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Grand Canyon
How Was This Beautiful Canyon Formed?
BIG IDEAS
-Earth’s surface is built up and worn down
natural processes such as rock
formations, erosion and weathering.
-The surface of the earth has identifiable
major features such as continents,
rivers, mountains, lakes, canyons, and
glaciers
Enduring Understandings
-Students will understand that the rock
cycle is driven by the tectonic plates
-Students will understand that natural
processes occur both below the surface
of the earth and above the surface of
the earth and as a result shape the
surface of the earth.
Goals of the Unit
-By the end of the unit, students will
understand how the rock cycle is driven
by the tectonic plates as well as the
formation of particular landforms
-Students will also understand that
surfaces processes change the shape of
the landforms
Essential Questions
-How does the surface of the
earth change over time?
How does the movement of the
plate tectonics affect the surface
of the earth?
Knowledge and Skills
-Students will be able to identify and
explain how earth surface processes
(weathering, erosion, and deposition)
affect the shape of the landforms.
-Students will be able to identify and
explain how the tectonic plates drive
the shape of the land masses on earth
and the rock cycle.
Students Misconceptions
-Lower mantle is liquid.
-Only continents move.
-Separate plates for land and ocean.
-Rivers only carve on the banks not down.
-Only the Colorado River has formed the
Grand Canyon.
-The Grand Canyon has always looked the
way it is now.
GRASPS
 -GOAL: Students will complete a project which demonstrates
their understanding of the formation of the Grand Canyon.
 -ROLE: The student will take the role of a being an expert on
the formation of the Grand Canyon through the making of a
comic books.
 -AUDIENCE: Students will present their comic books to the fifth
grade science class.
 -SITUATION: Students will be presenting during Earth Science
Week to the fifth grade class in their classrooms
 -PRODUCT: Comic books which explain the processes that
formed the Grand Canyon.
 -STANDARDS: Click on the link below
Day 1: What ‘s the story?
-Display pictures of the Grand Canyon around
the room along with questions concerning
how they thought the canyon was formed.
-Students will walk around the room
observing the pictures and recording their
observations.
-Students will then sit in pairs and write a
story about how they think the canyon was
formed.
Day 2: Birth of Earth
-Begin to discuss the birth of the earth,
question the students as to their perspective
on the earth
-Ask students what the inside of the earth
looks like. Show slides of the inner layers of
the earth, ask students to brainstorm what
materials make up these layers.
-Try to lead students to layers that are solid
and molten.
-Connect layers to the formation of the earth
Day 3: Plate Tectonics
-Students will view the video of the
movement of the continents and will form
groups to answer the question, Why are the
continents moving?
-Students will look at the previous days
information to form a conclusion
-Discussion of ideas will take place and
students will view a simulation of the plates
and how they move on convective currents
Day 4: Activity
-Students will work on the plate
tectonic activity.
Grand Canyon
Connect tectonics to the Grand Canyon
formation.
Activity
Pictures of canyon, the layers from
TESSE do Google Earth activity.
Day 5:Earth Surface Processes
Weathering physical, chemical
Erosion
Deposition
Labs using stream tables
Day 8: Connection days
-Formation of the Grand Canyon as a
result of the tectonic plates and the
movement of the Colorado River
Make the connection activity.
End of the Unit Assignment
-GRASPS see prior slide