentative writing, copy
pages 164-165 onto colorful paper.
2. Have students cut out the two doors leaving the tabs
attached.
3. Glue the doors onto the writing page 165 on the left and
right sides.
4. If students require additional pages for writing, simply print
additional copies of page 165; however, the tabs should be
trimmed off on the extra pages.
To view the writing, open the two doors to reveal the writing. Additional pages may be viewed by lifting the pages
up.
Page | 154 Created by Gay Miller
Scientific Argumentative Writing
Writing Prompt
Which is worse, a volcanic eruption or an earthquake?
Page | 155 Created by Gay Miller
Research
Review the data and information on the following websites. Complete the charts
provided while researching.
 Complete the table “Largest Earthquakes in History”
 Earthquake Largest Earthquakes in the World Since 1900
(Click on individual earthquake links to get additional information.)
http://earthquake.usgs.gov/earthquakes/world/10_largest_world.php
 The 10 Biggest Earthquakes in History
http://www.livescience.com/30320-worlds-biggest-earthquakes110412.html
 The Top 10 Deadliest Earthquakes in History
http://www.nbcnews.com/id/42029974/ns/world_news-asia_pacific/t/topdeadliest-earthquakes-history/
 Complete the table “Largest Volcanic Eruptions in History”
 Nature’s Deadliest Killers - The History of Volcanoes in 10 Great Eruptions
http://www.randomhistory.com/history-of-volcanoes.html

The 10 Biggest Volcanic Eruptions in History
http://www.livescience.com/30507-volcanoes-biggest-history.html
 Top 10 Greatest Eruption in Geologic History
http://news.discovery.com/earth/weather-extreme-events/top-10-volcanoeruptions-in-geological-history.htm
 The World’s Worst Volcanic Eruptions As Measured by Death Toll
http://www.epicdisasters.com/index.php/site/comments/the_worlds_worst_
volcanic_eruptions/
 Bitesize from BBC
 Earthquakes
http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/eart
hquakes_rev1.shtml
 Volcanic Eruptions
http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/volc
anoes_rev1.shtml
Page | 156 Created by Gay Miller
Largest Earthquakes in History
Earthquake
Location/Date
Deaths
Injuries
Homeless/
Displaced
Additional Consequences
Page | 157 Created by Gay Miller
Damage
(Money)
Largest Earthquakes in History
Earthquake
Location/Date
Deaths
Injuries
Homeless/
Displaced
Additional Consequences
Damage (Money)
Chile/1960
1,655
3,000
2,000,000
tsunami (231 deaths & $125.5 million in
damages)
$550 million
Prince William Sound,
Alaska/1964
128
$311 million
Northern Sumatra/
2004
227,898
1.7 million
tsunami (113 deaths)
earthquake (15 deaths)
landslides
tsunami (286,000 deaths)
Honshu, Japan/2011
15,703
130,927
Pacific-wide tsunami
309 billion US
dollars
Kamchatika/1952
0
Maule, Chile/2010
523
Ecuador/1906
500 to
1500
5,314
$800,000 to
$1,000,000
12,000
800,000
earthquake and tsunami
Earthquake (killed 500 people)
Rats Islands,
Alaska/1965
tsunami
North Sumatra,
Indonesia/2005
1000
Assam-Tibet/1950
780
300
tsunami
large landslides blocked the Subansiri
River (natural dam broke killing 536
people)
Page | 158 Created by Gay Miller
$10,000 (flooding)
Largest Volcanic Eruptions in History
Earthquake Location/Date
Deaths
Consequences
Page | 159 Created by Gay Miller
Largest Volcanic Eruptions in History
Earthquake Location/Date
Deaths
Consequences
Siberian Traps, Siberia/Permian era
(250 million years ago)
Mt. Tambora, Sumbawa Island,
Indonesia/ 1815
90 percent of all life on Earth died out
global warming
70,000 -90,000
Toba, in Sumatra/ 71,000 years ago
Changbaishan Volcano, China/ North
Korea border/ 1000 AD
Mt. Thera, Island of Santorini, Greece
/approx. 1610 B.C.
Ilopango Volcano, El Salvador 450 AD
Ambrym Island, Republic of Vanuatu
/50 AD
Mount Pinatubo, Luzon, Philippines
/1991
“year without a summer” because of the volcanic ash in the
atmosphere
100,000 additional deaths from starvation
reduced the world's human population to only 10,000 people
global climatic effects
tsunamis and temperature declines caused by the massive amounts of
sulfur dioxide
eruption killed thousands (Mayan Civilization) destroyed settlements
10
acid rainfall
sulfur dioxide released caused global temperatures to drop by about 1
degree Fahrenheit for a year
Novarupta, Alaska Peninsula /
June, 1912
Santa Maria Volcano, Guatemala /1902
3,000 square miles covered in ash more than a foot deep
5,000
outbreak of malaria
Krakatoa, Sunda Strait, Indonesia
/1883
0 initial
explosion
100-foot-high tsunamis (34,000 people killed)
scalding ash flows ashore up to 25 miles away
summers following eruption some of the coldest in 500 years
Mount Vesuvius/ 79 AD
16,000
Page | 160 Created by Gay Miller
Earthquakes Pros and Cons
Pros
Cons
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Page | 161 Created by Gay Miller
Volcanic Eruptions Pros and Cons
Pros
Cons
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Page | 162 Created by Gay Miller
Scientific Argument
Write your claim by answering the question.
________________________________________________________________________________
________________________________________________________________________________
Conclusions
Reasoning
Information Source
Reason 1
_______________________________________
_______________________________________
Reason 2
_______________________________________
_______________________________________
Reason 3
_______________________________________
_______________________________________
Conterclaims (Arguments Against Your Reasoning)
1. ___________________________________________________________________________
2. ___________________________________________________________________________
Evidence for Rejecting Counterclaims
Reason 1
_______________________________________
_______________________________________
Reason 2
_______________________________________
_______________________________________
Page | 163 Created by Gay Miller
Supporting Your Argument
Reason 1 - Factual Evidence
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Reason 2 - Factual Evidence
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Reason 3 - Factual Evidence
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Page | 164 Created by Gay Miller
Cut the two doors out being sure to keep tabs attached.
TAB
Earthquakes
Page | 165 Created by Gay Miller
Volcanoes
Attach additional pages as needed. Glue them together on this tab area.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________
Page | 166 Created by Gay Miller
Glue “Volcanoes” door here Cut this tab off if it is not the first page.
Glue “Earthquakes” door here. Cut this tab off if it is not the first page.
Scientific Argumentative Writing
Scientific Argument Writing Rubric
Level 1
1 point
Information from
Credible Sources
The information is
confusing and/or
inaccurate.

Organization


No or confusing
introduction &
conclusion
Argument is
confusing and
hard to follow.
Lacks focus
Level 2
2 points
Level 3
3 points
Level 4
4 points
Some of the
information is
inaccurate. Very
limited detail is
present.
Only one or two
inaccurate
statements, but
most details are
helpful. The
information contains
little evidence to
support claims and
counterclaims.
The information
goes beyond just the
obvious. The
information contains
some evidence to
support claims and
counterclaims. The
information is
detailed and
accurate.





Language

Writing
No topic specific
vocabulary
No formal style
Paragraphs are
poorly written, with
little detail,
incomplete thoughts,
faulty punctuation
and grammar.
Information is
unclear.

Weak
introduction &
conclusion
Fails to order
reasons and
evidence
Clarifies some
relationships

little topic
specific
vocabulary
little use of
formal style

Paragraphs contain
some incomplete
thoughts, faulty
punctuation and
grammar.



Limited
introduction &
conclusion
Attempt to order
reasons and
arguments
Some gaps in
cohesion
some topic
specific
vocabulary
inconsistently
uses formal style
Paragraphs contain a
few incomplete
thoughts, faulty
punctuation and
grammar.
Page | 167 Created by Gay Miller





Relevant
introduction &
conclusion
Maintains clear
argument
Most
relationships
evident
topic specific
vocabulary
contains formal
style
Paragraphs contain
complete thoughts
with only a little
faulty punctuation
and grammar.
Level 5
5 points
The information is
well-chosen and goes
well beyond the
obvious. The
information contains
sufficient evidence to
support claims and
counterclaims. The
information is
detailed, accurate,
and relevant.
 Logical,
meaningful
introduction &
conclusion
 effective, logically
ordered reasons
and evidence for
argument
 shows cohesion
 topic specific
vocabulary
 effectively
establishes and
uses formal style
Paragraphs are
written with complete
thoughts, no faulty
punctuation and
grammar. The work
shows creativity and
clear mastery of
material.
Time Machine Writing Project
Students will “travel” by a time machine back in Earth’s history to a time when a major geological event took place
such as a mass extinction, meteor impact, volcanic eruption, ice age, or mountain formation. In Task 1, students
will design a time machine and clothing in which they will be able to survive being on Earth during the event. In
Task 2, students will describe Earth before and after the event takes place. In the final task, students will create a
timeline to describe the sequence of events which took place during the occurrence.
Step 1
On the following pages, I have listed 27
suggested geological events along with the time
the events took place. Copy these and cut them
apart to easily assign students the time and
event they will witness as they travel in their
time machines.
Step 2
Following the suggested geological events, organizers are provided to aid students in planning and creating their
time machines and writing tasks. These organizers guide the students into the thinking/researching aspects of each
task. A blank organizer is included for any additional topics you may wish to add.
Page | 168 Created by Gay Miller
Step 3
An organizer booklet that will fit in the students’ organizer notebooks is also provided for the project. Students will
take the information from the “Time Machine Think Sheets” and write paragraphs for each task.
Step 4
A grading rubric is provided. This rubric evaluates four categories: information, description of the time machine, the
appearance of the project, and writing.
Step 5
Creating 3D models of time machines can be terrific fun. Inviting parents to come view the projects makes a great
parent involvement activity as well.
Page | 169 Created by Gay Miller
Some Research Sources
Geologic and Biological Timeline of the Earth
http://www.scientificpsychic.com/etc/timeline/timeline.html
Greatest Mysteries: What Causes Mass Extinctions?
http://www.livescience.com/1752-greatest-mysteries-mass-extinctions.html
Mass Extinctions http://science.nationalgeographic.com/science/prehistoric-world/mass-extinction/
Mass Extinction Theories http://www.bbc.co.uk/science/earth/earth_timeline/mass_extinctions
Impact Craters http://www.bbc.co.uk/science/earth/surface_and_interior/impact_crater
Ice Ages http://www.bbc.co.uk/science/earth/water_and_ice/ice_age
Volcanoes http://www.bbc.co.uk/science/earth/natural_disasters/volcano
Supervolcanoes http://www.bbc.co.uk/science/earth/natural_disasters/supervolcano
The Top 10 Deadliest Earthquakes in History
http://www.nbcnews.com/id/42029974/ns/world_news-asia_pacific/t/top-deadliest-earthquakes-history/
Wikipedia
http://en.wikipedia.org/wiki/Geology
http://en.wikipedia.org/wiki/Timeline_of_glaciation
http://en.wikipedia.org/wiki/List_of_impact_craters_on_Earth
http://en.wikipedia.org/wiki/List_of_longest_mountain_chains_in_the_world
The 5 Best (and Worst) Cinematic Time Travel Machines
http://screenrant.com/top-10-time-travel-machines-pauly-50370/all/1/
Page | 170 Created by Gay Miller
Some Major Geological Events on Earth
in Chronological Order
Paleoproterozoic Era
2400-2100 mya: Huronian Ice Age
Orosirian Period
2023 mya: Meteor impact, 300 km crater Vredefort, South Africa
Orosirian Period
1850 mya: Meteor impact, 250 km crater Sudbury, Ontario, Canada
Stenian Period
1100 mya: Formation of the supercontinent Rodinia
Neoproterozoic Era
950-570 mya: Stuartian-Varangian Ice Age
Paleozoic Era - Permian Period
542 to 251 mya: Period of great volcanism in Siberia releases large
volume of gases (CO2, CH4, and H2S)
- Earth's worst mass extinction eliminated - 90% of ocean dwellers,
and 70% of land plants and animals.
Page | 171 Created by Gay Miller
Paleozoic Era - Ordovician Period
488.3 mya : Formation of the Appalachian Mountains
Paleozoic Era
450-420 mya: Andean-Saharan Ice Age
Paleozoic Era
450-420 mya: Andean-Saharan Ice Age
Devonian Period
374 mya: Mass Extinction of 70% of marine species. Evidence of
anoxia in oceanic bottom waters, and global cooling. Surface
temperatures dropped from about 30 °C (86 °F) to about 25 °C (77 °F)
Devonian Period
359 mya: Meteor impact, 40 to 160 km crater
Woodleigh, Australia
Paleozoic Era
350-260 mya: Karoo Ice Age
Permian Period
275 mya: Formation of the supercontinent Pangea
Page | 172 Created by Gay Miller
Mesozoic Era – Cenozoic Era through Tertiary Period
251 to 2.58 mya: Formation of the Andes
Mesozoic Era - Triassic Period
201 mya: Volcanism in Central Atlantic Magmatic Province
Mass Extinction killed 20% of all marine families
Mesozoic Era
70 mya: Meteor impact, 65 to 120 km crater
Kara, Russia
Mesozoic Era - Cretaceous Period
67 mya: Deccan Traps volcanic eruptions started in India
and produced great volume of lava and gases.
Cretaceous Period
65.5 mya: Meteor impact, 170 km crater
Chicxulub, Yucatan, Mexico
Mass Extinction of 80-90% of marine species and 85% of land species,
including the dinosaurs.
Cenozoic Era - Paleogene Period - Paleocene Epoch
60 mya: Formation of the Rocky Mountains
Paleocene Epoch
55.8 mya: Major global warming episode (PETM)
North Pole temperature averaged 23°C (73.4°F),
CO2 concentration was 2000 ppm.
Page | 173 Created by Gay Miller
Cenozoic Era - Tertiary Period - Eocene Epoch
50 mya: India meets Asia forming the Himalayas
Cenozoic Era – Paleogene Period - Oligocene Epoch
27.8 mya: La Garita, Colorado supervolcanic eruption
Cenozoic Era
2.58 mya
Several major episodes of global cooling or glaciations
Cenozoic Era
- 2.1 mya: Yellowstone supervolcanic eruption
- 1.3 mya: Yellowstone supervolcanic eruption
- 640,000 yrs ago: Yellowstone supervolcanic eruption
Cenozoic Era
26,500 yrs ago: Taupo supervolcanic eruption
Cenozoic Era - Pleistocene Epoch
12,900 yrs ago: Explosion of comet over Canada
Cenozoic Era - Holocene Epoch
Shensi, China, January 23, 1556
Worst earthquake in recorded history
Page | 174 Created by Gay Miller
Time Machine Think Sheet
Are there any harmful gases on Earth?
Do you need special equipment to breathe?
What is the temperature on Earth at this time?
Do you need something to keep you warm or cool?
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Equipment
Are you going to face an impact? Do you need a suit or
machinery that can survive a collison or shock?
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Are you going to need to fly, swim, chop through ice, dig,
walk, move over lava, crawl, etc. to see the event that is
taking place on Earth at this time?
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Page | 175 Created by Gay Miller
Time Machine Think Sheet
How many land masses did Earth have? How large were the
land masses? Where were they located? Which oceans
existed at this time?
How long was a day on Earth?
What was the sun's intensity at this time?
What is the composition of the atmosphere at this time?
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Earth
What was the climate on Earth at this time? Is Earth warm,
cold, wet, dry, etc. Does Earth have glaciers? Is there polar
ice?
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Describe Earth's magnetic field at this time.
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Page | 176 Created by Gay Miller
Time Machine Think Sheet
Does Earth contain single-celled life or multicellular
organisms?
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What type of plant life is on Earth? Do ferns and seedbearing plants exists? Can you find forests? Is plant life
tropical? Do flowering plants exists?
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Life Forms
Is there land and sea animals?
Do both invertebrates and vertebrates exist?
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Have insects, amphibians, reptiles, birds, or mammals
evolved? Are there dinosaurs?
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Page | 177 Created by Gay Miller
Time Machine Think Sheet
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Page | 178 Created by Gay Miller
Citations
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List of References
used to Prepare
this Project
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Page | 179 Created by Gay Miller
Time Machine Project Rubric
Information on
Earth’s Description,
Life forms Present,
and Sequences of
Events for Geological
Occurrence
The Time Machine
and Equipment
Appearance of
Project
Writing
Level 1
1 point
Level 2
2 points
Level 3
3 points
Level 4
4 points
Level 5
5 points
The information is
confusing and/or
inaccurate.
Some of the
information is
inaccurate. Very
limited detail is
present.
Only one or two
inaccurate
statements, but
most details are
helpful.
The information
goes beyond just the
obvious. The
information is
detailed and
accurate.
The information
goes well beyond the
obvious. The
information is
detailed and
accurate.
The description is
incomplete with
some relevant
information left out.
A human would
survive traveling in
this time machine
based on the
information given.
Work is neat.
The description is
complete with
relevant information
included. A human
would survive
traveling in this time
machine based on
the information
given. Work is neat.
The description goes
beyond just the
obvious with all
relevant information
included. A human
would survive
traveling in this time
machine based on
the information
given. Work is neat.
The description goes
well beyond the
obvious with all
relevant information
included. A human
would survive
traveling in this time
machine based on
the information
given. Work is neat.
The time machine
model or drawing
and other
illustrations are
mostly neat and
attractive.
Some parts may be
messy or
unattractive.
The time machine
model or drawing
and other
illustrations are neat
and attractive. Most
information is well
thought out.
The time machine
model or drawing
and other
illustrations are neat
and attractive. Most
information is well
thought out, and the
design shows some
creativity.
The time machine
model or drawing
and other
illustrations are neat
and attractive. All
information is well
thought out, and the
design shows a lot
creativity.
Paragraphs contain
complete thoughts
with only a little
faulty punctuation
and grammar.
Paragraphs are
written with
complete thoughts,
no faulty
punctuation and
grammar. The work
shows creativity and
clear mastery of
material.
The description is
incomplete with
most relevant
information left out.
A human would not
survive traveling in
this time machine
based on the
information given.
Work is messy and
incomplete.
The time machine
model or drawing
and other
illustrations are
messy and
unattractive. The
project displays no
plan or design with
little to no creativity
involved.
Paragraphs are
poorly written, with
little detail,
incomplete thoughts,
faulty punctuation
and grammar.
Information is
unclear.
Paragraphs contain
some incomplete
thoughts, faulty
punctuation and
grammar.
Paragraphs contain a
few incomplete
thoughts, faulty
punctuation and
grammar.
Page | 180 Created by Gay Miller
Mini Book
I recommend that you duplicate the cover onto construction paper or card stock.
Standard construction paper is 9 by 12 inches which makes the cover a bit larger than
the pages in side.
Your pages must be duplicated on the front and the back. I ran my pages front and
back directly from the printer. This is a simple process with only four pages. Simply
place the page that has been printed on one side back into the printer for the reverse
side to be printed.



Pages 12 & 1 front with Pages 2 & 11 back
Pages 10 & 3 front with Pages 4 & 9 on back
Pages 6 & 7 front with Pages 8 & 5 on back
Once you have printed your pages, fold all pages in half vertically (hamburger fold).
Staple the pages together in the center to form the book. The books may be stored in
the pocket provided.
Page | 181 Created by Gay Miller
Time Travel
Created by
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Page | 182 Created by Gay Miller
Resources
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12
Introduction
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1
Equipment
Events
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11
Page | 184 Created by Gay Miller
Equipment Illustration
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Page | 185 Created by Gay Miller
3
Earth
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4
5
6
7
8
Page | 186 Created by Gay Miller
9
Life Forms
Life Forms Illustration
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6
Page | 187 Created by Gay Miller
7
Sequence of Events
Earth Illustration
1
2
3
4
8
5
Page | 188 Created by Gay Miller
Pockets
My Time
Machine
Processes that
Changed
Earth’s Surface
Page | 189 Created by Gay Miller
Teaching Resources for Landslides
Lab 3. Landslides and Mass Wasting
http://web.eps.utk.edu/~faculty/103/103_Lab3_Landslides&MassWasting.pdf
Basic Information about Landslides (includes glossary, diagram descripting
features, and causes and triggering mechanisms)
http://pubs.usgs.gov/circ/1325/pdf/Sections/AppendixA.pdf
3-D Paper Model of Landslide
http://jclahr.com/alaska/aeic/taurho/slump.pdf
Page | 190 Created by Gay Miller
Landslides
Landslides are classified into types based on the materials in the slide and the
movement of the material.
Types of Material include:




Rock
Soil
Earth (includes both rock and soil)
Debris (sand-sized or finer material)
Types of Movement include:





Fall
Topple
Slide
Spread
Flow
Page | 191 Created by Gay Miller
Landslide Organizers
Instructions:
1. This organizer may be found on page 199 (blank) and 200 (with answers).
2. Print the organizer.
3. Trim all four edges so that the organizer will fit into the students’ organizer
notebooks. Trimming where the cut and fold lines end works well.
4. To make the organizer, students fold the organizer on the dotted line. Have
students cut on the solid lines, so the flaps can open one at a time.
5. Have students label each of the flaps and insides with the causes of landslides and
illustrate. In addition to the answers on the organizer, these are also correct.
 flooding
 freeze and thaw/weathering
 shrink and swell weathering
The following cards make a great small group activity for matching
and discussion. Cards will fit into the pocket provided.
Page | 192 Created by Gay Miller
fall/rockfall
quick, downward movements of
soil, rock, or both from steep
slopes or cliffs
topple
forward rotation out of a slope
around a point or axis below
the center of gravity
Page | 193 Created by Gay Miller
rotational landslide
the surface of a rotational
landslide curves upward
(spoon-shaped)
traditional landslide
mass moves out or down and
outwards along the surface
with little rotational movement
or backward tilting
Page | 194 Created by Gay Miller
lateral spread
occurs on gentle slopes or flat
terrain usually where the lower
layers are weaker than the
overlying layers
debris flow (mudslides)
occurs when mass combines
with water – a rapid
movement of soil, rock and
sometimes organic matter that
flows downslope
Page | 195 Created by Gay Miller
debris avalanche
large, open-slope flow –
occurs when unstable slope
collapses
earthflow
occurs on gentle to moderate
slopes, generally in finegrained soil – earthflow moves
in a viscous flow with strong
internal deformation
Page | 196 Created by Gay Miller
slow earthflow (creep)
slow steady downward movement
of slope-forming soil or rock –
caused by internal shear stress
strong enough to cause
deformation (3 types – seasonal,
continuous, and progressive)
permafrost flow
movement of fine-grained soil
on gentle slopes usually
caused by seasonal thaw of
the upper section of frozen
ground
Page | 197 Created by Gay Miller
Landslides
Landslides
Pocket for Landslide Cards
Page | 198 Created by Gay Miller
Some Causes for Landslides
Loss of Vegetation
Groundwater
(usually following wildfire)
Erosion by Rivers or
Ocean Waves
Weakening from Snow
Melt or Heavy Rains
Earthquakes
Volcanic Eruptions
Page | 199 Created by Gay Miller
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Causes of Landslides
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Page | 200 Created by Gay Miller
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Groundwater
Loss of Vegetation
(usually following wildfire)
Erosion by Rivers or
Ocean Waves
Causes of Landslides
Weakening from Snow
Melt or Heavy Rains
Earthquakes
Page | 201 Created by Gay Miller
Volcanic Eruptions
Teaching Biochemical Reactions
Igneous Rock Animation
http://ees.as.uky.edu/sites/default/files/elearning/module03swf.swf
Page | 202 Created by Gay Miller
Geochemistry
Geologists, chemists, and physicists moved from their
independent research to teamwork in the 1950s creating
the science of geochemistry. Geochemistry uses chemistry
to explain geological systems on Earth and throughout the
universe. Through this combined study, the understanding
of mantle convection, the formation of the planets, the
origin of granite and basalt, sedimentation, changes in the
Earth’s ocean and climates, the origin of mineral deposits,
and cycles of Earth’s crust, oceans, and atmosphere are
just a few of the important processes that we now have a
better understanding.
The Biogeochemical Cycle of Iron on Earth
Page | 203 Created by Gay Miller
Iron Oxide in Red Clay Soil
The southeastern United States and regions of Africa, Asia, and South America
are covered in one of the twelve soil orders known as red clay soil. Red clay soil
is formed though the processes of clay mineral weathering. The warm, humid
climate of these regions enhances weathering and alters the minerals with iron
and aluminum oxides
dominating.
The B
horizon is usually
acidic containing no
lime. The iron colors
the A horizon from
purplish-red
to
a
bright
reddishorange. This soil is
considered to be low
activity
or
low
fertility.
Sources
http://www.eoearth.org/view/article/156081/
http://www.britannica.com/EBchecked/topic/613380/Ultisol
Page | 204 Created by Gay Miller
Recrystallization of Minerals in Metamorphic Rocks
In the rock cycle, metamorphic rocks are created from igneous, sedimentary, or
other metamorphic rocks under heat and pressure. The rocks can change
physically and/or chemically. One way these rocks change is the rearrangement
of their mineral crystals known as recrystallization. Crystals are the arrangement
of molecules in an ordered repeating pattern. The shape of the crystals depends
on the way the elements group themselves together. During recrystallization, the
minerals are adapting to the change in their environment by rearranging their
crystals to a very solid interlocking network.
amphibolite
green schist
205 Created
byepidot;
Gay Miller
Abbreviations of minerals: act = actonolite; Page
chl =| chlorite;
ep =
gt = garnet; hbl = hornblende; plag = plagioclase
Acid Rain
Acid rain is any form of precipitation with unusually high levels of hydrogen ions.
It is caused from emissions of sulfur dioxide and nitrogen oxide which react with
water molecules in the atmosphere to produce acids. Acid rain can be produced
naturally when lightning strikes producing nitrogen oxides or during a volcanic
eruption producing sulfur dioxide.
Page | 206 Created by Gay Miller
Acid Rain Experiments
Experiment 1
1. Place a piece of chalk in pan.
2. Using an eyedropper, have one student drop vinegar onto the chalk in a constant
stream.
3. Observe the fizzing on the surface of the chalk when the vinegar is dropped.
Experiment 2
1. Divide the class into small groups.
2. Using liter sized plastic bottles, cut off the top to make planters.
3. Fill each planter approximately half full with potting soil.
4. Have students plant seeds in their planters.
5. Over the course of several weeks, water each planter using various mixtures from
pure water to acidic water. [The acidic water may be created by adding vinegar to
the water in very small doses.]
Page | 207 Created by Gay Miller
Effects of Acid Rain
Acid rain is harmful to both plants and animals. The effects
might not be apparent at first glance. A lake may look clear,
yet on closer inspection may only be home to a few living
organisms. This is because acid rain usually has a pH of
about 5.4-5.6.
This is not as acidic as
many fruits. Pineapple,
peaches, and apples
have a pH between
3.00 and 4.00 and
lemons and limes have
a pH between 2.0 and
2.60.
Even
with
moderate
levels
of
acids
repeatedly
saturating an area, life
begins to die. Fish
pH Levels of Water Species
cannot survive with a pH below 4 and plants and insects
need a pH of at least 2 or 3 or they will die. Clams, snails,
crayfish and other crustaceans, brook trout, walleyed pike,
and bullfrogs are especially sensitive to acidification.
Page | 208 Created by Gay Miller
Eventually after an area receives acid rain on a repeated
basis more acid tolerant species will take over.
Acid rain has other effects on the environment. It slows
decomposition of dead plant and animal materials because
the bacteria which break down the materials cannot survive.
Acid rain weakens trees and shrubs making them more
susceptible to diseases and fungus infestations.
Sources of Information
http://www.pickyourown.org/food_acidity_ph_list.htm
http://www.teachengineering.org/collection/cub_/activities/cub_air/cub_air_lesson06_activity2_
reading.pdf
http://www.ehow.com/list_6830429_animals-adapt-acidic-habitat.html
Page | 209 Created by Gay Miller
Responding to Acid Rain Experiment
1. What happened to the chalk as vinegar was slowly dropped onto it?
________________________________________________________________
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2. Chalk is made from calcium carbonate/calcite. What man-made structures are
made from this element?
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3. What happens to these structures after acid rain repeatedly falls upon them?
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In the photo the reddish cloud in
the water puddle is rust. Using knowledge
you have gained in this unit, explain why
rust would be present in nature.
4.
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Page | 210 Created by Gay Miller
Responding to Acid Rain Experiment
1. What happened to the chalk as vinegar was slowly dropped onto it?
The chalk broke up and crumbed.
2. Chalk is made from calcium carbonate/calcite. What man-made structures are
made for this element?
Limestone and other rocks contain calcium carbonate [It is the main component of
sea shells.]. This type of rock is often used in statues and buildings.
3. What happens to these structures after acid rain repeatedly falls upon them?
These structures weather away leaving gaping holes. Statues often lose body
parts as the thinner material goes first.
In the photo the reddish cloud in
the water puddle is rust. Using
knowledge you have gained in this unit,
explain why rust would be present in
nature.
4.
Acid rain has caused weathering of the
iron in the rocks. This leaves behind a
rusty looking puddle.
Here’s the caption originally found with
the photograph:
Acidic bog water dissolves iron from
rocks near the surface. As the solution
flows into a puddle of less acidic rain
water, the iron precipitates as iron(III)
hydroxide Fe(OH)3, which manifests
itself as a reddish-brown cloudy mess.
When the puddle dries, it turns into iron
oxide hydroxide FeOOH and finally into
rust Fe2O3.
Page | 211 Created by Gay Miller
Silica Composition in Volcanic Rock and Lava
Igneous rocks are classified by their
composition and texture. Most are
composed of the eight most abundant
elements in Earth’s crust. Because
oxygen and silicon make up the
highest percentage, geochemists use
the term silica to refer to the overall
silicon and oxygen contents of the
rock.
The Eight Most Abundant Elements in Earth’s Crust

Oxygen (O)

Calcium (C)

Silicon (Si)

Sodium (Na)

Aluminum (Al)

Potassium (K)

Iron (Fe)

Magnesium (Mg)
temperature
SiO2
CONTENT
MAGMA TYPE
VOLCANIC
ROCK
~50%
Mafic
Basalt
~60%
Intermediate
Andesite
~65%
~70%
Felsic
(low Si)
Felsic
(high Si)
Dacite
Rhyolite
Page | 212 Created by Gay Miller
Organizers
1. Print organizers onto colorful paper.
2. Trim the edges so that organizers will fit into
the students’ notebooks.
3. Have students complete the insides of each
organizer by stating facts/ writing paragraphs
about each item.
4. Fold organizers on the dotted lines and cut on
the solid lines. [Be sure to cut only up to the
dotted fold lines.]
5. Label the flaps.
6. Glue organizers into notebooks.
Page | 213 Created by Gay Miller
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Microscopic Geochemical Reactions
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Page | 214 Created by Gay Miller
Iron Oxide in Red Clay Soil
Red clay soil is formed though the
processes of clay mineral weathering.
The warm, humid climate of these
regions enhances weathering and alters
the minerals with iron and aluminum
oxides dominating.
Recrystallization of Minerals in
Metamorphic Rocks
During recrystallization, the minerals
are adapting to the change in their
environment by rearranging their
crystals to a very solid interlocking
network.
Microscopic Geochemical Reactions
Acid rain can be produced naturally
when lightning strikes producing
nitrogen oxides or during a volcanic
eruption producing sulfur dioxide.
Igneous rocks are classified by their
composition and texture. Most are
composed of the eight most abundant
elements in Earth’s crust.
Acid Rain
Silica Composition in Volcanic
Rock and Lava
Page | 215 Created by Gay Miller
Teaching Resources for Meteor Impacts
Examining the Potential Effects of an Asteroid Impact
http://www.ucmp.berkeley.edu/education/dynamic/session5/sess5_asteroid.htm
What Does an Impact Look Like?
http://www.barringercrater.com/education/impact_process/teacher.php
Asteroid Impacts: 10 Biggest Known Hits
http://news.nationalgeographic.com/news/2013/13/130214-biggest-asteroid-impactsmeteorites-space-2012da14/
10 Memorable Meteor Crashes http://science.howstuffworks.com/10-memorablemeteor-crashes.htm#page=0
Solar System Collisions http://janus.astro.umd.edu/astro/impact/
Simulation of Meteorite Impact on Yucatan Peninsula http://es.ucsc.edu/~ward/chix.mov
10 Greatest Major-Impact Crater on Earth (great photographs)
http://www.environmentalgraffiti.com/featured/10-greatest-major-impact-craters-onearth/1403?image=13
Page | 216 Created by Gay Miller
Meteor Impacts
A meteor impact takes places when a fragment of an asteroid hits Earth. Many
meteors burn up as they enter Earth’s atmosphere. When a meteor hits Earth,
it forms an impact crater. The meteor is called a meteorite at this point.
Page | 217 Created by Gay Miller
Impact Craters
About 170 impact structures have been recognized on
the Earth’s surface.
The size of the impact crater
depends on the size and velocity of the meteorite and the
angle it strikes the surface of Earth. These structures
tend to be one of two shapes. Simple craters are bowlshaped. Complex craters are bowl-shaped with a raised
central peak and a terraced rim. Complex impact craters
form from larger impacts. Shock waves entering Earth
will cause the floor of the crater to be uplifted. This may
also cause the rim of the crater to bend upward. The
impact zone melts and the melted material flows towards
the center.
Page | 218 Created by Gay Miller
Meteor Impacts of the Past
When
2 billion
years ago
Where
Free State, South
Africa
(Vredefort Dome)
Ontario, Canada
(Sudbury Basin)
Size of Meteor
crater radius of 118
miles
580 million
years ago
South Australia,
Australia
(Acraman Crater)
impact structure diameter of 56 miles
364 million
years ago
Western Australia,
Australia
(Woodleigh Crater
crater diameter vary from 25 to 75
miles
215 million
years ago
Quebec, Canada
(Manicouagan Crater)
Crater now Lake
Manicouagan diameter of 62 miles
145 million
years ago
near the Kalahari
Desert in South Africa
(Morokweng Crater)
70.3 million
years ago
Nenetsia, Russia
(Kara Crater)
non-exposed impact
structure
65 million
years ago
Yucatan Peninsula,
Mexico
(Chicxulub Crater)
diameter range from
106 to 186 miles
35.7 million
years ago
Siberia, Russia
(Popigai Crater)
35 million
years ago
Virginia, United States
(Chesapeake Bay)
3.3 million
year ago
50,000
years ago
Argentina
1490
Chinese city of
Chi1ing-yang
Meteor breaks up
overhead
10,000 people die
1908
explodes above
Tunguska, Siberia,
50 meters across –
no meteor impact
crater
killed wildlife within 20 miles of the
impact and created fires that burned
for weeks
1937
misses Earth by
600,000 miles
kilometer in
diameter
None
1.8 billion
years ago
Effects
impact structure diameter of 81 miles
Global firestorm followed by cold then
global warming – dinosaur extinction
along with about 70 percent of life on
Earth
Russian scientists claim that this
crater site contains trillions of carats of
diamonds, making it one of the largest
diamond deposits in the world.
crater is 53 miles
wide
Tons of water, sediment, and rock
sent into atmosphere- enormous
seismic tsunami
Global cooling – numerous extinctions
Baringer meteorite
crater in Arizona
Sources
http://news.nationalgeographic.com/news/2013/13/130214-biggest-asteroid-impacts-meteorites-space-2012da14/
http://whyfiles.org/106asteroid/2.html
http://en.wikipedia.org/wiki/Chesapeake_Bay_impact_crater
http://www.hq.nasa.gov/office/pao/History/impact.html
Page | 219 Created by Gay Miller
Global Effects of a Meteor Impact
Greater than 1 Kilometer in Size
The average time between impacts of meteorites of a 1 kilometer
size is about once every million years. This size meteorite impact
would impact the entire planet.
Massive Earthquakes
Richter Magnitude 13
[Richter Scale goes to 12.]
Dust in the atmosphere would block
solar radiation creating:
 darkness
 dropping temperatures
 interruption to the food chain
due to lack of photosynthesis
Widespread wildfires from fireballs
would pass through the atmosphere.
 Smoke would block solar
radiation. This is in addition to
the dust mentioned above.
If the impact hits in the oceans –
 water vapor and CO2 would
remain in atmosphere and cause
global cooling followed by global
warming due to greenhouse
gases
 giant tsunamis
Nitrogen oxides resulting from the
combining of Nitrogen and Oxygen
in the atmosphere would produce
nitric acid (acid rain).
Meteorites of 10 kilometers strike Earth about once every 100
million years.
Source
http://www.tulane.edu/~sanelson/Natural_Disasters/impacts.htm
Page | 220 Created by Gay Miller
________________
________________
________________
________________
________________
________________
Global Effects of a Meteor Impact
Greater than 1 Kilometer in Size
________________
________________
________________
________________
Page | 221 Created by Gay Miller
________________
________________
Massive Earthquakes
(Richter Magnitude 13)
Dust in the atmosphere would block
solar radiation creating:
 darkness
 dropping temperatures
 interruption to the food chain
due to lack of photosynthesis
Widespread
wildfires
from
fireballs would pass through
the atmosphere. Smoke would
block solar radiation. This is in
addition to the dust blockage.
Global Effects of a Meteor Impact
Greater than 1 Kilometer in Size
Water vapor and CO2 would
remain in atmosphere causing
global cooling followed by
global
warming
due
to
greenhouse gases.
giant tsunamis
Page | 222 Created by Gay Miller
Nitrogen oxides resulting from
the combining of Nitrogen and
Oxygen in the atmosphere
would produce nitric acid (acid
rain).
Meteor Impact Organizer
This is the back
side of the chart.
Instructions
1. Print the organizer pages onto colorful paper.
2. Cut around the rectangles and tab on page 223 OR 234 (with answers).
Then cut the rectangle out on page 235.
3. Glue the rectangles together on the tab section.
4. The three rectangles will fold on the dotted lines to make a brochure.
5. Have students write a title on the first page. Open the left side and have
students write definitions on the blank page. Open up both sides to reveal
the inside of the organizer where paragraphs and a chart must be
completed.
Page | 223 Created by Gay Miller
Page | 224 Created by Gay Miller
Write a paragraph detailing how large
meteors have affected life on Earth.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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Page | 225 Created by Gay Miller
Glue this tab to the underside of the left page.
Write a paragraph detailing the
evidence that large meteorites
have landed on the Earth.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Write a paragraph detailing how large
meteors have affected life on Earth.
Humans have never witnessed the impact of a
large meteorite. Scientists have gained
knowledge from scaled experiments and have
good knowledge of what takes place with a
large impact.
Using the knowledge from scaled experiments
and knowledge gained from evaluating small
meteorite impacts, scientist have identified 170
impact structures on the Earth’s surface.
When large objects hit Earth, the rock at the
impact area is deformed leaving a bowl shaped
depression on Earth’s surface. Earth’s surface
has craters that are over 100 miles in
diameter.
By using radiometric dating, scientists can
accurately date the impact areas. Scientists
estimate the average time between impacts of
meteorites of a 1 kilometer size is about once
every million years. Meteorites of 10 kilometers
strike Earth about once every 100 million
years.
Large extinction events have occurred on Earth at
specific times in its past. Although scientists are not
in complete agreement, many feel these mass
extinctions coincide with meteor impacts. One
example of this is the extinction of the dinosaurs as
well as 50% of all planetary life at the end of the
Mesozoic
Era.
Scientists
have
found
high
concentrations of Iridium in core samples at the
Cretaceous-Tertiary boundary in several locations
throughout the world. Iridium is found in high
concentrations in meteorites yet low concentrations
on Earth’s crust. These core samples also contained
high proportions of black carbon which is associated
with wildfires that could arise from a meteor impact.
Other meteor related materials were found in the
core samples including the mineral stishovite, only
found at meteorite impact sites, and spherules, a
type of glass that forms during impact.
In addition to the core sample evidence, a crater was
found on the tip of the Yucatan Peninsula in Mexico.
The structure is approximately 180 kilometers in
diameter. Radiometric dating revealed the crater
formed about 65 million years ago.
Page | 226 Created by Gay Miller
Glue this tab to the underside of the left page.
Write a paragraph detailing the
evidence that large meteorites
have landed on the Earth.
Select 3 known meteor impacts. Fill
in the chart with information about On the reverse side of this flap write the
each.
definitions for each of the following:
When
Where/When
Size of Meteor
Effects






meteor
meteorite
meteoroid
meteor shower
asteroid
comet
Page | 227 Created by Gay Miller
Ways Water Movements, Wind, & Chemicals Change the
Land’s Surface Features & Create Underground Formations
 Weathering
Water seeps
seeps into
into cracks
cracks
Water
and fractures
fractures the
therock.
rock.
and
When the water freezes, it
expands about 9% in
volume,
which
wedges
apart the rock.
 Erosion
 Deposition
Page | 228 Created by Gay Miller
With repeated freeze/thaw
cycles, rock breaks into
pieces.
Types of Weathering
Physical Weathering
Wind carrying sand, rushing water from rivers
and rain, and the freezing and thawing of
water in mountain crevices all cause rocks to
break down into smaller particles. Rocks may
also break down from abrasion as they rub
against one another in streams, by wind, or
under glaciers especially if some rocks contain
minerals that are harder than others. Roots of
trees as they enter cracks in rocks can also
cause the rocks to break apart or fragment.
Chemical Weathering
Chemical weathering changes the mineral
composition of rocks forming new substances.
It occurs when minerals react to water and
heat. Some examples include when carbon
dioxide which is created from decaying
organic materials combines with water to
create carbonic acid. Another example is
sulfuric acid which is formed naturally by the
oxidation of sulfide minerals such as iron
sulfide.
Page | 229 Created by Gay Miller
Freeze Thaw Weathering
Page | 230 Created by Gay Miller
Wind Weathering
Page | 231 Created by Gay Miller
Salt Weathering
The surface pattern on this pedestal rock is honeycomb weathering, caused by salt crystallization.
Page | 232 Created by Gay Miller
Chemical Weathering of Limestone
Page | 233 Created by Gay Miller
Bioweathering
Page | 234 Created by Gay Miller
Exfoliation (Pressure Release) Weathering
Page | 235 Created by Gay Miller
Deposition
Deposition is the process in which sediments (rocks that have been broken down into
fragments) are dropped in a new location. The process begins with weathering. Once
broken down, sediments are transported (erosion) by rivers, glaciers, seas, or wind.
Sediments travel until their means of transportation can no longer carry the load.
Some factors that cause deposition:
Size - When the speed decreases, the
amount of water decreases, or when
friction increases the larger particles
such as rock will be the first to be
deposited.
Shape – Flat, angular, and irregular
shaped materials are slower to settle
because friction between the particles
keeps them afloat.
Density – When particles are the
same size the heavier sediment settles
out first. Denser particles such as rock
will be the first to be deposited. Next
sand is deposited and finally clay.
Page | 236 Created by Gay Miller
Types of Deposition
Page | 237 Created by Gay Miller
Erosion Teaching Resources
3D Paper Model of Glacier http://www.usgs.gov/education/learnweb/ice.html
3D Paper Model of Karst (Sink Hole)
Instructions http://www2.nature.nps.gov/geology/usgsnps/cave/karst.html
Model http://www2.nature.nps.gov/geology/usgsnps/cave/karst.pdf
Page | 238 Created by Gay Miller
Erosion
Erosion is the process of carrying away rock, sediment, and soil. It may happen at
the same time as weathering which is the physical or chemical breakdown of the
minerals in rocks.
Page | 239 Created by Gay Miller
Erosion Landforms – Buttes
South Coyote Buttes in Paria Canyon Wilderness Area
Buttes are created when layers of softer rocks are worn away by wind erosion
leaving the harder less resistant rock.
Page | 240 Created by Gay Miller
Erosion Landforms – Canyons
The Karkar River Canyon near Karintak/Dashalty
Canyons are created by the movement of rivers, weathering and erosions, and
tectonic activity.
Page | 241 Created by Gay Miller
Erosion Landforms – Caves
Odysseus` Cave on Mljet, Croatia
Most caves are formed by the presence of acidic water that slowly dissolves the
rocks over hundreds of thousands of years.
Source http://science.nationalgeographic.com/science/earth/surface-of-the-earth/caves-article/
Page | 242 Created by Gay Miller
Carbonic Acid
When water picks up carbon dioxide, it makes carbonic acid (H2O + CO2 = H2CO3).
Carbonic acid can dissolve calcite in limestone creating a cave.
Page | 243 Created by Gay Miller
Stalagmite and Stalactites
Stalagmite grow up from the floor of a cavern
Stalactites hang from the ceilings of caverns
Both stalagmites and stalactites are primarily deposits of
calcite (calcium carbonate) which form in limestone and
dolomite caves. They may include other minerals including
carbonates, opal, chalcedony, limonite, and some sulfides.
Depositing takes place when there is a rock source above
the cavern in which water can percolate downward
through tight passageways creating a slow drip. The
cavern must be large enough for evaporation to take place
leaving behind the mineral deposits.
Page | 244 Created by Gay Miller
Cavern Organizer
Instructions:
1. Print the three pages needed to complete the organizer. (Pages 245-246 are ink
friendly. If using these you may wish for your students to add a little color.)
2. Cut around the rectangles on pages 244 OR 247 (with answers) and the rectangle
showing the inside to the cave pages 245 OR 248.
3. Cut out the cave/sky section on pages 246 OR 249.
4. Staple the pages together on the left hand side, so they will open like a book.
5. Have students answer the questions on the cover.
6. Glue the organizer into organizer notebooks.
Page | 245 Created by Gay Miller
Caverns
Underground caves are formed by _____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Stalagmites are ____________________________________________________________________________________
Stalactites are _____________________________________________________________________________________
Stalagmites are stalactites are formed from _____________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Stalagmites are stalactites are created by _______________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Page | 246 Created by Gay Miller
Page | 247 Created by Gay Miller
Page | 248 Created by Gay Miller
Caverns
When water picks up carbon dioxide, it makes carbonic acid (H2O + CO2 = H2CO3).
Carbonic acid can dissolve calcite in limestone creating a cave.
Stalagmite -
grow up from the floor of a cavern
Stalactite -
hang from the ceilings of caverns
Both stalagmites and stalactites are primarily deposits of calcite (calcium carbonate)
which form in limestone and dolomite caves. They may include other minerals
including carbonates, opal, chalcedony, limonite, and some sulfides.
Depositing takes place when there is a rock source above the cavern in which water
can percolate downward through tight passageways creating a slow drip. The cavern
must be large enough for evaporation to take place leaving behind the mineral
deposits.
Page | 249 Created by Gay Miller
stalactite
stalagmite
underground river
Page | 250 Created by Gay Miller
limestone
Page | 251 Created by Gay Miller
Erosion Landforms – Cliffs
Cliff in Cyprus
Cliffs usually form from rocks which are resistant to weathering along coasts, in
mountainous areas, or along rivers.
Page | 252 Created by Gay Miller
Erosion Landforms – Ergs
Sahara
An erg is a broad flat area covered with sand and little vegetation. Wind changes the
form regularly.
Page | 253 Created by Gay Miller
Erosion Landforms – Channels
View from the Casa de Los Coroneles, La Oliva, Fuerteventura, Canary Islands, Spain
Channels are created by water movement across Earth.
Page | 254 Created by Gay Miller
Erosion Landforms – Hoodoos
Writing-on-Stone Provincial Park, Alberta, Canada.
A hoodoo is a tall, thin spire of rock ranging from 5 to 150 feet tall. They are
created by soft rock that is topped with harder rock usually in sedimentary rock. The
softer rock may be eroded through glacial movement. Weathering of the softer rock
may also be caused by freeze/thaw cycles or rainwater especially acid rain.
Page | 255 Created by Gay Miller
Erosion Landforms – Inselbergs
The mountain Búrfell in Þjórsárdalur, Iceland.
A monadnock or inselberg is an isolated rock hill, knob, ridge, or small mountain
that rises abruptly from a gently sloping or virtually level surrounding plain. They
are created when a softer rock such as limestone erodes leaving the more resistant
rock behind.
Page | 256 Created by Gay Miller
Erosion Landforms – Karst Topography
Limestone Pavement
Great Blue Hole, Coast of Belize a phenomenon of Karst topography
A karst is formed from layers of bedrock which
have been weakened by acidic water and begin to
dissolve on the surface leaving fractures. They
often create sinkholes.
Page | 257 Created by Gay Miller
Erosion Landforms – Sinkholes
France
Some sinkholes are created by karst processes in which chemicals dissolve
rocks. They may also form from a collapsing cave roof or the lowering of the
water table.
Page | 258 Created by Gay Miller
Erosion Landforms – Lalu
A lalu is a natural attraction of Sa Kaeo Province, Thailand. It is caused by a shallow depression in the ground
where soil erosion has produced strange shapes.
Page | 259 Created by Gay Miller
Erosion Landforms – Marine Terraces
Coastline of the Cook Strait at Tongue Point,
south of Wellington, New Zealand
1: low tide cliff/ramp with deposition
2: modern shore (wave-cut/abrasion-)
platform
3: notch/inner edge, modern shoreline
angle
4: modern sea cliff
5: old shore (wave-cut/abrasion-)
platform
6: paleo-shoreline angle
7: paleo-sea cliff
8: terrace cover deposits/marine
deposits, colluvium
9: alluvial fan
10: decayed and covered sea cliff and
wave-cut platform
11: paleo-sea level
Page | 260 Created by Gay Miller
Erosion Landforms – Natural Arches
Arch Rock on Mackinaw Island
Natural arches form from the action of water, gravity, temperature
variation, or tectonic pressure on rock.
Page | 261 Created by Gay Miller
Erosion Landforms – Water Gaps
Devin Gate
A water gap is an opening which moving water carved through a mountain
range.
Page | 262 Created by Gay Miller
Glacial Erosion
e
Glaciers cause erosion by crushing and scraping the land. The process in
which the glacier softens and lifts rock is called plucking. Sediment of all
sizes may be lifted and carried by the glacier. They also create grooves
and striations on rocks as they move over them. Glaciers create many
geological formations. A few include moraines, horns, cirques, arêtes, crag
and tails, and U-shaped valleys.
Page | 263 Created by Gay Miller
Terminal Moraine Glacial Erosion
After the plucked material is deposited, it is usually a mixture of rock,
gravel, and boulders within a powdery material. This mixture is called
terminal moraine.
Page | 264 Created by Gay Miller
Horn Glacial Erosion
A glacial horn is an angular,
sharply-pointed mountaintop
created by three to four
converging glaciers.
Page | 265 Created by Gay Miller
Cirque Glacial Erosion
Page | 266 Created by Gay Miller
Cirque Glacial Erosion
A cirque is a concave amphitheater shaped valley with three steep sides; the
highest which is called a headwall. The fourth side is open on the downhill
side. This is where the glacier flowed away. Many cirques contain tarns,
mountains lakes or pools formed by rain or river water filling the bowl shape.
Page | 267 Created by Gay Miller
Arêtes Glacial Erosion
An arête is a thin ridge of rock formed when two glaciers erode
parallel U-shaped valleys.
Page | 268 Created by Gay Miller
Crag and Tail Glacial Erosion
Direction of the ice movement
Crag of hard
volcanic rock
Tail of softer rock
A crag is an isolated rocky hill or mountain which forms when a
glacier passed over the area. It is often created from a resistant
rock such as granite or a volcanic structure. The glacier plucks the
softer ground leaving the protruding crag and often a tail which
resembles a ramp behind.
Page | 269 Created by Gay Miller
Crag and Tail Glacial Erosion
Page | 270 Created by Gay Miller
U-Shaped Valley Glacial Erosion
Page | 271 Created by Gay Miller
Organizers
Instructions:
1. Print organizers onto colorful paper.
2. Trim edges so that the organizer pages
will fit into student notebooks.
3. Have students fill in answers.
4. Glue organizers into notebooks.
Page | 272 Created by Gay Miller
Page | 273 Created by Gay Miller
n
Page | 274 Created by Gay Miller
Erosion Cause and Effect
Running
Water
Wind
Causes
Waves
Glaciers
Page | 275 Created by Gay Miller
Erosion Cause and Effect
•canyons
•caves
•ditches/channels
•hoodoos
•sinkholes
•limestone pavement
•natural arches
•valleys
•water gaps
•buttes
•erg
Running
Water
Wind
Causes
Waves
Glaciers
•sand created from
pebbles
•marine terraces
•caves
•cliffs
•glaciers grind
mountains
•hoodoos
•U-shaped valleys
Page | 276 Created by Gay Miller
¾ Organizers
Instructions:
1. Print organizer pages onto colorful paper.
2. Have students cut around the three rectangles
3.
4.
5.
6.
on the lines indicated.
Fold the organizer closed on the dotted lines.
Students will have 5 pages of information
on this organizer.
 When completely closed, you will see
the title page.
 After opening the title page, you will
find a definition page.
 After opening the definition page, you will
find the three inside pages.
Have students complete the organizer by
answering all questions and drawing
an illustration.
Glue the organizers into student
notebooks.
Page | 277 Created by Gay Miller
Write a title for your organizer on the reverse side of
this flap.
What are the major agents of deposition?
______________________________________
______________________________________
______________________________________
______________________________________
One the reverse side of this flap, write the definition
of deposition.
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
Deposition Illustration
Describe factors that influence deposition.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Page | 278 Created by Gay Miller
Write a title for your organizer on the reverse side of
this flap.
Explain the causes behind physical weathering.
______________________________________
______________________________________
______________________________________
______________________________________
One the reverse side of this flap, write the definition
of weathering.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Weathering Illustration
Explain the causes behind chemical weathering.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Page | 279 Created by Gay Miller
Write a title for your organizer on the reverse side
of this flap.
One the reverse side of this flap, write the definition
of deposition.
Deposition Illustration
What are the major agents of deposition?
The process begins with weathering. Once
broken down, sediments are transported
(erosion) by rivers, glaciers, seas, or wind.
Sediments travel until their mean of
transportation can no longer carry the load.
Some factors that cause deposition:
Size - When the speed decreases, the amount of
water decreases, or when friction increases the
larger particles such as rock will be the first to be
deposited.
Shape – Flat, angular, and irregular shaped
materials are slower to settle because friction
between the particles keeps them afloat.
Density – When particles are the same size the
heavier sediment settles out first. Denser
particles such as rock will be the first to be
deposited. Next sand is deposited and finally clay.
Page | 280 Created by Gay Miller
Write a title for your organizer on the reverse side of
this flap.
One the reverse side of this flap, write the definition
of weathering.
Weathering Illustration
Explain the causes behind physical weathering.
Wind carrying sand, rushing water from
rivers and rain, and the freezing and
thawing of water in mountain crevices all
cause rocks to break down into smaller
particles. Rocks may also break down from
abrasion as they rub against one another in
streams, by wind, or under glaciers
especially if some rocks contain minerals
that are harder than others. Roots of trees
as they enter the cracks rocks can also
cause the rocks to break apart or fragment.
Explain chemical weathering.
Chemical weathering changes the mineral
composition
of
rocks
forming
new
substances. It occurs when minerals react to
water and heat. Some examples include
when carbon dioxide which is created from
decaying organic materials combines with
water to create carbonic acid. Another
example is sulfuric acid which is formed
naturally by the oxidation of sulfide minerals
such as iron sulfide.
Page | 281 Created by Gay Miller
This is the reverse side.
Deposition Definition
Deposition is the process in which sediments
(rocks that have been broken down into
fragments) are dropped in a new location.
Page | 282 Created by Gay Miller
This is the reverse side.
Weathering Definition
Weathering is when rocks on
Earth’s surface are worn down by
the elements.
Page | 283 Created by Gay Miller
Causes of Erosion Organizer
On the next pages you will find the pieces needed to make “Causes of Erosion” flip
organizer. As with other organizers in this resource, a blank organizer and an
answer key organizer are both provided.
Instructions:
1) Print the pages onto colorful paper.
2) Cut out the rectangles.
3) Have
students write a paragraph and draw an illustration on each page
summarizing each cause of erosion.
4) Begin by gluing the bottom page first towards the bottom of the page. Glue the
next up approximately ½ inch higher on the page.
5) Continue to add pages until all are glued down.
The pages should lift up so that students can read the information.
Page | 284 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Rainfall
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Rivers
Page | 285 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Coastal
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Glaciers
Page | 286 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Floods
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Freezing and Thawing
Page | 287 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Wind
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Gravity
Page | 288 Created by Gay Miller
The most severe type of rainfall
erosion
is
gully
erosion.
This
takes place when rapid flows of
water create narrow channels. It
may take place after heavy rains
or from melting snow.
Rainfall
When
river
waters
continually
flow, the banks erode downward
widening the valley creating a V
cross-section.
erode
Rivers
headward
may
also
causing
the
stream channel to lengthen along
its top edge.
Rivers
Page | 289 Created by Gay Miller
Coastal erosion occurs through
the action of waves and tidal
changes.
abrasion
energy
Wave
are
of
pounding
caused
the
sea
and
from
the
hitting
the
shoreline. Carbonic acid in sea
water may also cause corrosion.
Coastal
Glaciers
erode
landscapes
plucking
(picking
abrasion
(scraping
ground),
and
by
up
debris),
along
ice
by
the
thrusting
(freezing then moving sheets of
frozen sediment).
Glaciers
Page | 290 Created by Gay Miller
er abrasion
Rapidly
rushing
plucking,
water
creates
causes
pothole-type
geographical features and topsoil
erosion.
Floods
Cold
weather
water
causing
pieces.
to
causes
freeze
rocks
When
to
and
trapped
expand
break
this
occurs
into
on
mountainsides, gravity can pull
the broken rock fragments down
causing hazards.
Freezing and Thawing
Page | 291 Created by Gay Miller
Two types of wind erosion can
change Earth’s surfaces: deflation
(wind
picks
up
loose
soil
particles) and abrasion (surfaces
are worn down by being struck by
particles carried by wind).
Wind
Gravity erosion is the downward
and outward movement of large
amounts of rock and sediment.
This
often
weathered
happens
with
materials
in
mountainous areas.
Gravity
Page | 292 Created by Gay Miller
Mini Book
Because Standard MS-ESS2-2 contains so much material; I decided to add a mini book
to supplement this standard. I left the pages blank to give this mini book more flexibility.
Here are a few suggested uses:
 Explanation (Main Idea) of Each Concept
 Illustrations and/or Diagrams
 Lecture Notes
 Vocabulary Words with Definitions
I recommend that you duplicate the cover onto construction paper or card stock.
Standard construction paper is 9 by 12 inches which makes the cover a bit larger than
the pages in side.
Your pages must be duplicated on the front and the back. I ran my pages front and
back directly from the printer. This is a simple process with only four pages. Simply
place the page that has been printed on one side back into the printer for the reverse
side to be printed.
 Pages 12 & 1 front with Pages 2 & 11 back
 Pages 10 & 3 front with Pages 4 & 9 on back
 Pages 6 & 7 front with Pages 8 & 5 on back
Once you have printed your pages, fold all pages in half vertically (hamburger fold).
Staple the pages together in the center to form the book. A pocket is provided for
storage in student notebooks.
Page | 293 Created by Gay Miller
Geoscience
Processes that
Changed Earth’s
Surface
Created by
_____________________
1
Earth’s Layers
Erosion
1
12
Page | 295 Created by Gay Miller
Plate Tectonics
Deposition
2
11
Page | 296 Created by Gay Miller
Weathering
Supercontinents
10
Page | 297 Created by Gay Miller
3
Volcanoes
4
Meteor Impact
Page | 298 Created by Gay Miller
9
Earthquakes
6
Landslides
Page | 299 Created by Gay Miller
7
Microscopic Biochemical Reactions
8
Formation of Mountains
Page | 300 Created by Gay Miller
5
Part 3 (MS-ESS2-3)
MSESS2-3.
Analyze and interpret data on the distribution of fossils and rocks,
contintental shapes, and seafloor structures to provide evidence of the past
plate motions. [Clarification Statement: Examples of data include similarities of rock
and fossil types on different continents, the shapes of the continents (including
continental shelves), and the locations of ocean structures (such as ridges, fracture
zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic
and continental crust are not assessed.]
I recommend the following setup for the student organizer notebook:
Evidence #1 – The Shapes of the Continents
Activity 1
 Check for Understanding
 Pocket with Small Puzzle Pieces
 World Map Today
 Blank World Map to Use with Puzzle Pieces
Activity 2
 Plate Movement Boundaries Chart
Activity 3
 World Map for Plotting Future Continent Locations
Evidence #2 – The Locations of the Ocean Structures
 Convection Currents
 Movable Sea Floor Spreading
 Core Samples for The Atlantic Ocean Seafloor
 The Sea Floor – Check for Understanding
Evidence #3 - Similarities of Rock and Fossil Types on Different Continents
 Information on Four Extinct Species
 Pocket for Continent Pieces for Distributions of Fossils
Evidence #4 - Locations of Earthquakes & Volcanic Eruptions
 Chart Listing10 Biggest Earthquakes in Recent History
 Chart Listing10 Biggest Volcanic Eruptions
 Earthquake - Check for Understanding
 World Map For Plotting Earthquakes & Volcanoes
Evidence #5 – Great American Biotic Interchange
83
84
85
86
87
88
*NA
*NA
89
90
NA
92
93
94
95
96
NA
Evidence #6 - GPS and Ground Receiver
NA
Evidence Organizer
98
*Due the size and movable parts, I did not create pockets for storing these organizers in
the students’ organizer notebooks.
Page | 301 Created by Gay Miller
Teaching Resources for MS-ESS2-3
Astro-Venture Geology Training
http://astroventure.arc.nasa.gov/teachers/geo_train.html
How to Build a Model Illustrating Sea-Floor Spreading and Subduction
http://pubs.usgs.gov/of/1999/ofr-99-0132/
Easy to Draw Plate Tectonics http://geology.com/nsta/pt_drawings.doc
Voyage Through Time – Plate Tectonics Flipbook
http://web.ics.purdue.edu/~braile/edumod/flipbook/flipbook.htm
ODSN Plate Tectonic Reconstruction Service [Generate your own maps.]
http://www.odsn.de/odsn/services/paleomap/paleomap.html
Plate Tectonics http://hyperphysics.phy-astr.gsu.edu/hbase/geophys/platetec.html#c1
Evidence of Plate Movement http://www.khanacademy.org/science/cosmology-andastronomy/earth-history-topic/plate-techtonics/v/plate-tectonics----evidence-of-platemovement
Mid-Ocean Ridge Activity http://www.montereyinstitute.org/noaa/lesson02/l2la1.htm
Page | 302 Created by Gay Miller
Plate Tectonics Proof Evidence
#1 – The Shapes of the Continents
#2 – The Locations of the Ocean Structures
#3 - Similarities of Rock and Fossil Types on Different Continents
#4 - Locations of Earthquakes & Volcanic Eruptions
#5 – Great American Biotic Interchange
#6 – GPS and Ground Receiver
Page | 303 Created by Gay Miller
Pangaea to Present
Page | 304 Created by Gay Miller
Activity - Continent Puzzle
Dutch map maker Abraham Ortelius first suggested that South America and Africa
fit together like a puzzle in 1596. Since then many scientists have confirmed this
idea in a theory called continental drift. Not until about 30 years ago did geologists
begin to fully understand plate movement and term the concept of plate tectonics.
Three activities are provided for students to explore plate tectonics.
Activity 1
In this activity, students will experiment with continent shapes. The continents as
seen on the next page are in the approximate locations as they were during the
Jurassic Period 145 million years ago. The page may be printed onto cardstock for
the students to work with individually. These cards may be stored in a pocket in the
students’ organizer notebooks and used as a review later. Have the students cut
out each continent on the dotted lines. After mixing up the continents, have
students reconstruct the pieces on the world map [found on page 312) to form the
supercontinent Pangaea. Slide each piece in the direction of the arrow. This will
move the continents to the location they are today. Have students compare their
maps with the world map as it looks today. On page 311, you will find a “Check for
Understanding” with questions for students to answer about this activity.
Following the individual [one page sized] activity is the same activity in a large
version. These are provided in case you would like for students to work in small
groups to complete this activity.
Activity 2
A chart is provided in which students will determine which type of boundary
[convergent, divergent, or transform] is located between some of the major plates.
In addition, students must write the results of the plate movement [i.e. mountain
formation, volcanic activity, fault, etc.]
Activity 3
Students will make a prediction of where the continents will be located in 250 years
in the future and draw a map. This map can then be compared with specialist, Dr.
Christopher Scotese’s, prediction.
Page | 305 Created by Gay Miller
Activity 1 - Continent Puzzle
Have students reconstruct the pieces on Slide each piece in the direction of the
the world map to form the supercontinent arrow. This will move the continents to the
Pangaea.
location they are today.
Answer the questions on the “Tectonic
Plates Puzzle - Check for Understanding.”
Glue the questions alongside the pocket for
storing the puzzle pieces found on page
305.
Have students compare their maps with
the world map as it looks today.
Page | 306 Created by Gay Miller
Pockets for Plate Tectonics Puzzle & Fossil Locations Activity
Plate
Tectonics
Puzzle
Key
Cynognathus
Mesosaurus
Glossopteris
Lystrosaurus
Distribution
of Fossils
Page | 307 Created by Gay Miller
Plate Tectonics Puzzle Organizer
The continents as seen on this
page are in the approximate
location as they were during the
Jurassic Period 145 million years
ago. Print them onto cardstock.
Have the students cut out each
continent on the dotted lines.
On the next five pages you will
find a large version of the
continents as they appeared
during the Jurassic Period to use
for small group work.
An activity sheet is
following the continent
pieces.
Page | 308 Created by Gay Miller
found
puzzle
Australia
Antarctica
India
Page | 309 Created by Gay Miller
Africa
Page | 310 Created by Gay Miller
Eurasia
Page | 311 Created by Gay Miller
North America
Page | 312 Created by Gay Miller
South America
Page | 313 Created by Gay Miller
The Continents Today
Page | 314 Created by Gay Miller
Page | 315 Created by Gay Miller
Tectonic Plates Puzzle - Check for Understanding
Cut out the continent puzzle pieces. These pieces represent the way land masses looked 145 million years ago on
Earth. Reconstruct pieces on the world map to form the supercontinent Pangaea. Slide each piece in the direction of
the arrow. This will move the continents to the location they are today. Compare your map with the world map as it
looks today. Answer the following questions.
1. How far do the tectonic plates move in a year?
2.
3.
4.
5.
_____________________________________________________________________________________
Explain some of the processes that have changed Earth’s crust over the past 145 million years.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Which continents have changed the most? Explain how they have changed.
_____________________________________________________________________________________
_____________________________________________________________________________________
When geologists first begin studying the continental drift theory, they based it on two continents that have similar
coastlines. Which two continents would fit together today as they did 145 million years ago?
_____________________________________________________________________________________
Which land mass was a separate continent 145 million years ago, but today has joined with a land mass? Explain
what new feature was created on Earth when these two land masses joined.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page | 316 Created by Gay Miller
Tectonic Plates Puzzle - Check for Understanding
Cut out the continent puzzle pieces. These pieces represent the way land masses looked 145 million years ago on
Earth. Reconstruct pieces on the world map to form the supercontinent Pangaea. Slide each piece in the direction of
the arrow. This will move the continents to the location they are today. Compare your map with the world map as it
looks today. Answer the following questions.
1. How far do the tectonic plates move in a year?
2.
3.
4.
5.
Tectonic plates move at a rate of about 8 centimeters or 3 inches each year.
Speed of Continental Plates http://hypertextbook.com/facts/ZhenHuang.shtml
Explain some of the processes that have changed Earth’s crust over the past 145 million years.
The size, shape, and number of land masses are constantly changing due to converging and diverging plate
boundaries. Today 7 billion cubic kilometer of continental crust can be found, but the amount of crust varies
depending on the forces involved. Oceanic crust is subducted into the mantle; mountain ranges are building at
convergent boundaries; continental crust is transferred to oceanic crust through sedimentation; volcanic islands
are formed at hot spots and divergent boundaries. Geologists have debated if the crust has been increasing. Some
feel that 3.7 million years ago the crust was only 10% of the present amount.
http://en.wikipedia.org/wiki/Continental_crust
Which continents have changed the most? Explain how they have changed.
Antarctic and Australia joined together, then broke apart and drifted south. India collided with the Eurasian Plate.
Asia is the most mountainous continent with some of the highest peaks on Earth which continue to grow higher as
the plates continue to push together.
When geologists first begin studying the continental drift theory they based it on two continents that have similar
coastlines. Which two continents would fit together today as they did 145 million years ago?
Africa and South America
Which land mass was a separate continent 145 million years ago, but today has joined with a land mass? Explain
what new feature was created on Earth when these two land masses joined.
The Indian Plate crashed into the Eurasian Plate about 60 million years ago. This created the Himalayan
Mountains. Because the two plates are still merging today, the mountains are getting taller.
Page | 317 Created by Gay Miller
Direction of Plate Movement
Page | 318 Created by Gay Miller
Plate Movement Boundaries
Instructions: In the first column, you will see two plates. Determine which type of
boundary is formed. In the appropriate column, write the result of the plate movement.
Interactive website where answers may be found: http://geology.com/plate-tectonics.shtml
Plates
Convergent
Boundary
Divergent
Boundary
Eurasian and North American
Plates
North American and Pacific
Plates
Eurasian and Indian Plates
Juan de Fuca and North
American Plate
Nazca Plate and South
American Plates
African and Arabian Plates
Australian and Pacific Plates
South American and junction
of Nazca, Cocos, and Pacific
Plates
Pacific and North American
Plates
Pacific and Antarctic Plates
Pacific, Australian, and Tonga
Plates
northern edge of the North
American and Pacific Plates
Eurasian and African Plates
Ancient North American and
European or African Plates
Caribbean and South American
Plates
Australian and Pacific Plates
Page | 319 Created by Gay Miller
Transform
Boundary
Plate Movement Boundaries
Instructions: In the first column, you will see two plates. Determine which type of
boundary is formed. In the appropriate column write the result of the plate movement.
http://geology.com/plate-tectonics.shtml
Plates
Convergent
Boundary
Eurasian and North American
Plates
Divergent
Boundary
Mid-Atlantic Ridge
San Andreas–Gulf
of California
Transform System
North American and Pacific
Plates
Eurasian and Indian Plates
Himalayas
Juan de Fuca and North
American Plate
Subduction of Juan
de Fuca Plate
Nazca Plate and South
American Plates
Andes
African and Arabian Plates
Australian and Pacific Plates
South American and junction
of Nazca, Cocos, and Pacific
Plates
Pacific and North American
Plates
Red Sea Rift
Southern Alps in
New Zealand
Galápagos hotspot
(volcanic activity)
Aleutian Islands
Pacific-Antarctic
Ridge
Pacific and Antarctic Plates
Pacific, Australian, and Tonga
Plates
northern edge of the North
American and Pacific Plates
Transform
Boundary
New Zealand to
New Guinea
subduction
boundaries
Aleutian Islands
(volcanic islands)
Eurasian and African Plates
Pontic Mountains
in Turkey
Ancient North American and
European or African Plates
Appalachian
Mountains
Caribbean and South American
Plates
Caribbean Volcanic
Arc
Alpine Fault,
South Island,
New Zealand
Australian and Pacific Plates
Page | 320 Created by Gay Miller
The Future
Draw a picture of what you predict the continents to look like in 250 million years.
See Dr. Christopher Scotese prediction here. http://science1.nasa.gov/science-news/science-at-nasa/2000/ast06oct_1/
Page | 321 Created by Gay Miller
Ocean Structures
Page | 322 Created by Gay Miller
Mid Ocean Ridge
The mid-ocean ridge is an underwater mountain chain usually with a valley
known as a rift. The ridge runs along divergent plate boundaries. Seafloor
spreading occurs at this location as magma from the mantle emerges as lava
creating new crust. The ridges connect in every ocean on Earth making a
continuous mountain range with a total length of 49,700 miles long.
magma
Page | 323 Created by Gay Miller
Fracture Zones
Fracture zones occur when two mid-ocean ridge sections are offset. The result is
a transform fault. Both segments of the crust move in the same direction making
the fracture zone inactive.
fracture zone
Page | 324 Created by Gay Miller
Ocean Trenches
Ocean trenches are narrow depressions of the sea floor. They lie in the deepest
parts of the ocean, 1.9 to 2.5 miles below the level of the surrounding oceanic
floor, along convergent boundaries. The trench is the location where the
subducting crust descends. Trenches generally run about 120 miles parallel to a
volcanic arc. Earth has approximately 31,000 miles of convergent plate margins,
mostly in the Pacific Ocean.
trench
Page | 325 Created by Gay Miller
Convection Currents in Earth’s Mantle
Instructions:
1. Print
the
organizer
onto
cardstock. Both black line and
color versions are provided.
2. Have students cut out Earth and
the circles with arrows.
3. If using the black line version,
have students label the following:
Trench
Transform Plate
Boundary
Island Arc
Divergent Plate
Boundary
Convergent Plate
Boundary
Mid Oceanic Ridge
Hot Spot
4. Students should fasten the small
circles to Earth’s mantle using
brads (if you want the circles to
spin) or glue (if you want the
circles to be stationary). Point out
that the arrows go in two different
directions. Be sure students place
the arrows moving the correct
directions for convergent and
divergent boundaries.
The brads in this photo are 1 inch
(2.5 cm) in size. I would
recommend using smaller brads
so the arrows will not be
obstructed.
Page | 326 Created by Gay Miller
Instructions:
Cut out all circles. Use brads to attach the circles to illustrate
the movement of the convection currents.
Label the following:
Trench
Divergent Plate Boundary
Transform Plate Boundary
Convergent Plate Boundary
Island Arc
Mid Oceanic Ridge
Hot Spot
Page | 327 Created by Gay Miller
Instructions:
Cut out all circles. Use brads to
place the circles to illustrate the
movement of the convection
currents.
Page | 328 Created by Gay Miller
Spreading and Recycling of Oceanic Crust
Page | 329 Created by Gay Miller
The Age of the Sea Floor
Page | 330 Created by Gay Miller
Sea Floor Spreading Organizer
Instructions for Construction
1. Print the ocean floor found on page 330 onto cardstock or heavy weight paper.
Print the moveable sea floor strips onto normal weight copier paper.
2. Trim edges on page 330, and cut out strips on page 331 keeping the tabs
attached.
3. Cut along the vertical lines on page 330 being sure not to cut to the edge.
4. Slide the strips, one at a time, into the vertical openings. One piece runs from the
center to the right, and the other runs from the center to the left. Tape the right
side strip together to form a loop, and then tape the left strip together to form a
separate loop. The two pieces should be able to move independently when
completed.
Instructions for Use
The organizer is a model of how the crust moves on the sea floor. The center
represents the divergent plate movement at the center Mid Ocean Ridge. The trench
zones show how the crust is subducted back into the mantle. Students can gently pull
the two loops simultaneously to illustrate crust movement.
The arrows on the strips show the direction of polarity.
Page | 331 Created by Gay Miller
Sea Floor Spreading Organizer
Trench
Mid Ocean
Ridge
Sea Floor Spreading
Page | 332 Created by Gay Miller
Trench
Place glue on tab.
Place glue on tab.
Page | 333 Created by Gay Miller
Activity – Core Samples from Atlantic Ocean
Directions: Examine the core samples on the map of the Atlantic Ocean. Based on the age of
Earth’s crust, draw a line to represent the plate boundary.
1. Is the plate boundary in the middle of the Atlantic Ocean convergent or divergent?
______________________________________________________________________
2. Explain how you know the Atlantic Ocean has this type of boundary.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Page | 334 Created by Gay Miller
Activity – Core Samples from Atlantic Ocean Seafloor
Directions: Examine the core samples on the map of the Atlantic Ocean. Based on the age of
Earth’s crust, draw a line to represent the plate boundary.
1. Is the plate boundary in the middle of the Atlantic Ocean convergent or divergent?
The North American and the Eurasian plates are divergent.
2. Explain how you know the Atlantic Ocean has this type of boundary.
The core samples show the age of the Atlantic Ocean floor is youngest at the plate
boundaries between the North American and the Eurasian plates growing older in both
directions as you move away from the plate boundaries. If the plates were to converge,
one plate would slip under the other. One side of the boundary would have older rock
layers and the other would have younger rock layers.
Page | 335 Created by Gay Miller
The Sea Floor – Check for Understanding
Explain seafloor spreading by answering the following questions.
1. What is the mid-ocean ridge? (Include the type of plate boundary mid-ocean ridges
form.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. How long is the mid-ocean ridge?
____________________________________________________________________
___________________________________________________________________
3. What are fracture zones? (Include the type of plate boundary fracture zones form.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What are ocean trenches? (Include the type of plate boundary ocean trenches form.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. As a result of mid-ocean ridges and trenches, the ocean floor is youngest near
________________________ and oldest near ______________________________.
5. Why is the oldest portion of the sea floor only 200 million years old?
____________________________________________________________________
____________________________________________________________________
6. Explain the cause and effect relationship of the sea floor spreading and the plate
movements.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Page | 336 Created by Gay Miller
The Sea Floor – Check for Understanding
Explain seafloor spreading by answering the following questions.
1. What is the mid-ocean ridge? (Include the type of plate boundary mid-ocean ridges
form.)
The mid-ocean ridge is an underwater mountain chain usually with a valley known as a
rift. The ridge runs along divergent plate boundaries. Seafloor spreading occurs at this
location as magma from the mantle emerges as lava creating new crust.
2. How long is the mid-ocean ridge?
The ridges connect in every ocean on Earth making a continuous mountain range with a
total length of 49,700 miles long.
3. What are fracture zones? (Include the type of plate boundary fracture zones form.)
Fracture zones occur when two mid-ocean ridge sections are offset. The result is a
transform fault. Both segments of the crust move in the same direction making the
fracture zone inactive.
4. What are ocean trenches? (Include the type of plate boundary ocean trenches form.)
Ocean trenches are narrow depressions of the sea floor. They lie in the deepest parts of
the ocean, 1.9 to 2.5 miles below the level of the surrounding oceanic floor, along
convergent boundaries. The trench is the location where the subducting crust descends.
Trenches generally run about 120 miles parallel to a volcanic arc. Earth has
approximately 31,000 miles of convergent plate margins, mostly in the Pacific Ocean.
5. As a result of mid-ocean ridges and trenches, the ocean floor is youngest near the mid-
ocean ridge and oldest near subduction zones or trenches.
6. Why is the oldest portion of the sea floor only 200 million years old?
The sea floor is continually submerging back into the mantle at trenches, melting, and
reemerging as new sea floor.
7. Explain the cause and effect relationship of the sea floor spreading and the plate
movements.
Three forces cause Earth’s tectonic plates to move: gravity, Earth’s rotation, and the
convection motion of Earth’s mantle. The main driving force is the convection currents in
Earth’s mantle. The currents push upward on Earth’s crust at mid-ocean ridges causing
the older crust to move away from the ridge as younger magma is pushed up through
the ridge. Because the elevation is higher at mid-ocean ridges, gravity is also a driving
force causing the older materials to sink. Earth’s rotation also plays a minor role in this
movement, but without the convection system of Earth’s mantle little plate movement
would take place.
Page | 337 Created by Gay Miller
Paleomagnetism
Magnetic Striping and Polar Reversals
Once lava emerges from the mantle, it solidifies into rock.
Often the rock is basalt which is magnetic. Its
magnetization runs in the direction of the local magnetic
force at the time it cools. Instruments which measure the
magnetization of basalt can get an idea of how the
direction of Earth’s magnetic field has changed over time.
Geologists have concluded that Earth’s magnetic polarity is
sometimes reversed.
Seafloor spreading in the illustration:
a. the spreading ridge about 5 million years ago.
b. about 2 to 3 million years ago.
c. present-day.
Not only are these magnetic bands running across the
sea-floor further proof that that the tectonic plates are in
motion, but the magnetic striping can be used to measure
how quickly the plates move.
Page | 338 Created by Gay Miller
Activity – Fossil Locations
In this activity students will examine the fossil records of four extinct species to
determine if they can validate the claim of plate tectonics.
On pages 339-342, you will find information on four extinct species. Each page
contains a sentence telling a little about the species followed by an illustration.
Under the illustration of the species are the latitude and longitude locations where
fossils for the species have been found on Earth.
Instructions:
Have students select four different colors, one for each species. I recommend that
colored pencils or crayons be used as magic markers will block out the outlines on
the map. Students should create a key indicating which color will represent which
species. Students will then color the world map [provided on page 343] based on
the latitude and longitude locations for each species. [Note: So that students can
cut and arrange the continents in the next part of this activity, they will need to
color the Antarctic map in the lower right corner instead of the long narrow strip at
the bottom of the map.]
Page | 339 Created by Gay Miller
Once colored have students cut the continents/landmasses of South American,
Africa, India, Madagascar, Antarctica, and Australia apart and try to piece the
colored bands into a pattern that will explain the location of the fossils.
Compare the students’ maps with map (answer key) found on page 344. Finally,
discuss the reasons why the same species have been found miles apart on different
continents.
A pocket is provided for storing the
pieces in the students’’ organizer
notebooks.
Page | 340 Created by Gay Miller
Cynognathus
The Cynognathus was a terrestrial, meat-eating reptile that lived in the Triassic Period.
Fossil remains have been found at the following locations:
 Band from 15ᴼ S, 67ᴼ W to 22ᴼ S, 71ᴼ W to 17ᴼ S, 40ᴼ W to 24ᴼ S, 49ᴼ W
 Band from 5ᴼ S, 11ᴼ E to 11ᴼ S, 13ᴼ E to 5ᴼ N, 25ᴼ E to 4ᴼ S, 25ᴼ E
Page | 341 Created by Gay Miller
Mesosaurus
The Mesosaurus was an aquatic reptile whose fossils have been discovered in
Permian rock layers thought to be about 225 million years old.
Fossil remains have been found at the following locations:
 A band along South America’s west coast at 35 - 22ᴼ S to 38ᴼ S - 45ᴼ S on the east coast
 A band along Africa’s west coast from 30 - 35ᴼ S extending to 29ᴼ S, 28ᴼ E at the point furthest east
Page | 342 Created by Gay Miller
Glossopteris
The Glossopteris is a seed-bearing fern. Fossils for these ferns have been found in Pennsylvanian and Permian
rock layers, thus dating them to the Paleozoic era, which occurred approximately 260 million years ago.
Fossil remains have been found at the following locations:
 a band from 32ᴼ S, 65ᴼ W to 34ᴼ S, 53ᴼ W that extends back
to 37ᴼ S, 58ᴼ W
 in Africa from 25 - 29ᴼ S on the west coast to 11 - 15ᴼ S on
the east coast
 the southern portion of Madagascar, up to 20ᴼ S on the west
coast and 18ᴼ S on the east coast
 India's southern portion, up to 14ᴼ N on its west coast and
10o N on its east coast
 from 125 - 130ᴼ E, along Australia’s southern coast, in a
band that extends up to 20ᴼ S, 133ᴼ E
 An arch across Antarctica from 80 - 90ᴼ E, along its northern
coast, turning to the east between 82 - 90ᴼ S
Page | 343 Created by Gay Miller
Lystrosaurus
The Laystronsaurs was a land dwelling reptile which lived during the Triassic Period.
Fossil remains have been found at the following locations:
 3ᴼ S, 41ᴼ E to 12ᴼ N, 40ᴼ E on the east coast, extending west back to 15ᴼ S, 17ᴼ E
 the entire northern tip of Madagascar, from 18ᴼ S on the west coast to 16ᴼ S on the east coast
 India’s northern portion from 16 -20ᴼ N on its west coast to 20 - 23ᴼ N on its east coast; the northern most point in
the band is 25ᴼ N, 76ᴼ E
 In Antarctica from 103 - 110ᴼ E, along its northern coast, down to the Glossopteris band at 82ᴼ S
Page | 344 Created by Gay Miller
Page | 345 Created by Gay Miller
Fossils
Page | 346 Created by Gay Miller
Cratons
Cratons are the older stable parts of the crust and upper mantle. They are generally
found in the interiors of the tectonic plates. When the South American and African
plates are fitted together topographically the cratons join together.
Shield
Platform
Orogen
Basin
Large igneous province
Extended continental
crust
Oceanic crust:
0–20 Ma
20–65 Ma
>65 Ma
Page | 347 Created by Gay Miller
Rock Ages Match between Africa and South America
Page | 348 Created by Gay Miller
Distribution of Rock
The rock strata of the margins of separate continental plates suggest that they
were formed the same way.
The sedimentary sequences on all
southern continents consist of glacial
deposits,
then
sandstones,
and
finally coal measures.
Page | 349 Created by Gay Miller
Mountain Chains
Page | 350 Created by Gay Miller
Evidence of Glaciation
Grooves carved by glaciers have been found in South America, Africa, India, and
Australia. No evidence of glaciers has been found on the North American plate for
this same time period.
Africa
South
America
Glacier Grooves
India
Australia
Page | 351 Created by Gay Miller
10 Biggest Earthquakes in Recent History
Plot the locations of each of these earthquakes on the world map. What is significant about the
locations of the majority of the earthquakes?
Location
Year
Magnitude Latitude
Longitude
Assam-Tibet
1950
8.6
28.5
96.5
Northern Sumatra, Indonesia
2005
8.6
2.08
97.01
Rat Island, Alaska
1950
8.7
51.21
178.50
Off the Coast of Ecuador
1906
8.8
1.0
-81.5
Offshore Maule, Chile
2010
8.8
-35.846
-72.719
Kamchatka Peninsula, Russia
1952
9.0
52.76
160.06
Near the East Coast of
Honshu, Japan
2011
9.0
38.322
142.369
Off the West Coast of
Northern Sumatra
2004
9.1
3.30
95.78
Prince William Sound, Alaska
1964
9.2
61.02
-147.65
Chile
1960
9.5
-38.29
-73.05
Source
http://www.livescience.com/30320-worlds-biggest-earthquakes-110412.html
Additional Resources
Largest and Deadliest Earthquakes by Year 1990 – 2011
http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php
Magnitude 8 and Greater Earthquakes Since 1900
http://earthquake.usgs.gov/earthquakes/eqarchives/year/mag8/magnitude8_1900_date.php
Largest Earthquakes in the United States
http://earthquake.usgs.gov/earthquakes/states/10_largest_us.php
Page | 352 Created by Gay Miller
Biggest Earthquakes & Volcanic Eruptions in Recent History
earthquake
volcanic eruptions
Page | 353 Created by Gay Miller
Biggest Earthquakes & Volcanic Eruptions in Recent History
earthquake
volcanic eruptions
Page | 354 Created by Gay Miller
Quake Epicenters 1963-1998
Page | 355 Created by Gay Miller
Earthquake - Check for Understanding
Instructions: Analyze the map in which you plotted the “10 Biggest Earthquakes in
Recent History” and the map “Quake Epicenters 1963-1998.” Then answer the following
questions.
1. What is the relationship between the earthquake epicenters and the tectonic
plates?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Which part of the United States has the most frequent earthquakes? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Where do deep earthquakes take place? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What conclusions can be made about the locations of the earthquakes?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Name some reasons that earthquakes may take place in locations away from plate
boundaries.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Page | 356 Created by Gay Miller
Earthquake - Check for Understanding
1. What is the relationship between the earthquake epicenters and the tectonic plates?
About 95% of earthquakes take place on or near plate boundaries.
2. Which part of the United States has the most frequent earthquakes?
Alaska and the western coast have the most earthquakes because they sit in the area
where the North American plate meets the Pacific plate.
3. Where do deep earthquakes take place? Why?
Deep earthquakes take place only where there is solid rock hundreds of miles below the
surface of Earth. They can only take place at convergent boundaries where the built of
crust has developed.
4. What
conclusions
can
be
made
about
the
locations
of
the
earthquakes?
Since the majority of earthquakes take place at plate boundaries, the movement of the
plates must be the main cause of earthquakes.
5. Name some reasons that earthquakes may take place in locations away from plate
boundaries.
Earthquakes that take place in locations not near plate boundaries are called intraplate
earthquakes. They are often in locations of ancient failed rifts where the structure of the
area is weak. The crust slips to accommodate the tectonic strain. Often the faults that
cause the intraplate earthquakes are buried very deeply and cannot be found. The
patterns of intraplate earthquakes line up with faulting.
Other earthquakes may occur due to reservoir building. The pressure of the water on the
ground may cause small earthquakes. Ice melts from the last ice age have caused
earthquakes in Britain and Norway. Earthquakes near Washington, D.C. have taken
place due to the building up of sediment.
Sources
http://sprg.ssl.berkeley.edu/matt/seismo.html
http://www.thenakedscientists.com/HTML/questions/question/3174/
Page | 357 Created by Gay Miller
Biggest Volcanic Eruptions in Earth’s History
Plot the locations of each of these volcanic eruptions on the same world map as the “10 Biggest
Earthquakes in Recent History.” Use a different symbol to represent volcanic eruptions. What is
significant about the locations of the majority of the volcanic eruptions?
Location
Year
Latitude
Longitude
Unzen, Japan
1792
32.76
130.29
El Chichon, Mexico
1982
17.36
-93.23
Mt. Pinatubo, Philippines
1991
15.13
120.35
Mount St. Helens, Washington, USA
May 18, 1980
46.20
-122.18
Grimsvotn, Iceland
2004
64.42
-17.33
Mauna Kea, Hawaii, USA
ongoing
19.82
-155.47
Krakatau, Indonesia
1883
-6.10
105.42
Santorini, Greece
3,600 years
ago
36.40
25.40
Vesuvius, Italy
79
40.82
14.43
Mt. Pelee, Martinique
1902
14.82
-61.17
Krakatoa (Krakatau), Indonesia
1883
-6.10
105.42
Tambora, Indonesia
1815
-8.25
118.00
Sources
http://news.discovery.com/earth/weather-extreme-events/top-10-volcano-eruptions-ingeological-history.htm
http://science.discovery.com/life-earth-science/10-volcanic-eruptions.htm
http://volcano.oregonstate.edu/oldroot/volcanoes/alpha.html
http://www.volcano.si.edu/index.cfm
http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/plate_tect01.html
Page | 358 Created by Gay Miller
Great American Biotic Interchange
The Great American Biotic Interchange occurred when
Panama connected North and South America in the late
Pliocene Age. During this time South American species
whose ancestors migrated to North America are in olive
green; North American species whose ancestors migrated
to South America are in blue.
Page | 359 Created by Gay Miller
Motion Rates
(GPS Satellite and Ground Receiver)
Since the 1970s geologists have been able to accurately
measure the distances between chosen points on Earth’s
surface to study Earth’s crustal movements. Repeated
measurements are enabling scientists to understand
earthquakes and volcanic eruptions.
Page | 360 Created by Gay Miller
Evidence of Plate Tectonics Organizer
On the next pages you will find the pieces needed to make the “Evidence of Plate
Tectonics” flip organizer. As with other organizers in this resource, a blank
organizer and an answer key organizer are both provided.
Instructions:
1) Print the pages onto colorful paper.
2) Cut out the rectangles.
3) Have students write a paragraph and draw an illustration on each page
summarizing the evidence of plate movement for each topic.
4) Begin by gluing the bottom page first. Glue the next up approximately ½ inch
higher on the page.
5) Continue to add pages until all are glued down.
The pages should lift up so that students can read the information.
Page | 361 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#1 – The Shapes of the Continents
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#2 – The Locations of Ocean Structures
Page | 362 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#3 – Similarities of Rock and Fossil Types on Different Continents
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#4 – Locations of Earthquakes & Volcanic Eruptions
Page | 363 Created by Gay Miller
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#5 – Great American Biotic Interchange
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
#6 – GPS and Ground Receiver
Page | 364 Created by Gay Miller
The coastlines of North and
South America and Europe
and Africa when joined at the
continental shelf form almost
a perfect fit.
#1 – The Shapes of the Continents
The ocean floor contains evidence of
plate tectonics. The youngest regions
of crust are at the mid oceanic ridges
where lava emerges from the mantle.
The floor grows progressively older as
you move away from the ridge until
you reach the deep trenches in which
the crust submerges into the mantle.
Paleomagnetism is additional proof.
Once lava emerges from the mantle, it
solidifies into rock. Often the rock is
basalt
which
is
magnetic.
Its
magnetization runs in the direction of
the local magnetic force at the time it
cools. Instruments which measure the
magnetization of basalt can get an
idea of how the direction of Earth’s
magnetic field has changed over time.
Geologists
have
concluded
that
Earth’s magnetic polarity is sometimes
reversed.
Not only are these magnetic bands
running across the sea-floor further
proof that that the tectonic plates
are in motion, but the magnetic
striping can be used to measure
how quickly they move.
#2 – The Locations of Ocean Structures
Page | 365 Created by Gay Miller
Although
the
American
continents are miles away from
Africa
and
Europe,
similar
structures and qualities may be
found across the continents.
When pieced together to form
Pangaea,
the
latest
supercontinent, the alignment of
these features is almost perfect.
Some of these features include
similar rocks, the age of rock
layers, fossils, glaciation marks,
and mountain chains.
#3 – Similarities of Rock and Fossil Types on Different Continents
About 95% of earthquakes
take place on or near plate
boundaries. The locations
of
volcanoes
are
not
random either. More than
half
of Earth’s active
volcanoes are located on
the “Ring of Fire” which is
the
boundary
where
several
tectonic
plates
meet in the Pacific Ocean.
#4 – Locations of Earthquakes & Volcanic Eruptions
Page | 366 Created by Gay Miller
The Great American Biotic Interchange
occurred when Panama connected North
and South America in the late Pliocene
Age. During this time South American
species whose ancestors migrated to
North America are in olive green; North
American
species
whose
ancestors
migrated to South America are in blue.
#5 – Great American Biotic Interchange
Since the 1970s geologists have been
able to accurately measure the distances
between chosen points on Earth’s surface
to study Earth’s crustal movements.
Repeated measurements are enabling
scientists to understand earthquakes and
volcanic eruptions.
#6 – GPS and Ground Receiver
Page | 367 Created by Gay Miller
Citations
Common Core State Standards
Authors: National Governors Association Center for Best Practices, Council of Chief State School
Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School
Officers, Washington D.C.
Copyright Date: 2010
Next Generation Science Standards
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington,
DC: The National Academies Press.
Earth’s Systems Interactive Organizers was created Gay Miller. Neither Achieve
nor the lead states and partners that developed the Next Generation Science
Standards was involved in the production of, and does not endorse, this product.
This product does not claim endorsement or association with the creators of the
CCSS.
Photo Credits
Granite http://en.wikipedia.org/wiki/File:IndianGranite.jpg
Basalt http://en.wikipedia.org/wiki/File:Igneous_rock_Santoroni_Greece.jpg
Gabbro http://en.wikipedia.org/wiki/File:GabbroRockCreek1.jpg
Pumice http://en.wikipedia.org/wiki/File:Teidepumice.jpg
Limestone http://en.wikipedia.org/wiki/File:Limestone_etched_section_KopeFm_new.jpg
Mudstone http://en.wikipedia.org/wiki/File:East_Beach_1_2006.JPG
Gneiss http://en.wikipedia.org/wiki/File:Gneiss.jpg
Marble http://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3459.html
Slate [Photo by Jonathan Zander] http://en.wikipedia.org/wiki/File:Slate_Macro_1.JPG
Quartzite http://en.wikipedia.org/wiki/File:Quartzite.jpg
Rock Cycle http://commons.wikimedia.org/wiki/File:Rockcyc.jpg
Catedraldemarmol http://en.wikipedia.org/wiki/File:Catedraldemarmol.JPG
Page | 368 Created by Gay Miller
Earth’s Layers http://commons.wikimedia.org/wiki/File:Earth-crust-cutaway-English-Large_label.PNG
Earth’s layers http://commons.wikimedia.org/wiki/File:Earth_layers_model.png
Tectonic Plates http://commons.wikimedia.org/wiki/File:Tectonic_plates_(empty).svg
Types of Volcanoes http://en.wikipedia.org/wiki/File:Cinder_cone_diagram.gif
Capulin http://en.wikipedia.org/wiki/File:Capulin_1980_tde00005.jpg
Strato volcano http://en.wikipedia.org/wiki/File:Stratovolcano.jpg
Mt. Agung http://upload.wikimedia.org/wikipedia/commons/2/28/Bali_Mts_Agung_and_Batur.jpg
Mauna Kea http://en.wikipedia.org/wiki/File:Mauna_Kea_from_Mauna_Loa_Observatory,_Hawaii__20100913.jpg
Mount St. Helens http://en.wikipedia.org/wiki/File:MSH06_aerial_crater_from_north_high_angle_09-1206.jpg
Eruption of basalt lava from Pu`u `O http://commons.wikimedia.org/wiki/File:30424305-045_large.JPG
Artouste http://commons.wikimedia.org/wiki/File:Artouste-folded-mountains.JPG
Bright Angel Trailhead http://commons.wikimedia.org/wiki/File:Bright_Angel_Trailhead01.jpg
TepuyGran Sabana http://commons.wikimedia.org/wiki/File:Tepuy_Gran_Sabana.jpg
Clingmans Dome http://commons.wikimedia.org/wiki/File:Clingmans-dome-from-look-rock.jpg
Augustine Volcano http://commons.wikimedia.org/wiki/File:Augustine_Volcano_Jan_12_2006.jpg
Island in the Sky http://en.wikipedia.org/wiki/File:IslandInTheSky.JPG
Iceland https://commons.wikimedia.org/wiki/File:%C3%9Eingvellir_Iceland_037.JPG
Matterhorn from Domhütte http://en.wikipedia.org/wiki/File:Matterhorn_from_Domh%C3%BCtte_-_2.jpg
San Andreas Fault http://en.wikipedia.org/wiki/File:Kluft-photo-Carrizo-Plain-Nov-2007-Img_0327.jpg
Tectonics plates map http://commons.wikimedia.org/wiki/File:Tectonic_plate_boundaries2.png
Rodinia http://commons.wikimedia.org/wiki/File:Rodinia_reconstruction.jpg
Pannotia http://commons.wikimedia.org/wiki/File:Pannotia.svg
Pangaea http://commons.wikimedia.org/wiki/File:Pangaea_continents.png
Fossil Map http://commons.wikimedia.org/wiki/File:Snider-Pellegrini_Wegener_fossil_map.svg
Volcanic Arc System http://en.wikipedia.org/wiki/File:Volcanic_Arc_System.png
Subduction http://en.wikipedia.org/wiki/File:SubductionDelamination.JPG
Great American Biotic Interchange
http://commons.wikimedia.org/wiki/File:Great_American_Biotic_Interchange_examples.svg
Block/Fold Mountain http://commons.wikimedia.org/wiki/File:Lewis_overthrust_fault_nh10f.jpg
Page | 369 Created by Gay Miller
Mid Ocean Ridge and Trench http://en.wikipedia.org/wiki/File:Oceanic_spreading.svg
Earthquake http://commons.wikimedia.org/wiki/File:Destructive_plate_margin.png
Haiti Earthquake http://commons.wikimedia.org/wiki/File:Haiti_earthquake_damage.jpg
P & S Waves http://commons.wikimedia.org/wiki/File:Pswaves_ro.jpg
Earthquake Path Waves http://commons.wikimedia.org/wiki/File:Earthquake_wave_paths.gif
Fault Types http://commons.wikimedia.org/wiki/File:Fault_types.svg
Mid Ocean Ridge http://en.wikipedia.org/wiki/File:Antarctic_bottom_water_hg.png
Volcanic Landslide http://commons.wikimedia.org/wiki/File:MSH82_lahar_from_march_82_eruption_03-2182.jpg
Gaston Landslide http://commons.wikimedia.org/wiki/File:Hurricane_Gaston_landslide_damage.jpg
Beach Erosion http://commons.wikimedia.org/wiki/File:Erosion_in_Pacifica_10.jpg
Forest Fire Mud Slide http://commons.wikimedia.org/wiki/File:FEMA_-_7196__Photograph_by_Michael_Rieger_taken_on_07-05-2002_in_Colorado.jpg
Earthquake Slide http://commons.wikimedia.org/wiki/File:Chuetsu_earthquake-myouken2.jpg
Mud Slide http://commons.wikimedia.org/wiki/File:MVC-017S_(3027710833).jpg
Rock Slide http://commons.wikimedia.org/wiki/File:Rock_slide.jpg
Meteor Impact http://commons.wikimedia.org/wiki/File:Impakt.jpg
Asteroid Falling to Earth http://commons.wikimedia.org/wiki/File:Asteroid_falling_to_Earth.jpg
Sediment-laden Arctic River http://commons.wikimedia.org/wiki/File:Glaciofluvial.jpg
Canyonlands
http://commons.wikimedia.org/wiki/File:Canyonlands_from_Ancestral_Puebloan_Granary_at_the_Top_of_Az
tec_Butte.jpg
Chemical Weathering http://commons.wikimedia.org/wiki/File:Weathering_9039.jpg
Bioweathering http://commons.wikimedia.org/wiki/File:Bioweathering-salina.JPG
Sedimentary Environment http://commons.wikimedia.org/wiki/File:SedimentaryEnvironment.jpg
Freeze Thaw Weathering
http://commons.wikimedia.org/wiki/File:Weathering_freeze_thaw_action_iceland.jpg
Wind Weathering http://commons.wikimedia.org/wiki/File:Wind_erosion.jpg
Salt Weathering http://commons.wikimedia.org/wiki/File:YehliuTaiwan-HoneycombWeathering.jpg
Limestone Weathering http://commons.wikimedia.org/wiki/File:Kalkfjellforvitring.jpg
Pressure Release http://commons.wikimedia.org/wiki/File:GeologicalExfoliationOfGraniteRock.jpg
Bioweathering http://commons.wikimedia.org/wiki/File:Mafefe_Valley1.jpg
Page | 370 Created by Gay Miller
Acid Rain http://commons.wikimedia.org/wiki/File:Waldschaeden_Erzgebirge_2.jpg
Water Species http://www.epa.gov/acidrain/effects/surface_water.html
Rusty Puddle http://commons.wikimedia.org/wiki/File:Rusty_puddle_-_geograph.org.uk_-_1189835.jpg
Soil http://commons.wikimedia.org/wiki/File:Soil_profile.jpg
Red Clay
http://commons.wikimedia.org/wiki/File:RED_CLAY_SOIL_CAUSES_MUCH_OF_THE_SILTATION_PROBLEM_I
N_THE_LAKE_OF_THE_OZARKS_REGION._ALONG_ROUTE_54,_SOUTHWEST_OF..._-_NARA_-_551233.jpg
Metamorphic Reaction http://commons.wikimedia.org/wiki/File:Metamorphic_reaction_EN.svg
Amphibolite http://commons.wikimedia.org/wiki/File:Amphibolite_poland.jpg
Schist http://commons.wikimedia.org/wiki/File:Chlorite_schist.jpg
Volcanic Injection http://en.wikipedia.org/wiki/File:Volcanic_injection.svg
Mineralogy of Igneous Rocks http://commons.wikimedia.org/wiki/File:Mineralogy_igneous_rocks_EN.svg
Atmosphere Composition Diagram
http://commons.wikimedia.org/wiki/File:Atmosphere_composition_diagram.jpg
Nitrogen Cycle http://commons.wikimedia.org/wiki/File:Nitrogen_Cycle.jpg
The biogeochemical Cycle of Iron on Earth
http://commons.wikimedia.org/wiki/File:The_biogeochemical_cycle_of_iron_on_Earth.jpg
Microbial Biochemical Tests http://commons.wikimedia.org/wiki/File:Microbial_Biochemical_Tests.jpg
Pangaea to Present http://commons.wikimedia.org/wiki/File:Pangaea_to_present.gif
The Age of the Sea Floor http://commons.wikimedia.org/wiki/File:2008_age_of_ocean_plates.png
http://commons.wikimedia.org/wiki/File:Ocean-birth.svg
Plate Movement http://commons.wikimedia.org/wiki/File:Plates_tect2_en.svg
Cynognathus http://commons.wikimedia.org/wiki/File:Cynognathus_BW.jpg
Mesosaurus http://commons.wikimedia.org/wiki/File:Mesosaurus.png
Glossopteris http://commons.wikimedia.org/wiki/File:Glossopteris_sp.,_seed_ferns,_Permian_-_Triassic__Houston_Museum_of_Natural_Science_-_DSC01765.JPG
Lystrosaurus georgi http://commons.wikimedia.org/wiki/File:Lystr_georg1DB.jpg
Oceanic Stripe Magnetic Anomalies Scheme
http://commons.wikimedia.org/wiki/File:Oceanic.Stripe.Magnetic.Anomalies.Scheme.svg
Quake Epicenters 1963-98 http://commons.wikimedia.org/wiki/File:Quake_epicenters_1963-98_notitle.png
Valdivia after earthquake http://commons.wikimedia.org/wiki/File:Valdivia_after_earthquake,_1960.jpg
Volcanic Eruption of Rinjani http://commons.wikimedia.org/wiki/File:Rinjani_1994.jpg
Page | 371 Created by Gay Miller
Atlantic Ocean Map
http://commons.wikimedia.org/wiki/File:North_Atlantic_Ocean_laea_location_map.svg
Satellite http://commons.wikimedia.org/wiki/File:GPS-24_satellite.png
http://commons.wikimedia.org/wiki/File:1_gps_satellite_0.jpeg
Cratons http://commons.wikimedia.org/wiki/File:Cratons_West_Gondwana.svg
World Geologic Provinces http://en.wikipedia.org/wiki/File:World_geologic_provinces.jpg
Pangaea http://commons.wikimedia.org/wiki/File:Pang%C3%A4a.jpg
Pangaea http://commons.wikimedia.org/wiki/File:Pangaea.png
Glacial striation http://commons.wikimedia.org/wiki/File:Glacial_striation_21145.JPG
Mid Ocean Ridges https://en.wikipedia.org/wiki/File:World_Distribution_of_Mid-Oceanic_Ridges.gif
Fracture Zones http://commons.wikimedia.org/wiki/File:Fracturezone.svg
Lapetus fossil evidence http://commons.wikimedia.org/wiki/File:Iapetus_fossil_evidence_EN.svg
Geiger http://commons.wikimedia.org/wiki/File:Gro%C3%9Fer_Geiger.jpg
Kircher Mundus Subterraneus Vesuvius
http://commons.wikimedia.org/wiki/File:Kircher_Mundus_Subterraneus_Vesuvius_1638.jpg
1867-68 Abyssinia Expedition, 40 Magdala plateau http://commons.wikimedia.org/wiki/File:186768_Abyssinia_Expedition,_40_Magdala_plateau.jpg
Creux du Van http://commons.wikimedia.org/wiki/File:Creux_du_Van_below.jpg
Hanging Hills http://commons.wikimedia.org/wiki/File:Hanging_Hills.jpg
Half Dome http://commons.wikimedia.org/wiki/File:Halfdome_glacier_point_aug_2008.jpg
The Road to No Where http://commons.wikimedia.org/wiki/File:The_road_to_nowhere_(Covehithe).JPG
South Coyote Buttes Paria Canyon Wilderness Area
http://commons.wikimedia.org/wiki/File:South_Coyote_Buttes_Paria_Canyon_Wilderness_Area_(344880058
5).jpg
The Karkar River Canyon near Karintak/Dashalty
http://commons.wikimedia.org/wiki/File:Ka%C5%88on_%C5%99eky_Karkar,_N%C3%A1horn%C3%AD_Ka
rabach.jpg
Odysseus` cave on Mljet, Croatia http://commons.wikimedia.org/wiki/File:Odysseus_cave.jpg
Cliff in Cyprus http://commons.wikimedia.org/wiki/File:Cliff-hardground-cyprus_hg.jpg
Sahara http://commons.wikimedia.org/wiki/File:Dune_4.jpg
Hoodoo http://commons.wikimedia.org/wiki/File:Dwwos1.jpg
View from the Casa de Los Coroneles, La Oliva, Fuerteventura, Canary Islands, Spain
http://commons.wikimedia.org/wiki/File:View_from_the_Casa_de_Los_Coroneles_-_Fuerteventura_-_01.jpg
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The mountain Búrfell in Þjórsárdalur, Iceland http://commons.wikimedia.org/wiki/File:Burfell2.jpg
Limestone Pavement—A kind of rock, very easily carved by water
http://commons.wikimedia.org/wiki/File:Lapiaz-Limestone_Pavement.jpg
Lalu http://commons.wikimedia.org/wiki/File:Lalu-005.jpg
Diagram of marine terrace http://commons.wikimedia.org/wiki/File:Marine_Terrace_diagram.png
Coastline of the Cook Strait at Tongue Point, south of Wellington, New Zealand
http://commons.wikimedia.org/wiki/File:Tongue-Point-by-John-Steedman-Flickr-edited.jpg
Great Blue Hole http://commons.wikimedia.org/wiki/File:Great_Blue_Hole.jpg
Sinkhole
http://commons.wikimedia.org/wiki/File:France_Loz%C3%A8re_Causse_de_Sauveterre_Lavogne.jpg
Devin Gate http://commons.wikimedia.org/wiki/File:Devin_gate.jpg
Cave's creation http://commons.wikimedia.org/wiki/File:Formuvannya_Pechery.png
Crag and Tail http://commons.wikimedia.org/wiki/File:Crag_and_tail.png
The View North East from the North Eastern End of Robinson – geograph
http://commons.wikimedia.org/wiki/File:The_View_North_East_from_the_North_Eastern_End_of_Robinson_
-_geograph.org.uk_-_779482.jpg
Cirques Mountain http://commons.wikimedia.org/wiki/File:Cirques_mountainmass_en.svg
Glacial Formation http://commons.wikimedia.org/wiki/File:Glacial_Tarn_Formation_EN.svg
Chandratal http://commons.wikimedia.org/wiki/File:Chandratal.JPG
Glacial Track http://commons.wikimedia.org/wiki/File:Glaciation_Hautes-Gorges-de-la-Rivi%C3%A8reMalbaie_01.JPG
Weathering http://commons.wikimedia.org/wiki/File:Mechanical_weathering.png
Erosion http://commons.wikimedia.org/wiki/File:Sufoze.svg
Glacial Erosion http://en.wikipedia.org/wiki/File:Arranque_glaciar-en.svg
Receding Glacier http://commons.wikimedia.org/wiki/File:Receding_glacier-en.svg
Tsanfleuron http://commons.wikimedia.org/wiki/File:Tsanfleuron.JPG
Arete on Cuillin Ridge http://commons.wikimedia.org/wiki/File:Arete_on_Cuillin_ridge_-_geograph.org.uk__34518.jpg
Glacial Landscape http://en.wikipedia.org/wiki/File:Glacial_landscape.svg
Gully http://commons.wikimedia.org/wiki/File:NRCSKS02008_-_Kansas_(4197)(NRCS_Photo_Gallery).jpg
Rock Shelter Formation
http://commons.wikimedia.org/wiki/File:Rock_shelter_formation_by_karst_gallery_cutting.svg
Flood http://commons.wikimedia.org/wiki/File:FEMA_-_27284__Photograph_by_Marvin_Nauman_taken_on_12-15-2006_in_Washington.jpg
Page | 373 Created by Gay Miller
Information Sources
Earth’s Layers
http://en.wikipedia.org/wiki/Structure_of_the_Earth
http://io9.com/5744636/a-geological-history-of-supercontinents-on-planet-earth
http://www.universetoday.com/26710/earths-inner-core/
Tectonic Plate Movement
http://en.wikipedia.org/wiki/Ocean_trenches
http://www.marinebio.net/marinescience/02ocean/mgtectonics.htm
Volcanoes
http://en.wikipedia.org/wiki/Cinder_cone
http://en.wikipedia.org/wiki/Composite_volcano
http://en.wikipedia.org/wiki/Lava_domes
http://en.wikipedia.org/wiki/Shield_volcano
http://pubs.usgs.gov/gip/volc/types.html
Types of Mountains
http://www.universetoday.com/29771/types-of-mountains/
http://homeworkhelp.stjohnssevenoaks.com/mountains/types.htm
http://www.universetoday.com/29827/dome-mountains/
http://science.nationalgeographic.com/science/earth/surface-of-the-earth/mountains-article
Earthquakes
http://en.wikipedia.org/wiki/Volcanic_earthquake’
http://en.wikipedia.org/wiki/Intraplate_earthquake
http://en.wikipedia.org/wiki/Interplate_earthquake
http://www.geo.mtu.edu/volcanoes/hazards/primer/eq.html
http://earthquake.usgs.gov/earthquakes/states/10_largest_us.php
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Meteor Impacts
http://minmag.geoscienceworld.org/content/66/5/745.abstract
Armageddon: The Real Story http://whyfiles.org/106asteroid/index.html
Greenhouse Effect
http://www.windows2universe.org/earth/Life/biogeochem.html
http://jersey.uoregon.edu/~mstrick/RogueComCollege/RCC_Lectures/Weathering.html#Chem
Plate Tectonics
http://pubs.usgs.gov/gip/dynamic/dynamic.html#anchor19978839
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Additional Resources
On the following pages I have included the following blank organizers in case you
would like to adapt one of the activities:
 Flip with 3 Sections (This works well as a Venn Diagram.)
 Diamond Fold
 3 Door
 Pentagon
 Flip with 2 Sections
 6 Page Mini Book
 ¾ Organizer
 Flip with 4 Sections
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Write a title for your organizer on the reverse side of
this flap.
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This is the reverse side. Cut this
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Visit my website or additional teaching ideas.
http://bookunitsteacher.com/
See me on Teachers Pay Teachers.
http://www.teacherspayteachers.com/Store/Gay-Miller
Page | 389 Created by Gay Miller