unit 18 our dynamic earth - institute for school...

Our DynamicEarth

unit 18

Earth and Space Systems

Using M

aps to Understand

Earth Changes over Tim

e

Washington U

niversity in St LouisInstitute for School Partnership

2Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

How can we use maps to learn about our dynamic Earth

What are some slow changes that affect Earthrsquos landforms

What are some fast changes that affect the Earthrsquos landforms

How do we analyze and interpret maps What can maps tell us

about Earthrsquos features

How do maps show patterns of Earthrsquos landforms changing over

time

What is geologic time

What do fossils tell us about the distant past

What are weathering and erosion

How and why does soil vary from place to place

What causes earthquakes and volcanoes

How can we design structures to reduce the impact of earthquakes

DESIGN CHALLENGE How can we reduce the impact of earthquakes volcanoes and erosion on where we live and play

MySci Project-Based Curriculum Unit StructureUnit 18

Our Dynamic Earth

1 2 3section

1

2

4

5

6

7

8

9

lesson

lesson

lesson

lesson

lesson

lesson

lesson

lesson

sectionsection

Visit the Unit 18 Curriculum Page for more resources httpschoolpartnershipwustleduinstructional-materialsmysci-unit-18

What are some common landforms and how are they formed

3lesson


Unit 18 Teacher Preparation ListLesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed

Lesson 1 1 roll scotch tape

Prepare now for Lesson 6

2 aluminum trays

2 quarts soil

4 ounces of grass seed

Spray bottle

Science notebooks amp internet access

Scissors

Review MySci Safety Guidelines

Copy and administer pre-assessment

Print copies of the state map (see lesson for website)

Copies of Map Questions (Appendix i)

Start growing grass now for Lesson 6

Lesson 2 Planet Earth Inside Out by Gail Gibbons

Science notebooks amp internet access Copies of Photo Comparison (Appendix ii)

Print and copy Pangaea puzzle (See lesson for website)

Lesson 3 Computers with internet access for the Explore section

Computers with internet access OR additional print resources for the Elaborate section

Copies of Landforms (Appendix iii) Answer Key (Appendix v)

Copies of the Word and Definition Bank (Appendix iv)

Printed copies of the National Parks maps (See links in Explore section of the lesson)

Lesson 4 1 roll of adding machine tape Science notebooks amp internet access

Scissors

Rulers

Cut a piece of adding machine tape for each student The tape should be 2 inches long for each year of your studentsrsquo age (For example 20 inches for a 10-year-old student) You may also want to make a timeline of your own

Copies of Your Personal Timeline (Appendix vi)

Lesson 5 6 paper soup bowls

5 packages of plain gelatin

1 box of food coloring

12 cup of sand

6 teaspoons of tiny assorted

shells

6 Assorted small plastic or silk

leaves

6 small assorted smallest

sharkrsquos teeth

6 paper plates

12 cup plastic measuring cup

Fossils Tell of Long Ago by Aliki

1 carton Plaster of Paris

30 Small shells

1 small Petroleum Jelly

15 Small brushes

30 Small aluminum cups

Plastic tub


Water

Stirring spoon

Copies of Canyon Wall Evaluate (Appendix vii)

NOTE This lesson takes one week to complete

Prep gelatin each day

Mix Plaster of Paris before making fossils


Lesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed

Lesson 6 1 cup of sand

(1) 12-ounce clear plastic cup

Station 1

1 Aluminum pan

1 quart soil

Small blocks to represent homes

Centimeter ruler

Spray bottle

Station 26 tumsSmall bottle vinegar6 petri dishes

Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles

Station 41 small green tray30 small strawsSand to fill the green tray

Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle


Water (For Station 1 and Station 5 to fill spray bottles)

Goggles for Station 2

For Station 3

12 cup cold water

13 cup hot water

Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix

Lesson 7 1 quart bag each of fine sand coarse sand humus clay

4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups

6 small foil loaf pans

4 small plastic scoops

Dirt by Steve Tomecek


Water

OPTIONAL 6 empty water bottles

Copies of Soil Mixing Activity Sheet (Appendix x)

Lesson 8 Shattering Earthquakes Science notebooks amp internet access Copies of Earthquake and Volcano Maps (Appendix xi)

Lesson 9 2 cafeteria trays (1 from Lesson 6)

2 large rubber bands

4 bouncy balls

2 boxes of Toothpicks

6 glue sticks

6 plastic bears

6 large plastic plates


3 bags of mini-marshmallows

Rulers (for design and planning)

Copies of the Engineering Design Cycle (Appendix xii)

Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)

Copy and administer post-assessment

Unit 18 Teacher Preparation List (continued)


1section How can we use maps to learn

about our dynamic Earth

Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features

section

LEARNING TARGETSRead and interpret a variety of maps

SUMMARYStudents will learn and practice map skills using a variety of maps

ENGAGE

Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)

By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers

EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-

graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)

EXPLAIN

Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off

their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http

studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm

ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us

Teaching Tip If you donrsquot reside in the state of MO

httpeducationnationalgeographiccom

educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state

Teaching Tip The answers to Appendix i

1 State boundary lines

2 Highways

3 Rivers

4 Varies

5 Elevation

6 Varies

TEACHER PROVIDES 1 roll of Scotch tape

Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle

TEACHER PROVIDES Science Notebooks amp internet Access

Scissors

Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map


Teaching Tip

This icon highlights an opportunity to check for understanding through a

formal or informal assessment


Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features

Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation

1 What is the purpose of the map2 What features are shown on the map

Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml

httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-

cal_Map_of_MissouriCarey-Leahtml

EVALUATE

Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state

Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer

Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week

Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow


Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time

LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features

SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity

ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY

US-Historya03_Louisiana_Purchase-1803gif

Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps

EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-

noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf

You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together

EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess

earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo

com14258924

MYSCI MATERIALS

Planet Earth Inside Out by Gail Gibbons

TEACHER PROVIDES Science Notebooks

Internet Access

Scissors

Copies of Comparison Photos (Appendix ii)

Print and copy Pangaea puzzle pieces from

httpvolcanoesusgsgovaboutedu

dynamicplanetwegenerpuzzlepiecespdf

Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer

key at httpvolcanoesusgsgovaboutedu

dynamicplanetwegenercontinentkey6pdf

Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include

1 Fewer trees fewer roads and houses

2 Cut down trees removed houses

3 Answers will vary Some changes are positive and some are not


Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time

ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf

EVALUATE

Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on

the handout

EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell

eduhawaii220PRIcontinental_puzzlehtml


Lesson 3 What are some common landforms and how are they formed

LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed

SUMMARYStudents will explore landforms using photos maps and the National Parks website

ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed

EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook

Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park

Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class

Do the map and photos match their expectations What other landforms do you see on the map of your park

(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm

TEACHER PROVIDES Copies of Landforms (Appendix iii)

Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)

Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students

Computers with internet access or additional print resources for the Elaborate section

Teaching Tip Make sure students know how to zoom in and out on the National Park maps


Lesson 3 continued What are some common landforms and how are they formed

EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class

ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform

isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake

EVALUATE

Using any of the landforms that we discussed today fill in the following prompt

A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include

LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE

mountain hill both tall mountain is bigger

canyon valley both can be formed by rivers

canyons have steep sides valleys donrsquot

plateau mesa both flat and taller than land around them

Plateaus are large and mesas are small

island peninsula both have long coast-lines

Islands are surrounded by water peninsulas have water on 3 sides

plain plateau both large flat areas of land

A plateau is higher than the surrounding but plain isnrsquot


section

Lesson 4 What is geologic time

What are some slow changes that affect Earthrsquos landforms2

LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow

SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth

ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924

EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer

EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines

MYSCI MATERIALS

1 roll adding machine tape


Internet Access

Scissors

Pencils

Markers

Metric rulers or meter sticks

Copies of Explore Personal Timeline

(Appendix vi)

Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age

Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time


Lesson 4 continued What is geologic time

The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old

ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea

One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening

EVALUATE

Ask How does your age compare to the age of the Earth


Lesson 5 What do fossils tell us about the distant past

LEARNING TARGETSObserve and describe the formation of fossils

SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature

ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon

Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl

MYSCI MATERIALS 6 paper soup bowls



12 cup of sand

6 teaspoons of tiny assorted shells

6 Assorted small plastic or silk leaves

6 small assorted smallest sharkrsquos teeth

6 paper plates

(1) 2-cup plastic measuring cup

Fossils Tell of Long Ago Aliki


30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon

Place to store the jello molds


Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello


Lesson 5 continued What do fossils tell us about the distant past

or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)

EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night

EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime

Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work

ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few

httpwwwsmithsonianeducationorgscientistlabandeirahtml

httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1

httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning

EVALUATE

Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)


Lesson 6 What are weathering and erosion

MYSCI MATERIALS 1 cup of sand


Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle

Station 26 tums Small bottle vinegar6 petri dishes




TEACHER PROVIDES Science notebooks amp internet access



For Station 3

12 cup cold water

13 cup hot water


LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering

SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion

ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas

EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations

EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience

rocks-minerals-landformsweathering-and-erosionhtm

ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY

What human activities can remove the plants that hold soil in place Take student responses

EVALUATE

Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question

Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats


Lesson 7 How and why does soil vary from place to place

MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay

4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water


LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed

SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples

ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made

EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples

EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from

ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe

TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6

Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0

Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave


Lesson 7 continued How and why does soil vary from place to place

Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml

Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)

EVALUATE

What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from

the previous two lessons to support your answer

EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource

b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart

Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes

Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass


What are some fast changes that affect Earthrsquos landforms3

section

Lesson 8 What causes earthquakes and volcanoes

MYSCI MATERIALS Shattering Earthquakes book

TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)

Science Notebooks

Internet Access

LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes

SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes

ENGAGEDiscuss with students the following probing questions

Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano

Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites

Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm

EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions

How are the two maps similar How are the maps different

(Students should start to realize that these both occur along plate lines)


Lesson 8 continued What causes earthquakes and volcanoes

EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience

rocks-minerals-landformsearthquakeshtm

Read Shattering Earthquakes or photocopy various sections for the class to read

ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas

EVALUATE

Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart

Here is the answer key

EARTHQUAKES BOTH VOLCANOES

Caused where plates push together pull apart or slide past each other

Measured on the Richter scale

Caused by the movement of plates

Difficult or impossible to predict

Usually happen at plate boundaries

Can cause widespread destruction

Magma reaches the surface

Caused where plates pull apart Teaching Tip

If necessary give students one of the phrases from the answer key and ask them which column it belongs in


Lesson 9 How can we design structures to reduce the impact of earthquakes

MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)


4 bouncy balls


6 glue sticks

6 plastic bears


TEACHER PROVIDES 3 bags of mini-marshmallows




LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design

SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage

ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces

EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101

Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints

EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include

1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group

Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process


Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes

ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow

EVALUATE

Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project

22Unit 18 | Earth Cycles

NGSS PERFORMANCE EXPECTATIONS

Con

tent

4-ESS1-1

Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time

4-ESS2-1

Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earthrsquos features

4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost

3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem

3-5-ETS1-3

Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

NEXT GENERATION SCIENCE STANDARDS

Key to Understanding the NGSS Codes

NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are

Physical Sciences

PS1 Matter and its interactions

PS2 Motion and stability Forces and interactions

PS3 Energy

PS4 Waves and their applications in technologies for information transfer

Life Sciences

LS1 From molecules to organisms Structures and processes

LS2 Ecosystems Interactions energy and dynamics

LS3 Heredity Inheritance and variation of traits

LS4 Biological evolution Unity and diversity

Earth and Space Sciences

ESS1 Earthrsquos place in the universe

ESS2 Earthrsquos systems

ESS3 Earth and human activity

Engineering Technology and Applications of Science

ETS1 Engineering design

ETS2 Links among engineering technology science and society

For more information visit httpwww

nextgenscienceorgnext-generation-science-

standards


NGSS (continued)

SCIENCE AND ENGINEERING PRACTICES

Con

cept

s

Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes

based on patterns such as cause and effect relationships

bull Use prior knowledge to describe problems that can be solved

bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost

Developing and Using Modelsbull Identify limitations of models

bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events

bull Develop andor use models to describe andor predict phenomena

bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system

Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the

basis for evidence for an explanation of a phenomenon or test a design solution

bull Make predictions about what would happen if a variable changes

Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of

plants in the back yard)

bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem

Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation

bull Apply scientific ideas to solve design problems

bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution

Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence

presented

bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions

bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem

Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable

media to support the engagement in other scientific andor engineering practices

bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices

bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem

bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts

DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS

Con

cept

s

Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth

Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)

ESS2A Earth Materials and Systems

Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)

ESS2B Plate Tectonics and Large-Scale System Interactions

The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)

ESS2E Biogeology

Living things affect the physical characteristics of their regions (4-ESS2-1)

ESS3B Natural Hazards

A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)

ETS1B Designing Solutions to Engineering Problems

Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)

Patternsbull Patterns of change can be used to make

predictions

bull Patterns can be used as evidence to support an explanation

Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely

identified tested and used to explain change

bull Events that occur together with regularity might or might not be a cause and effect relationship

Scale Proportion and Quantitybull Natural objects andor observable phenomena

exist from the very small to the immensely large or from very short to very long time periods

bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume

Structure and Functionbull Substructures have shapes and parts that serve

functions

Stability and Change bull Change is measured in terms of differences over

time and may occur at different rates

bull Some systems appear stable but over long periods of time will eventually change


GLE Standards

Con

cept

s

Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses

IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member

MISSOURI GLE STANDARDS

Key to Understanding the GLE Codes

GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code

The most important is the strand The strands are

1 ME Properties and Principles of Matter and Energy

2 FM Properties and Principles of Force and Motion

3 LO Characteristics and Interactions of Living Organisms

4 EC Changes in Ecosystems and Interactions of Organisms with their Environments

5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)

6 UN Composition and Structure of the Universe and the Motion of the Objects Within It

7 IN Scientific Inquiry

8 ST Impact of Science Technology and Human Activity

For more information visit httpdese

mogovcollege-career-readinesscurriculum

science


MySci Instructional Unit Development Team

Teacher Authors Field Testers and Contributors

INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager

Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence

Jack Weigers PhD Science Educator

EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman

WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences

Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences

INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences

MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education

BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom

Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott

Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens

Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Map QuestionsSection 1 Lesson 1

1 What do the dotted lines represent

2 What do the dark lines with numbers on them represent

3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent

4 Are there any lakes in your section of the map If so what are the names of the lakes

5 On your section of the map are there any gray shaded areas What do you think they represent

6 Do you have any bordering states What states border

Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Photo Comparison Section 1 Lesson 2

1 Look carefully at these 2 photographs How has the land changed over the 8 years

2 What do you think humans did to cause these changes

3 Do you think the human impact was a positive or negative influence on this area Why or why not

Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

LandformsSection 1 Lesson 3

NAME DATE

PICTURE WORD DEFINITIONNOTES

Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Landforms (continued)

WORD BANK

Use these words to label each landform picture

plateau valley canyon

plain hills mountains

peninsula island

Write the correct definition below next to each landform picture

A large flat area of landA large tall rocky area Often

formed by plates pushing together or volcanoes

An area of land that is surrounded by water on three sides They have long

coastlines

A large area of flat land that is higher in elevation than the land around it

Larger than a mesa

A rise in the earth often many of them together Sometimes these are

very very old mountains

A small or medium-sized piece of land completely surrounded by water

Some are the tops of volcanoes They are smaller than continents

A lower area between two hills or mountains Some have streams or

rivers flowing in the bottom

A crack in the earth with steep almost straight sides called cliffs

Formed by rivers or sometimes earthquakes

Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Landforms Answer KeySection 1 Lesson 3

NAME DATE


islandA small or medium-sized piece of land completely

surrounded by water Some are the tops of volcanoes They are smaller than continents

mountainsA large tall rocky area Often formed by plates pushing

together or volcanoes

valleyA lower area between two hills or mountains Some have

streams or rivers flowing in the bottom

plateauA large area of flat land that is higher in elevation than

the land around it Larger than a mesa

canyonA crack in the earth with steep almost straight sides

called cliffs Formed by rivers or sometimes earthquakes

peninsulaAn area of land that is surrounded by water on three

sides They have long coastlines

plain A large flat area of land

hillsA rise in the earth often many of them together Sometimes these are very very old mountains

Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Explore Your Personal TimelineSection 2 Lesson 4

Scale Used

2 inches = 1 year of life

Procedure

1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape

2 Measuring from that line mark a new line every 2 inches

3 Label those lines with numbers from 1 to your current age

4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc

5 Now include these events on your timeline

6 Share your timeline with others in the class

Questions to think about

Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines

How would your teacherrsquos time line be different from yours

How would your time line compare to the time line of a first grade student

Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Canyon Wall EvaluateSection 2 Lesson 5

Use the graphic to the left to answer the following questions

1 Which rock layer do you think is the oldest and why

2 Which rock layer do you think is the youngest and why

3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers





A

B

C

D

E

F

A

B

C

D

E

F

Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Station Activity SheetSection 2 Lesson 6

STATION ONE WATER EROSION MODEL

1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo

2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found

3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top

4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table

5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals

6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on

the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land

8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table

9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description

10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results

11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks

STATION TWO CHEMICAL WEATHERING MODEL

1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind

of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents

limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their

predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record

what happens

Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

STATION THREE GLACIER EROSION MODEL

To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small

tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow

4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain

5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be

sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look

underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook

STATION FOUR WIND EROSION

1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY

IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms

STATION FIVE COMBATING EROSION

1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook

Station Activity Sheet (contrsquod)

Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Soil Mixing Activity SheetSection 2 Lesson 7

1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples

2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch

what happens Record on your data sheet

SOIL TYPE

TEXTUREHOW IT FEELS

COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT

SMUDGEMAKE A SMUDGE ON THIS SHEET

WHAT HAPPENS WHEN YOU ADD WATER

Sand

Clay

Humus

Small Rocks

Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Volcano and Earthquake MapsSection 3 Lesson 8

EARTHQUAKE ZONES

VOLCANO ZONES

Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Engineering Design CycleSection 3 Lesson 9

1 Identify NeedProblem

2 Research amp Brainstorm

3 Choose Best Ideas

4 Construct Prototype5 Test amp Evaluate

6 Communicate

7 Redesign

Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

NAME DATE

CRITERIA (MUST DO)

bull Must have an opening to get the bear in and out of the house

bull Must be big enough for the bear to fit inside without touching any part of the house

bull Must fit on the plate

bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible

bull Must be ready to test in ______ minutes

CONSTRAINTS (CANrsquoT DO)

bull Cannot use any materials except what your teacher provides

PLANNING

Your plan must include

bull A sketch or drawing

bull Measurements (how tall and how wide will your structure be)

bull Number of materials needed

Earthquake-Proof StructuresSection 3 Lesson 9

Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

RESULTS OF TESTING (ROUND 1)

Make notes about anything you see during testing including

bull How long your structure lasted Where and how your structure failed

REDESIGN








Earthquake-Proof Structures (continued)

Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership

Vocabulary WordsAll Sections and Lessons

geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION

We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation


How can we use maps to learn about our dynamic Earth

What are some slow changes that affect Earthrsquos landforms

What are some fast changes that affect the Earthrsquos landforms

How do we analyze and interpret maps What can maps tell us

about Earthrsquos features

How do maps show patterns of Earthrsquos landforms changing over

time

What is geologic time

What do fossils tell us about the distant past

What are weathering and erosion

How and why does soil vary from place to place

What causes earthquakes and volcanoes

How can we design structures to reduce the impact of earthquakes

DESIGN CHALLENGE How can we reduce the impact of earthquakes volcanoes and erosion on where we live and play

MySci Project-Based Curriculum Unit StructureUnit 18

Our Dynamic Earth

1 2 3section

1

2

4

5

6

7

8

9

lesson

lesson

lesson

lesson

lesson

lesson

lesson

lesson

sectionsection

Visit the Unit 18 Curriculum Page for more resources httpschoolpartnershipwustleduinstructional-materialsmysci-unit-18

What are some common landforms and how are they formed

3lesson





2 aluminum trays

2 quarts soil


Spray bottle


Scissors















Scissors

Rulers






12 cup of sand


shells


leaves


sharkrsquos teeth

6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Water

Stirring spoon









Station 1

1 Aluminum pan

1 quart soil


Centimeter ruler

Spray bottle








For Station 3

12 cup cold water

13 cup hot water



4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups





Water






4 bouncy balls


6 glue sticks

6 plastic bears













section



ENGAGE





EXPLAIN










2 Highways

3 Rivers

4 Varies

5 Elevation

6 Varies




Scissors



Teaching Tip










EVALUATE

















com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






2 aluminum trays

2 quarts soil


Spray bottle


Scissors















Scissors

Rulers






12 cup of sand


shells


leaves


sharkrsquos teeth

6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Water

Stirring spoon









Station 1

1 Aluminum pan

1 quart soil


Centimeter ruler

Spray bottle








For Station 3

12 cup cold water

13 cup hot water



4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups





Water






4 bouncy balls


6 glue sticks

6 plastic bears













section



ENGAGE





EXPLAIN










2 Highways

3 Rivers

4 Varies

5 Elevation

6 Varies




Scissors



Teaching Tip










EVALUATE

















com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






Station 1

1 Aluminum pan

1 quart soil


Centimeter ruler

Spray bottle








For Station 3

12 cup cold water

13 cup hot water



4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups





Water






4 bouncy balls


6 glue sticks

6 plastic bears













section



ENGAGE





EXPLAIN










2 Highways

3 Rivers

4 Varies

5 Elevation

6 Varies




Scissors



Teaching Tip










EVALUATE

















com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






section



ENGAGE





EXPLAIN










2 Highways

3 Rivers

4 Varies

5 Elevation

6 Varies




Scissors



Teaching Tip










EVALUATE

















com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION









EVALUATE

















com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION














com14258924

MYSCI MATERIALS



Internet Access

Scissors















EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION





EVALUATE


the handout























EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






















EVALUATE














section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION



section








MYSCI MATERIALS



Internet Access

Scissors

Pencils

Markers



(Appendix vi)








EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION







EVALUATE











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION











12 cup of sand




6 paper plates




30 Small shells


15 Small brushes


Plastic tub


Internet Access

Water

Stirring Spoon














EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION












EVALUATE














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION














For Station 3

12 cup cold water

13 cup hot water










EVALUATE






4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION





4 plastic teaspoons

6 eye droppers

6 stirrers

30 small cups






Water









Clay 1 0 1 2 1 2

Sand 1 1 0 1 2 1

Humus 1 2 2 0 1 1

Rocks 1 1 1 1 0 0






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






EVALUATE









section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




section




Science Notebooks

Internet Access
















EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION








EVALUATE

















4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






4 bouncy balls


6 glue sticks

6 plastic bears

















EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION





EVALUATE




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




Con

tent

4-ESS1-1


4-ESS2-1


4-ESS2-2


4-ESS3-2


3-5-ETS1-1


3-5-ETS1-2


3-5-ETS1-3





Physical Sciences



PS3 Energy


Life Sciences














standards


NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION



NGSS (continued)


Con

cept

s



















presented









Con

cept

s







ESS2E Biogeology







predictions









functions





GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION



GLE Standards

Con

cept

s

















science






























NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION































NAME DATE




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




WORD BANK




peninsula island





coastlines


Larger than a mesa











NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




NAME DATE


















Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




Scale Used


Procedure





















A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION












A

B

C

D

E

F

A

B

C

D

E

F




















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION





















what happens




















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION





















SOIL TYPE

TEXTUREHOW IT FEELS




Sand

Clay

Humus

Small Rocks



EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




EARTHQUAKE ZONES

VOLCANO ZONES





3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






3 Choose Best Ideas


6 Communicate

7 Redesign


NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION



NAME DATE

CRITERIA (MUST DO)








PLANNING










REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION






REDESIGN











geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION




geology

geologist

engineer

geologic time

Earth

erosion

fossils

paleontology

streams

erosion

soil

rock

alluvial

altitude

absorption

plates

weathering

earthquake

volcano

tsunami

dynamic

humus

parent material

clay

island

mountains

valley

hills

plateau

canyon

peninsula

plain

RECOMMENDATION


unit 18 our dynamic earth - institute for school...

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