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EARTH SCIENCE 1: Geology
SYNOPSIS
Geology is the study of the earth. It's where you can learn about the origin and evolu on of our planet, as well as
helping us understand that the earth is made of minerals and rocks. Minerals are a natural non-living or inorganic solid
substance with a consistent chemical structure. A big part of geology also includes the study of rocks. Rocks are solid
mixtures of at least one mineral. Rocks are divided into three classes, igneous, sedimentary, and metamorphic. Igneous
rock comes from hot melted material, a sedimentary rock from the buildup and burial of sediment - which is the
material that se s to the bo om of a liquid - and a metamorphic rock which was once one form of rock but was
changed to another form by heat and pressure. Fossils, which are signs of once-living things, are found in many
sedimentary rocks and tell us much about the history of this planet. Rocks are constantly being formed over and over
again by a process known as the Rock Cycle. The combin on of heat, pressure, and erosion con nue to produce land
forms built of rocks and sediment. We also know that the earth has four major layers: crust, mantle, outer core, and
inner core. The crust is broken into many pieces called tectonic plates which are slowly moving. These movements are
responsible for the some mes violent events of earthquakes and volcanos. Our study of Earth is by no means complete,
and there are many career opportuni es for those who want to know how nature will con nue to shape our planet.
CURRICULUM UNITS
EARTH SCIENCE
ENGINEERING
CAREER POSSIBILITIES
GEOLOGIST
STRUCTURAL ENGINEER
NEXT GENERATION SCIENCE STANDARDS
NEXT GENERATION SCIENCE STANDARDS: www.nextgenscience.org
4-ESS1-1. Earth’s Systems: Processes That Shape the Earth.
Identify evidence from patterns in rock formations and fossils in rock
layers to support an explanation for changes in a landscape over time.
Grades 3 - 5
Earth and Space Science
The History of Planet Earth
CRITICAL THINKING EXERCISES
1.
2.
3.
4.
Research the topic of the Rock Cycle and give examples of how rocks change over me.
Describe the di erences between rocks and minerals giving examples of each.
Compare and contrast the di u
in predic ng earthquakes and volcanic erup ons.
State some of the career opportun
related to Geology and what each one is concerned with.
BACKGROUND
Many different sciences are used to learn about the earth, however, the four basic areas of Earth science study are:
geology, meteorology, oceanography and astronomy. Geology is considered as the primary Earth science. The word
means "study of the Earth". Geology deals with the composition of Earth materials, Earth structures, and Earth
processes. It is also concerned with the organisms of the planet and how the planet has changed over time. Geologists
search for fuels and minerals, study natural hazards, and work to protect Earth's environment.
The Rock Cycle is an important concept in Geology which illustrates the relationships between three types of rock, and
magma. The three major types of rock are: igneous, sedimentary, and metamorphic. When a rock crystallizes from melt
(magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified
into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral
content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a
metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately
becoming a sedimentary rock.
As a result of our study of Earth’s geology, we know that our planet has four major layers: crust, mantle, outer core, and
inner core. The crust is broken into many pieces called tectonic plates which are slowly moving. These movements are
responsible for the sometimes violent events of earthquakes and volcanos.
Today we live in a time when the Earth and its inhabitants face many challenges. Our climate is changing and that
change may be related to human activity. Earth scientists recognized this problem and will play a key role in efforts to
resolve it. We are also challenged to: develop new sources of energy that will have minimal impact on climate; locate
new sources of metals and other mineral resources as known sources are depleted; and, determine how Earth's
increasing population can live and avoid serious threats such as volcanic activity, earthquakes, landslides, floods and
more. These are just a few of the problems where solutions depend upon a deep understanding of the primary Earth
Science, Geology.
ADVANCED ORGANIZERS
Prior to viewing the video students should have some understanding of the following Science Benchmarks from AAAS, Project 2061. This is a longterm initiative focused on improving science education so that all Americans can become literate in science, mathematics, and technology.
Benchmark 4. The Physical Setting
Section C: Processes that Shape the Earth, Grades 3-5
By the end of the 5th grade, students should know that
Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering
of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains—and also
contains many living organisms. 4C/E2
Waves, wind, water, and ice shape and reshape the earth's land surface by eroding rock and soil in some areas
and depositing them in other areas, sometimes in seasonal layers. 4C/E1
SUGGESTED REFERENCES
AAAS, Project 2061: http://www.aaas.org/program/project2061
Smithsonian Dynamic Earth: http://www.mnh.si.edu/earth/main_frames.html
Geology News and Information: http://geology.com/
Geology for Kids: http://www.kidsgeo.com/geology-for-kids/
Annenberg Interactive Earth: http://www.learner.org/interactives/dynamicearth/
University of Colorado Interactive Geology Project: http://igp.colorado.edu/
Geology Science Fair Project Ideas: http://www.education.com/science-fair/geology/
Plate Tectonics Animations: http://www.ucmp.berkeley.edu/geology/tectonics.html
Hands-on Geology Activities: http://geology.com/teacher/
VOCABULARY
Absolute Date: An estimate of the true age of a mineral or rock based on the rate of decay of radioactive minerals.
Active volcano: A volcano that is erupting; or one that, while not erupting at the present, has erupted within
(geologically) recent time and is considered likely to do so in the (geologically) near future.
Ash: Fine particles of rock material ejected during an explosive volcanic eruption.
Avalanche: A large mass of material falling or sliding rapidly due to the force of gravity.
Bedrock: A general term for any consolidated rock.
Caldera: The Spanish word for cauldron, a basin-shaped volcanic depression.
Continental crust: Solid, outer layers of the earth, including the rocks of the continents.
Continental drift: The theory that horizontal movement of the earth's surface causes slow, relative movements of the
continents toward or away from one another.
Crater: A steep-sided, usually circular depression formed by either explosion or collapse at a volcanic vent.
Erosion: The movement of weathered material under the influence of water, wind, and/or gravity.
Eruption: The process by which solid, liquid, and gaseous materials are ejected into the earth's atmosphere and onto the
earth's surface by volcanic activity.
Extinct volcano: A volcano that is not presently erupting and is not likely to do so for a very long time in the future.
Fault: A crack or fracture in the earth's surface in which there has been movement of one or both sides relative to the
other.
Fossil: Evidence of past life on earth.
Lava: Magma which has reached the surface through a volcanic eruption.
Magma: Molten rock beneath the surface of the earth.
Mantle: The zone of the earth below the crust and above the core.
Mineral: A naturally occurring, inorganic, crystalline solid with a definite internal structure and chemical composition.
Plate tectonics: The theory that the earth's crust is broken into about fragments (plates,) which move in relation to one
another.
Seismograph: An instrument that records seismic waves; that is, vibrations of the earth.
Vulcan: Roman God of fire and the forge, after whom volcanoes are named.
Vocabulary Learning Tool: Make a Jeopardy Game. http://www.superteachertools.us/jeopardyx/brandnewgame.php
INQUIRY ACTIVITIES
Grades 3-5: Activity for Earth Science Week (Oct.11-17), Core Sampling
Overview: In this activity, which is good to do for Earth Science Week, students will
create a model formation and “drill” for samples. When layering earth materials in cups,
advise the student groups to layer the cups differently to compare a variety of cores.
Previous to this activity, students should know that core samples are small portions of a
formation taken from an existing strata and used for geologic analysis. The sample is
analyzed to determine porosity, permeability, fluid content, geologic age, and probable
productivity of oil from the site. Drilling a core sample is the only way to be sure exactly
what is present in the formation. Core samples reveal the physical and chemical nature
of the soil and rock layers.
Materials: 1 bag of dark sand, 1 bag of light sand, 1 bag of soil, 1 bag of small gravel
(aquarium size), 10 clear plastic “smoothie” straws, 1 clear plastic cup per student (12
ounce), water in a spray bottle, plastic spoons, metric ruler
Procedure: The goal of this activity is to obtain a core sample of a soil strata and determine the relative depth of the
layers of materials that compose it.
1. Use the ruler to measure. Place a 1 cm layer of one of the earth materials in the cup with a spoon. Mist with the
spray bottle of water until damp, but not soaking.
2. Place another earth material 1.5 cm deep on top of the first layer. Moisten this layer with water until damp.
3. Continue alternating layers at depths of 1 to 2 cm each of earth materials and water. The total of layers together
will be about 6 centimeters deep in the cup.
4. Use a straw to extract a core sample by pushing the straw straight down through the layers of the cup.
5. Place your finger tightly over the top end of the straw and withdraw it from the cup. Observe the layers in the straw
core sample. Lay several core samples from different cups side by side. Compare results.
Post activity discussion: What are core samples? What are geologists looking for when they examine core samples?
How do geologists use core sampling to determine the geologic formation of rocks and sediments when exploring for
oil and gas?
Grades 3-5: Make Your Own Seismograph
Overview: A seismograph records the intensity and duration of an
earthquake. Even though students may not have ever experienced an actual
earthquake, this activity may give them an idea of how a seismograph works.
It uses relative simple, and easily to obtain materials.
Materials: relatively large book, such as an earth science text book, a piece of
strong string about 2 m long, sharpened pencil, tape (masking tape if
possible), several sheets of paper, clipboard (optional), large rubber band
(optional), small table or desk that can be moved, a helper
Procedure:
1. Put the paper on a clipboard and tape the clipboard to the top of a desk or table. If you don’t have a clipboard, tape the paper directly to the desk or table.
2. Tape a pencil to the cover of the book so that the point of the pencil extends beyond the side opposite the
binding.
3. Run a loop of string through the middle of the pages and tie the ends together. You can now hold the string and
suspend the book so that it hangs over the paper on the table.
4. You may wish to tape the book shut or secure it with a rubber band to keep it from flopping open.
5. Position the book so that the pencil touches the top edge of the paper.
6. Using a steady motion, pull the book/pencil down the length of the paper so that it draws a line. This is your
control line. If necessary, draw several control lines until you are comfortable with the motion needed to draw a
steady, continuous line.
7. Now you are ready for a simulated earthquake. Draw a line from the top to the bottom of the paper as you did
before, but this time ask a helper to shake the table perpendicular to the direction that the pencil is traveling.
8. Repeat, using stronger and weaker shaking motions. Compare the results.
9. Repeat, this time shaking the table in the direction that the pencil is traveling.
10. Discuss what the lines are showing, and compare to those of other lab groups.