Science
SCI.V.1.3
Strand:
Using Scientific Knowledge in Earth Science
- Geosphere
Standard:
Grade: 4 (from3rd)
All students will describe and explain how the earth’s features change over
time.
Benchmark:
Describe natural changes in the earth’s surface.
Constructing and Reflecting:
SCI.I.1.1 SCI.I.1.4 SCI.I.1.5 SCI.II.1.1 SCI.II.1.4 -
Generate reasonable questions about the world based on observation.
Use simple measurement devices to make measurements in scientific investigations.
Develop strategies and skills for information gathering and problem solving.
Develop an awareness of the need for evidence in making decisions scientifically.
Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Causes of changes:
•
•
•
volcanoes
earthquakes
erosions (water, wind, gravity, glaciers)
Context
Places around the school where erosion has
occurred, such as gullies formed in down hill
gravel areas, cracks in ash fault. Places
beyond the school where changes have
occurred, such as, volcanic mts. Shorelines,
landslides, sand dunes, slopes, river valleys.
Results of change:
(Give students rubric before activity.)
•
•
•
•
•
•
•
Scoring Rubric
valleys
hills
lakes
widened rivers
mountains
cracks
movement of Earth materials such as boulders,
gravel, sand, clay
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness
Describes a
of description of single change,
erosion
not a process,
without using the
word “erosion.”
Describes
a process
of change
without
including
the term
“water
erosion.”
Describes
a process
of change
as water
erosion.
Describes a
process of
change as water
erosion and other
forces (wind,
gravity, or
glaciers) that
cause erosion.
Completeness
of description of
effects of
change
Describes
two
effects/
changes
caused by
erosion.
Describes
three
effects/
changes
caused by
erosion.
Describes more
than three
effects/changes
caused by
erosion.
Describes fewer
than two
effects/changes
caused by
erosion.
Knowledge and Skills
There are many changes in the earth’s surface,
caused by water, wind, gravity, and glacier.
Students will recognize and describe the results of
these changes in the formation of valleys, hills,
lakes, widened rivers, mountains, cracks, and
movement of earth materials such as, boulders,
gravel, sand, and clay.
Resources
Coloma Resources:
Discover the Wonder (Scott Foresman) –
Grade 4
Module B – Chapter 2
Module C - Chapter 1
Students will describe changes in the earth’s
Other Resources:
surface caused by wind, water, ice, erosion, glacier, Erosion (link)
http://englib.cornell.edu/pri/earthtrips/fETrips.ht
gravity, volcanoes, earthquakes.
ml
Cole, Joanna. Magic School Bus Blows Its
Top: A Book About Volcanoes. Scholastic,
1996.
Cole, Joanna. Magic School Bus Inside The
Earth. Scholastic, 1989.
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
5.1.3
Forces that Shape the Earth: Wind from the
Liberty Science Center
Forces that Shape the Earth: Erosion from the
Liberty Science Center
Forces that Shape the Earth: Earthquakes from
the Liberty Science Center
Instruction
Benchmark Question: How do the earth’s features
change over time?
Assessment
Coloma Assessments:
None required
Focus Question: How does water erosion change
the earth’s surface over time?
Teacher poses the focus question and facilitates a
discussion to assess the students’ prior knowledge.
Students will create their own model of a hill using
earth materials (boulders, gravel, sand, clay). The
students will describe their model in writing, orally, or
in a labeled drawing. Using a cup with small holes in
the bottom, students will then pour water, one cup at
a time, to simulate a rainstorm. After each cup the
students will describe the changes in their model
and the process (erosion) that causes these
changes. In this way students will demonstrate how
the process of erosion, caused by moving water,
changes the earth’s surface.
Optional Assessment:
Given the following scenario students will
describe, in writing, the cause and effect of
changes in a pile of soil after a heavy
rainstorm.
In the spring, road construction began on the
highway near Jose's house. Jose observed a
cone shaped pile of soil approximately six feet
tall left by the construction crew. A heavy rain
occurred lasting two days. After the rain, Jose
noticed the pile had changed.
Students will discuss the changes that occurred due
to the process of erosion.
Describe at least three changes Jose
observed, including the process of the
changes.
(Give students rubric before activity.)
The students will predict the effects on their model if
a heavy rainfall occurs over many days. Teacher will
correct any student misconceptions.
Scoring Rubric
Criteria
Additional web based resource: Erosion (link)
Results of Erosion
•
•
•
•
•
•
moving water
movement of earth material
lakes
rivers/streams
hills
valleys
Coloma Teaching Tip:
See attached sheets – “Taking a Closer Look at
Landforms” Where are these sheets from?
Apprentice
Basic
Meets
Exceeds
Completeness Describes a single
of description change, not a
of erosion
process, without
using the word
“erosion.”
Describes
a process
of change
without
including
the term
“water
erosion.”
Describes
a process
of change
as water
erosion.
Describes a
process of
change as water
erosion and
other forces
(wind, gravity, or
glaciers) that
cause erosion.
Completeness
of description
of effects of
change
Describes
two
effects/
changes
caused by
erosion.
Describes
three
effects/
changes
caused by
erosion.
Describes more
than three
effects/changes
caused by
erosion.
Describes fewer
than two
effects/changes
caused by
erosion.
Teacher Notes:
Describe and explain how the earth's features change over time.
As students gain understanding, they start to explore the dynamics of the geosphere. They come to realize
that the earth's features are constantly changing, some of these changes are immediate and some take eons.
Wind and water erode away mountains and hills. Ice and heat break apart rocks. Rivers cut new valleys and
dams form new lakes. Volcanoes and earthquakes form new mountains and hills. Wind and water combine to
build sand dunes and then turn around and erode them away. The forces that work to change the surface of
the earth in this continuing dynamic are tremendous and sometime even catastrophic. A volcano can
explosively form a mountain or island in a matter of hours, while rivers can take decades to carve out valleys.
The evidence for these changes is abundant. By studying rock layers, and fossils, (i.e., mineralized
replacements or casts of ancient life forms), students learn the history of the geosphere. They discover that
these fossils are found in many places, and that rock layers can become inverted. Marine plants and animals
are found on mountaintops and in limestone deposits in the Great Lakes area. Creatures from rain forests
have left fossilized remains in current deserts, and plains animals are found in frozen in artic ice. From road
cuts they will see how the earth is folded to a point where layers of rock are reversed. In the Great Lakes
Basin they observe a history that goes from salt-water seas, to inland swamps, to high plateaus, to the largest
collection of fresh water on the planet.
Students will continue to gain understanding of the geosphere as they discover that similar processes form
rocks and minerals. They will learn of the tremendous amount of heat and pressure involved in their formation.
They will also observe how changes in temperature from melting to freezing and vise versa changes big
features into little ones. Rocks are fractured through this process. Water in small cracks and crevices of rocks
can freeze, expanding as it freezes and breaking the rock into small pieces. Students will notice how
microorganisms help turn rocks into soil, and how they turn organic materials back into minerals, thus
returning needed materials to the earth.
With the help of media presentations about volcanoes and earthquakes, students will observe the movement
of the Earth's crust. This will lead to an understanding of the dynamics of the earth's interior- its core, a
dynamic that can build mountains. From this knowledge of the fluidity, tremendous heat and pressure that are
involved in the dynamics of the earth's core, comes an understanding of what leads scientists to theorize the
movement of plates in the earth, the study of plate tectonics.
How'd We Get Those Mountains?
Folded and fault-block mountains
How are folded mountains formed? What about
fault-block mountains? Have mountains of fun
discovering the answers with this hands-on activity!
Pair students. Give each pair two craft sticks and a
small amount of clay. Then guide each duo through
the directions below
to help them see that a folded mountain is formed
when two tectonic plates collide and force rock
upward and that a fault-block mountain is formed
when masses of rock move up or down along a fault.
To make a folded mountain:
1. Divide the clay in half and shape each half into
flattened blocks of the same approximate size.
2. Press one side of a square onto one stick. Repeat
with the remaining block of clay and craft stick.
3. Place the blocks about four inches apart on a flat
surface.
4. Slide the sticks together until the blocks meet
and the clay folds as shown.
To make a fault-block mountain: Repeat steps 1-3
of the directions for making l folded mountain. Then
hold one stick so that its clay block remains still.
Push the other block toward it until one block rises
above the other as shown.
Water at Work
Water as an agent of erosion, acid rain
Nothing changes landforms like moving water!
List landforms such as the following on the
board: mountains, beaches, cliffs, canyons,
deltas, valleys, lakes, and islands. Then divide
students into small groups. Guide each group
through the steps below to help them see water at
work!
Materials for each group: copy of page 52,
aluminum pie pan, damp soil, sand, gravel, small
rocks, 5 oz. paper cup, pushpin,1/2 c. water,
pencil
Steps:
1. Shape the soil, sand, gravel, and rocks in the
pie pan to form an island large enough to
represent five of the landforms listed on the
board.
2. Draw your island on the recording sheet.
Label each landform. Then answer questions
1 and 3 on the sheet.
3. Use the pushpin to poke five small holes in
the bottom of the paper cup. Hold the cup
over your island and pour in half of the
water. Shake the cup so that the drops rain
gently on your island, Then answer question
2 on the sheet and draw how the island looks.
4. Use the pencil to enlarge the cup's holes.
Hold the cup over your island and pour in the
remaining water. Then answer question 4 on
the sheet and draw how the island looks.
I’m Getting That Sinking Feeling!
Erosion, chemical weathering
Students have probably seen stories on TV about huge sinkholes
opening up in the earth. Give your young scientists a better understanding of how something like this can happen by guiding them
through the following steps to model a chemical change that can cause
sinkholes.
Materials for each group: eyedropper, 5 oz. paper cup, 7 sugar cubes,
1/8 c. cookie crumbs, 2 tbsp. white vinegar
Steps:
1. Place the sugar cubes in one layer in the cup's bottom to represent
underground limestone rock.
2. Pour the cookie crumbs over the sugar cubes. Press them down so
that there are no holes between the sugar cubes, and the crumbs
form an even layer on top to represent the ground.
3. Fill the eyedropper with vinegar to represent acid rain. Hold the
dropper above the cup. Squeeze the vinegar over the crumb surface.
Repeat until all of the vinegar is used.
4. Observe the cookie crumb surface. (Like limestone, the sugar cubes
dissolve easily. Vinegar seeps through the crumbs, dissolving the
sugar: The cookie surface collapses, creating a sinkhole.)
The Winds of Change
Wind erosion, weathering
Expose your students to the landform-changing effects of
the wind with interactive dioramas to demonstrate how sand
dunes form!
Materials for each group: shoebox with lid; clay, 3 to 5 twigs,
dry soil, small rocks, sand; tape, a straw for each student
Steps:
1. Set the box's lid aside. Use a pencil to poke a hole in one
end of the shoebox.
2. Push each twig into a small ball of clay. Stand the twigs on
the floor of the box.
3. Place thin, even layers of soil and sand on the bottom of
the box. Scatter rocks on top of the soil.
4. Place the lid on the box and tape it closed.
5. Push one end of a straw into the hole and blow once into
the box. Have each group member repeat this step with her
own straw.
6. Without jostling the box, remove the lid and observe the
soil's surface. (Wind can erode soil and sand, forming new
landforms, such as dunes, where plants or rocks slow the
wind down.)
Chocolate Cake Mudslides
Physical weathering and erosion
Understanding mudslides is a piece of cake
with this simple simulation! Bring in a 9" x 13"
pan of unfrosted chocolate cake cut into squares
(one square for each pair of students). Give each
twosome a small cup of water and a cake square
in a paper bowl. Direct one child to stand the cake
square on its side and hold it, as shown, to
represent the steep sides of a canyon. Have the
child's partner slowly pour water on the top of the
cake square until parts of it collapse and slide
down. Then discuss what happened, explaining
that mudslides can cause landforms to change
rapidly.