4th Grade Standard 3 SLCSD
Grade 4 Science
Standard 3
Earth Materials
1
4th Grade Standard 3 SLCSD
Table of Contents
Title
Root Question: Rocks and Minerals
Lesson Plan: Rocks and Minerals
Reading: What is a Mineral? What is a Rock?
Mineral Properties
What Is My Rock Made Of?
Sorting: Rock Types and Properties
Making a Folder Holder for Rock Classification
Rock Folder Holder Instructions
Pages
3
4
5-6
7
8
9
10-11
12
Root Question: Earth Processes
Lesson Plan: Earth Processes
Reading: Types of Erosion
Fluency and Sorting: Weathering and Erosion
School Yard Walk: Plants and Soil
Sort: Weathering and Erosion
Erosion Station Labs
13
14
15-16
17-18
19
20
21-32
Teacher Notes and Helps
Erosion by Waves Simulation
Erosion by Wind Simulation
Erosion by Glaciers
Soil Erosion
Soil Erosion with Trees
Erosion by Water and Gravity
Assessment: How Did This Happen/ Arch
Assessment: How Did This Happen/ River and “Gooseneck”
21
22-23
24-25
26-27
28-29
30-31
32-33
34
35
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4th Grade Standard 3 SLCSD
Topic: Earth Materials
Root Question: How do I classify rocks and minerals?
Standard addressed:
Standard 3: Student will understand the
basic properties of rocks, the processes
involved in the formation of soils, and the
needs of plants provided by soils.
Indicators addressed:
Objective 1: Identify basic properties of minerals and rocks
a. Describe the differences between minerals and rocks.
b. Observe rocks using a magnifying glass and draw shapes and colors
of the minerals.
c. Sort rocks by appearance according to the three basic types:
sedimentary, igneous and metamorphic.
d. Classify common rocks found in Utah as sedimentary, igneous and
metamorphic.
Language objectives:.
Content Objectives:
1. SWBAT construct a definition for “mineral” based on modeling and
classroom discussion
1.
SWBAT create a picture
dictionary for our study of earth
materials.
2. SWBAT to use word banks as
needed to describe granite.
3. SWBAT explain that “compare”
means “same” and “contrast”
means different.”
4. SWBAT use correct format on
cards for folder holder (heading,
subheading, information)
5.
SWBAT correctly pronounce
names and types of rocks.
2. SWBAT describe the minerals found in a piece of granite using
observable evidence.
3. SWBAT compare and contrast rocks and minerals using observable
evidence and textual evidence while working with a lab partner
4. SWBAT create a Rock Folder Holder using expository text and class
notes while working with lab group
5.
6. SWBAT correctly identify minerals based on information presented
in a data table.
7.
6. SWBAT use correctly vocabulary
when describing minerals.
7.
SWBAT correctly identify 12 Utah rocks using Rock Folder Holder
and observable evidence
SWBAT rank minerals in order from softest to hardest using given
criterion.
SWBAT identify “softest” as a
mineral that can be scratched by
another and “hardest” as one that
cannot be scratched by another.
Math overlap:
Sorting
Looking for patterns
Relative ordering
Scientific/Engineering Practices
emphasized:
Developing and Using Models
Construction Explanation
In summative assessments, students should be able to . . .
1. Identify that minerals are made of one substance
2. Identify that rocks are made of a mixture of minerals.
3. List 2 properties of a sedimentary rock.
4. List 2 properties of an igneous rock.
5. List 2 properties of a metamorphic rock.
6. Sort and classify samples of 12 rocks found in Utah correctly into the
3 types: sedimentary, igneous and metamorphic
7. Cite one piece of evidence for the classification of each rock in #6.
8. Describe and explain the minerals that make up a piece of granite.
Cross-cutting concepts:
Patterns
Cause and Effect
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4th Grade Standard 3 SLCSD
The Lesson Plan
Students will. . .
1.
Take pre-assessment to inform instruction.
Materials/Handouts
1.
Pre-Assessment: Earth
Materials
2. Activate Background Knowledge (ABK) on Minerals
2. Optional-ABK: Mineral Web
3. Derive a definition of a mineral from class discussion.
4. Model how minerals are made from one substance and rocks are made
from minerals.
5.
3. Lego Activity/Science
Notebook
4. Lego Extension
Record qualitative data (physical properties) on 3 minerals.
5.
6. Use mineral properties (color, crystal structure, hardness) and tests to
determine names of 3 minerals.
7.
Compare and contrast rocks and minerals based on observed evidencephysical properties using a Venn diagram.
8. Read about Rocks and Minerals and add textual evidence to observable
evidence on Venn diagram.
Hand lenses, Science Notebook
Observations
6. Paper clips, pennies and 3
minerals for each group.
7.
Venn Diagrams
8.
Copies of text: “Earth MaterialsWhat is a Mineral? What is a Rock?”
9. Observe a piece of granite for noticeable mineral contents. Draw a
diagram of granite and another rock of your choice that shows evidence
that rocks are made of minerals.
10. Create a “Rock Folder Holder” to use in classifying 12 Utah rocks.
11. Use “Rock Folder Holder” to correctly identify and name 12 Utah rocks.
12. Identify the processes that make each type of rock (sedimentaryweathering/erosion/compaction; igneouscooling/hardening/crystallization; metamorphic- extreme heat and
pressure on existing material)
13. (Set-up/Lead into next standard) Predict what will happen to
water and a jar when water is frozen in a jar.
9. Petri dishes, hand lenses,
Diagram ABCD, granite
samples and another rock
10. Folder Holder: Each student:
white cardstock, 12 index cards and
rock pictures, glue, OER resource or
other text on rocks
11. Science Notebook, 12 Utah
rock samples, Data table, Rock
Folder Holder, text
12. Science Notebook, Rock Talk
13. Science Notebook; Predictions
on Water, a Jar and Freezing
In formative assessments, I am looking for. . .
Students can articulate difference between a rock and a mineral: students can describe 2 properties of each rock type verbally and/or
written; students can pronounce names of rocks and rock types; students cite observable evidence to support classification of rocks;
students correctly use tools to determine relative mineral hardness; students have correct info on Venn Diagram; student drawings of
granite show 3 distinct minerals; students complete Rock Folder Holder and all info is correct; students are asking each other questions
and giving each other correct answers throughout unit; exit tickets show progress.
In summative assessments, I am evaluating. . .
“Which Rock Is It?”
Students can correctly classify 12 Utah rocks using 2 properties and correct category ( sedimentary, igneous, metamorphic).
“Mineral Constructed Response”
Students correctly identify minerals using data in a chart. Students also use data to determine relative hardness of
minerals and rank minerals in order from softest to hardest.
Content support…. OER (Open Education Resources) from USOE; TRB3 Grade 4 Standard 3 from USOE
C Penrod 2014
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4th Grade Standard 3 SLCSD
What is a Mineral? What is a Rock?
Earth Materials
Rocks and minerals are earth materials. They are both naturally-occurring solid substances. Naturallyoccurring means that humans do not have to make them. A solid is something that is hard and keeps its
shape if you press on it. Both rocks and minerals are useful materials for building houses and constructing
roads. We even use both rocks and minerals for jewelry, countertops and decorations. So how are rocks and
minerals different?
Minerals
Minerals have special properties that rocks do not have. A property is a describing word for a non-living
object. Some of these properties include hardness, color and crystal structure. Scientists use these properties to
decide what mineral they have. You can also use these properties to identify minerals.
Mineral Property: Hardness
Mineral hardness refers to how a mineral resists scratching. Some minerals are so hard, they can scratch a
piece of glass. Other minerals are so soft, they cannot even scratch your fingernail! If you pick up a mineral
and it can scratch your fingernail, then the mineral is harder than your fingernail. If the mineral cannot
scratch your fingernail, then the mineral is softer that your fingernail.
Mineral Property: Color
Minerals can come in many colors! This is one property that sets them apart from rocks. Each mineral sample
is usually one color, such as yellow, black or white, and some are often bright colors such as orange, bluegreen or red. Other mineral colors include metallic colors, such as copper, gold and silver. When you see a
solid earth material that is one-solid color or a combination of bright colors, it is most likely a mineral.
Mineral Property: Crystal Structure
Minerals also have a certain crystal structure or shape. If you have seen a diamond ring or necklace, you have
seen an example of a crystal structure! Crystal shapes are what make some minerals beautiful and valuable. A
mineral’s crystal shape can be like a cube, like a rectangle box or like a rectangular box that is titled.
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4th Grade Standard 3 SLCSD
What About Rocks?
Rocks are also earth materials, but are different from minerals. Rocks are usually identified by properties
based on how they look or feel. A rock could have bubble holes and or a spotted texture. A rock could also feel
sandy or have wavy lines running through it. Rocks do not have crystal structures and are not identified by
hardness. They are mixtures of minerals, instead of being made of just one type of mineral. Sometimes you
can see the different minerals that make up a rock. Other times you cannot see the individual minerals.
Think of a rock as a “mineral cookie.” When you eat a chocolate chip cookie, you can see the chocolate chips in
the cookie. You can’t see the flour, sugar and butter. This is just like a rock. The flour, sugar, butter and
chocolate chips are “minerals” because they are the ingredients in rocks. Sometimes you can observe their
shape, like the chocolate chips, but at other times you can’t, like the butter, sugar and flour. Rocks are made of
minerals. Minerals are ingredients for rocks!
Rock Properties: Sedimentary
Rock properties are based on how the rock looks or feels. Some rocks have rounded-appearing minerals or tiny
pieces of minerals that are cemented together. These types of rock are called sedimentary and form from
small pieces of sediments-sand, pebbles and minerals. Sandstone is a sedimentary rock that is made from
sand, or tiny pieces of the mineral quartz. (Below: sandstone; conglomerate; shale)
Rock Properties: Igneous
Another type of rock, igneous, is formed when hot lava or magma cool and harden. Magma and lava are a
“mineral” soup- a hot mixture of melted minerals! When igneous rocks cool, they can be left with bubble holes
where hot gases escaped. Igneous rocks can also look glass like or have large mineral grains. Sometimes the
mineral grains in igneous rock are so large, you can see each one! A piece of granite is a good example of large
mineral grains that are stuck together. You can see the minerals quartz, mica, feldspar and hornblende when
you look carefully at granite. (Below: obsidian; granite; pumice; basalt)
Rock Properties: Metamorphic
Metamorphic rocks are changed rocks. They form when other rocks are buried deep within the earth and
extreme heat and pressure force the minerals to change shapes and positions. Since metamorphic rocks are
made of minerals formed at high temperatures and great depths, they may have visual sparkly minerals or
mineral found in wavy bands. Sometimes these bands are made of alternating minerals. (Below: marble; gneiss; schist)
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4th Grade Standard 3 SLCSD
Mineral Properties
1. Color: Choose one for each mineral
black
blue
gold
colorless
pink
white
gray
green
yellow
orange
purple
brown
2.
Hardness: Mineral Hardness or Scratch Test
a. Start with your fingernail.
b. If you can make a scratch on the mineral with your fingernail with a mineral, the mineral is
VERY SOFT! Stop and record the number. Use the scale below.
c. If you cannot make a scratch on the mineral with your fingernail, keep going!
d. Now, try to make a scratch on the mineral with a copper penny.
e. If you can make a mark with the copper penny, stop and record the number. Use the scale
below.
f. If you cannot make a mark on the mineral with the copper penny, try to scratch the mineral
with a steel paperclip.
g. If you can scratch the mineral with the paperclip, stop and record the hardness.
h. If you cannot, stop and record the number as “higher than 5.”
3.
Use this hardness scale to record the tested hardness of your mineral.
Hardness
Number
Can be scratched with (a):
Soft 1
fingernail
2
fingernail(2.5)
3
copper penny (3.5)
4
iron nail (4.5)
5
glass (5.5)
6
steel file (6.5)
7
streak plate (7)
8
Topaz
9
Corundum
Hard 10
Diamond
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4th Grade Standard 3 SLCSD
What Is My Rock Made Of?
Name _______________________________________________
A= Accurate; B=BIG; C= Colored; D=Details
Name of Rock:_______________________
Type of Rock: ____________________
Notes:
Name of Rock:___________________
Type of Rock:__________________
Notes:
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4th Grade Standard 3 SLCSD
Sorting Rock Types and Properties
Obsidian
Made from melted
minerals known as
magma (below the
surface) or lava (above
the surface)
Made from small
pieces of minerals,
rocks and sand or
sediments
Granite
Pumice
Made from
existing rocksrocks that are
already formed
Conglomerate
Basalt
Marble
Formed by
compression and
compaction or
pushing and
squeezing of
sediments
Gneiss
Shale
Sandstone
Formed deep
within the earth
under extreme heat
and pressure
Formed when
magma or lava cool
and harden into
rock
Schist
Possible
Properites:
large mineral crystals
bubble holes
glass-like
dark colored
Possible
Properites:
round particles
sandy
cemented particles
sometimes in layers
Possible
Properites:
mineral bands
“sparkles”
wavy lines
looks like “pages”
blank
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4th Grade Standard 3 SLCSD
Making a Folder Holder for Rock Classification
Name _______________________________
Directions: This is your rough draft BEFORE you fill out your cards. Use the books at
your desk to find information on each topic/question below. You may start anywhere
you would like.
Topic or Question
Answers/ What I am Learning
What is a sedimentary
rock?
How are sedimentary
rocks formed ? (formation)
Names and pictures of
sedimentary rocks
Properties of sedimentary
rocks
What is an igneous rock?
How are igneous rocks
formed ? (formation)
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4th Grade Standard 3 SLCSD
Topic or Question
Answers/ What I am Learning
Names and pictures of
igneous rocks
Properties of igneous rocks
What is a metamorphic
rock?
How are metamorphic
rocks formed ? (formation)
Names and pictures of
metamorphic rocks
Properties of metamorphic
rocks
Teacher Approval____
There are 2 ways to make your cards:
Sedimentary/Definition
Sedimentary/Definition
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4th Grade Standard 3 SLCSD
Rock Folder Holder Instructions
1. Give each student one piece of white cardstock.
2. Using a ruler, measure 7 cm up from bottom and fold to form
“tray.”
3. Using a ruler, measure 9 cm from the left side and fold.
4. Repeat step 3 for second fold that results in tri-fold.
5. Staple edges.
6. Write a label on each “pocket”= igneous, sedimentary,
metamorphic. Use markers.
7. Write “Rock Folder Holder” on the cover with your NAME and
PERIOD. See example.
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4th Grade Standard 3 SLCSD
Topic: Earth Materials
Root Question: How do natural processes change and move rocks?
Standard addressed:
Standard 3: Student will understand the
basic properties of rocks, the processes
involved in the formation of soils, and the
needs of plants provided by soils.
Indicators addressed:
Objective 2: Explain how the processes of weathering and erosion change
and move materials that become soil.
a. Identify the processes of physical weathering that break down rocks
at Earth’s surface (water movement, freezing, plant growth, wind)
b. Distinguish between weathering and erosion.
c. Model erosion of Earth materials and the collection of these
materials as part of the process that leads to soil.
Languages Objectives:
Content Objectives:
1.
SWBAT use a sentence stem for
prediction (I predict that ____
because _____.
2. SWBAT make use of first, second
and finally when constructing
explanation.
3. SWBAT write down correct type
of weathering.
4. SWBAT underlie key information
in text while reading
5.
SWBAT make use of content
specific vocabulary when writing
explanations.
1.
2. SWBAT construct an explanation about what happened to the glass
jar when frozen.
3. SWBAT identify multiple modes of physical weathering and find
examples outside.
4. SWBAT investigate why and how water, wind, and glaciers cause
erosion.
5.
SWBAT relate the role trees play in reducing erosion of soil.
6. SWBAT categorize examples of erosion and weathering into the
correct process or compare and contrast weathering and erosion.
7.
6. SWBAT correctly define
weathering and erosion.
7.
SWBAT make a prediction about what will happen to a glass jar of
water when it is frozen.
SWBAT construct an explanation about how weathering caused a
landform.
SWBAT utilize word bank while
constructing explanation.
8.
Math overlap:
Sorting
Looking for patterns
Relative ordering
Scientific/Engineering Practices
emphasized:
In summative assessments, students should be able to . . .
9.
10.
11.
12.
13.
Identify three types of weathering and examples.
Identify three types of erosion and examples.
Articulate the difference between weathering and erosion.
Explain how plants help to make soil and stop erosion.
Construct a written explanation for how a landform was created
using the processes of weathering and erosion and content
vocabulary correctly.
Cross-cutting concepts:
Change and Stability
Constructing Explanations
Developing and Using Models
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4th Grade Standard 3 SLCSD
The Lesson Plan
Students will. . .
1.
Set-up for this activity is at the end of “Rocks and Minerals.”
Make predictions about what will happen to a glass jar filled with water,
capped and allowed to freeze.
Materials/Handouts
1.
Glass jar, freezer; lab
notebooks. Investigation:
Weathering
2. Check predictions about frozen water in glass.
2. Lab notebooks; frozen jar
3. Construct an explanation about what happened.
3. OER text about ice wedging
pages 22-23; lab notebooks
4. Locate and describe evidence of physical weathering outside the school.
5.
Construct an explanation for one area of observed weathering.
6. Investigate effects of erosion in model simulations.
7.
Compare and contrast weathering and erosion using a T chart
8. Find evidence of plants making soil in your neighborhood/schoolyard
9. Explain how a particular landform was created through weathering and
erosion.
4. OER text pages 22-24; class
discussion; class notes. Create
a data table for weathering by:
ice, water, wind, abrasion and
plants. Go out ahead of time
and find places for examples.
5. See above.
6. Lab notebooks; Erosion
Station Labs; text Types of
Erosion; lab supplies
7. Fluency and Sorting T Chart;
Erosion and Weathering Sort
8. Plants and Soil
9. How Did This Happen?
In formative assessments, I am looking for. . .
Students can articulate difference weathering and erosion: students can describe 3 types of weathering and erosion
verbally and/or written; students can pronounce words related to processes; students cite observable evidence to support
evidence of weathering and erosion; students follow directions for station labs and respond appropriately to questions
and prompts; Students use sentence stems provided;; student drawings of “start position” and “end position” for station
labs are correct; students are asking each other questions and giving each other correct answers throughout unit; exit
tickets show progress.
In summative assessments, I am evaluating. . .
How Did This Happen? and all info is correct
T Chart
Weathering and Erosion
Content support….
Open Education Resource (OER) Science Grade 4 from USOE
http://www.youtube.com/watch?v=ZNJe6hrdL3M Erosion’s Effect on Different Landforms
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4th Grade Standard 3 SLCSD
Types of Erosion
Erosion is a natural process that moves sediments from one place to another. Erosion could not happen
without weathering. Weathering is the process that prepares rocks for erosion. Weathering includes the
breaking down of rocks by water, ice, plants or wind. Large rocks are broken into smaller pieces called
sediments. Erosion then acts on the sediments by moving them to new locations. You could say that wind,
water and ice and other agents of erosion “work” for erosion by moving sediments from one location to
another.
Erosion by Wind
After sediments have been worn down into tiny pieces they are ready to be moved! Have you ever been on a
sandy beach or a rolling sand dune when the wind begins to blow? If so, you know that wind can pick up tiny
pieces of sand, rock or dirt and move them from one location to another. The moving of sediments from one
location to another is erosion. In this example, the wind is the agent or method of erosion.
Blowing sand in a desert
Sand storm on a beach
Erosion by Running Water
Water is a powerful agent for change. This means it can do a lot of work. When a cloud rains over a mountain
top, the water that is released runs downhill. When this happens over time, a stream or river can form from
sediments being removed from the water’s path to create a riverbed or channel. Streams and rivers are
possible because of erosion. If water moving downhill did not take sediments with it, there would never be a
riverbed. Water in rivers and streams carries a lot of sediment as it moves downhill. This is how water can
cause erosion- by moving rocks, sand and pebbles from one location to another. Moving water is a powerful
agent of erosion.
A rushing mountain stream
A river moves and deposits sediment
The Colorado River moves sediment
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4th Grade Standard 3 SLCSD
Erosion by Waves
Waves can also cause erosion. If you have ever been to the beach when the tide is going out, you can feel the
pull of the sand under your feet as the water carries the sediments out to sea. You can also see evidence of
erosion by waves if you look carefully at the beach shoreline. You will observe different levels of sand and
sediments that show where the water has reached and removed sediments.
Waves carry sand into the beach and out to sea
Sediments are removed or deposited by water
Erosion by Glaciers
Glaciers are huge sheets of ice. They form high up in mountain tops where there is a lot of snow. Through
time, as layers of snow accumulate and are compacted, glaciers are made. These glaciers are formed on top of
broken rocks. Since the glacier forms over these broken rocks, the rocks are frozen into the glacier. In the
spring and summer, when temperatures rise, the glacier slowly sides down the mountain side, taking the rocks
with it to a new location! The glacier is the agent of erosion, depositing the rocks at the bottom of the
mountain.
A glacier moves down a mountainside
A glacier moves rocks and sediments
The BIG picture
Erosion is a powerful force that changes Earth’s surface. Erosion is part of natural processes that are
continually changing Earth’s materials. Weathering begins the process by breaking rocks into smaller pieces.
Agents of erosion, such as wind, water and ice, then move the sediments from one location to another.
Finally, the sediments are deposited at a new location, through a process called deposition, and are ready to
be used or made into new rocks.
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4th Grade Standard 3 SLCSD
Fluency and Sorting
Cut apart boxes. Work with a partner and practice saying words. Then, Use T chart.
Place words that can be BOTH in the middle of chart over the line. Place the words
that are ONLY weathering under the “weathering” side. Do the same for “erosion.”
melting
snow
cracking
rock
sliding
glacier
thawing
plant growth
water
river
wearing
down
frozen glacier
crashing
blowing wind wind
waves
ice wedging breaking
stream
freezing
movement of sediments
sand
and sand
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4th Grade Standard 3 SLCSD
Weathering
Erosion
18
4th Grade Standard 3 SLCSD
Plants and Soil
Name ______________________ Class ___________
Take a walk through your schoolyard or your neighborhood. Look for evidence of
where plants are making soil. Look at sidewalk cracks and tree roots to get started!
Record 3 locations by drawing detailed pictures.
Location 1:________
Location 2: _______
Location 3: _______
Plants and Soil
Name ______________________ Class ___________
Take a walk through your schoolyard or your neighborhood. Look for evidence of
where plants are making soil. Look at sidewalk cracks and tree roots to get started!
Record 3 locations by drawing detailed pictures.
Location 1:________
Location 2: _______
Location 3: _______
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4th Grade Standard 3 SLCSD
Weathering and Erosion Sort
Weathering
Erosion
Water freezes
inside rock
cracks and then
thaws, forcing
the rock apart
A glacier
Sediments are covers a pile of
moved from the rocks and
top of a
moves them
mountain to the down the
bottom by a river mountain as it
slides
A rock
crumbles
because of
freezing and
thawing
Wind blows
sand from one
place to another
Definition:
The movement
of sediment by
wind, water or
glaciers
The small sand
pieces in the
wind carve out
a hole in a rock
Examples:
Ice wedging
Rock crumbling
Moving water
can smooth
and round the
edges of rocks
A plant’s roots
wedge
themselves inside
small cracks in a
rock and make the
cracks bigger
Examples:
A moving river
Blowing sand
A sliding glacier
Definition:
The breaking
down of rocks into
smaller pieces by
water, ice, wind
and plants
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4th Grade Standard 3 SLCSD
Teacher Notes and Helps for Erosion Station Labs
Be sure to purchase sand ($3.99/bag @ Home Depot) and one more squirt
bottle ($1 @ Target). You will also need a water bottle with a “squirt” lid
if you choose to do Station 6.
1. THANK YOU for bringing hands-on science into your classroom!
2. Watch the video that goes through several of the stations to get a firm idea of
what students will be doing. http://www.youtube.com/watch?v=ZNJe6hrdL3M
3. Cut apart the “parts” for each lab. Having all the information on one page can be
overwhelming for 4th graders.
4. One idea is to put parts 1,2 and 3 on a ring and students flip through parts.
5. Another idea is to add photos or pictures to the parts that show students what the
set-up looks like.
6. Make your “glaciers” ahead of time. Put the colored rocks from your kit into the
bottom of several ice cube forms. Add water and freeze. You most likely will need
4-6 glaciers (one for each rotation group).
7. If you use Station 6, add 1:1 water to diatomaceous earth. Be sure to SLANT
container so that gravity is acting “earth.”
8. Bring some “rag towels” from home to help during clean-up.
9. Practice all the stations yourself BEFORE teaching to students.
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4th Grade Standard 3 SLCSD
Station 1: Erosion by Waves Simulation
Part 1: Set up
1. Push damp sand to one side of your container. Use the tape as a guide.
2. Be sure to make an even, sloping edge on your sand pile.
3. Fill a cup with water.
4. Carefully dump the water in the empty side of your container.
5. Fill your cup again.
6. Carefully dump the water in the empty side again.
7. This is your “Start Position”.
8. Draw a diagram of your “Start Position” for Erosion by Waves Simulation.
9. Label: ocean, shoreline, sediments
10.
Make a prediction on what will happen when “waves” hit the “shore.” (I
predict that __________________ when the waves hit the shore because
______________________.)
Station 1: Erosion by Waves Simulation
Part 2: Wave Simulation
11. Raise hand for teacher approval and to obtain “wave card”
12. Using your wave card, create waves in your ocean that hit the shore or sand
level in your container.
13. Each person makes two waves with the wave card. Be sure to make at least 12
waves total.
14.Place the wave card on your desk.
15. Draw a diagram of your “End Position”.
16.Label: ocean, shoreline, sediments.
17. Also, write one sentence about any changes you observe in your sand/landform.
18.
Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
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4th Grade Standard 3 SLCSD
Station 1: Erosion by Waves Simulation
Part 3: Data Analysis
19.Answer the following questions:
a. Describe how the shape of the shoreline changed over time. Be sure to use
the words: shoreline, start, end, change, sediments. (Before the waves, the
shoreline …… . After the waves, the shoreline ….. .)
b. Explain why the shoreline changed. Be sure to use the words: waves,
erosion, eroded, moved, motion, shoreline, sand. (The shoreline changed
because …. . )
c. Predict what would happen to the shoreline if you continued making more
waves.
d. Tell why you think this would happen. Give an explanation. (This would
happen because… .)
e. How does this simulation relate to real life? (This simulation relates to real
life because …. .)
f. What did you learn about erosion?
BONUS:
g. Predict what would happen if you added more sand to your simulation.
Also, give an explanation that supports your prediction.
23
4th Grade Standard 3 SLCSD
Station 2: Erosion by Wind
Part 1: Set up
1.
2.
3.
4.
Push dry sand to one side of your container. Use the tape as a guide.
Be sure to make an even, sloping edge on your sand pile.
This is your “Start Position”.
Draw a diagram of your “Start Position” for Erosion by Wind Simulation. Be
sure to draw the shape and position of the sand piles.
5. Label: sand piles, sediments, most sand, least sand.
6. Make a prediction on what will happen when “wind” hits the sediments.” (I
predict that when wind hits the sediments, ____________________ because
____________.)
Station 2: Erosion by Wind
Part 2: Wind Storm Simulation
7. Raise hand for teacher approval and to obtain “wind instrument.”
8. Using your wind instrument, create a wind storm in your container/desert that
blows over the sand. Do not blow sand out of container or into eyes.
9. Each person makes two wind storms with the wind instrument. Be sure to make
at least 12 wind storms total.
10.
Place the wind instrument on your desk.
11. Draw a diagram of your “End Position”.
12. Label: dunes and sediments and be sure to draw the changes in “most sand” and
“least sand.”
13. Also, write one sentence about any changes you observe in your sand/landform.
14.Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
24
4th Grade Standard 3 SLCSD
Station 2: Erosion by Wind
Part 3: Data Analysis
15. Answer the following questions:
a. Describe how the sand piles changed over time. Use the words: erosion,
before, after, wind, pile, most sand, least sand in your answer. (The sand
piles looked like………….)
b. Explain why the sand piles changed. Be sure to use the words: wind,
erosion, eroded, moved, motion, dune, sand. (The sand piles changed
because …. . )
c. Predict what would happen to the sand piles if you continued creating a
wind storm. (I predict that …. .)
d. Tell why you think this would happen. Give an explanation. (This would
happen because…).
h. How does this simulation relate to real life? (This simulation relates to real
life because …. .)
e. What did you learn about erosion?
BONUS:
f. Predict what would happen if you added wind from a different direction to
your simulation. Also, give an explanation that supports your prediction.
25
4th Grade Standard 3 SLCSD
Station 3: Erosion by Glacier
Part 1: Set up
1. Make a “mountain” with the damp sand in your container. The “mountain”
should be high on the side against your container and lower on the side opposite.
2. Be sure to make an even, sloping side on your sand “mountain.”
3. This is your “Start Position”.
4. Draw a diagram of your “Start Position” for Erosion by Glacier Simulation.
Be sure to draw the contour line of the mountain.
5. Label: mountain top, valley bottom, sediments, mountain side.
6. Make a prediction on what will happen when a glacier slides down the
mountain (I predict that when glacier slides down the mountain,
____________________ because ____________.)
Station 3: Erosion by Glacier
Part 2: Sliding Glacier Simulation
7. Raise hand for teacher approval and to obtain “glacier.”
8. Observe “glacier” and draw a picture of the bottom of the glacier in your
notebook.
9. Place glacier at top of mountain.
10.
Add “glacier” to your drawing-sketch it in at the top.
11. Only one person will get to “slide” the glacier.
12. Push your glacier into the sediment and make it “slide” from the top of the
mountain down to the bottom of the mountain.
13. Do not remove glacier from mountain.
14.Draw a diagram of your “End Position”.
15. Label: path of glacier, pile of sediments, mountain top, valley bottom,
sediments, mountain side.
16.Also, write one sentence about any changes you observe in your
mountain/landform caused by the glacier.
17. Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
26
4th Grade Standard 3 SLCSD
Station 3: Erosion by Glacier
Part 3: Data Analysis
18.
a.
b.
c.
d.
e.
f.
g.
Answer the following questions:
Describe how the shape of the mountain changed over time. Use the words:
erosion, before, after, mountain, sediments, more sediments, less
sediments in your answer. (The mountain….. .)
Explain why the mountain changed. Be sure to use the words: mountain
top, valley bottom, sediments, mountain side. (The mountain________
because …. . )
Pick up the glacier. Draw a picture.
Predict what would happen to the mountain if you added a second glacier.
(I predict that …..)
Tell why you think this would happen. Give an explanation. (This would
happen because…).
How does this simulation relate to real life? (This simulation relates to real
life because …. .)
What did you learn about erosion?
BONUS:
h. Predict what would happen if the climate warmed up and the glacier melted
at the top of the mountain instead of sliding. Also, give an explanation that
supports your prediction.
27
4th Grade Standard 3 SLCSD
Station 4: Soil Erosion
Part 1: Set up
1.
2.
3.
4.
Push damp sand to middle of your container.
Make a “mountain” with your sand, sloping the edges on your sand pile.
This is your “Start Position”.
Draw a diagram of your “Start Position” for Soil Erosion Simulation. Be sure
to draw the shape of the mountain.
5. Label: mountain top, mountain slope, most soil, least soil.
6. Make a prediction on what will happen when the rain falls on the mountain
(I predict that when the rain falls on the mountain, ____________________
because ____________.)
Station 4: Soil Erosion
Part 2: Raining on Soil Simulation
7. Raise hand for teacher approval and to obtain “rain storm”
apparatus.
8. Using your rain storm apparatus, create a rain storm over the mountain. Do
not “rain” anywhere else.
9. Each person “causes” two rain storms with the rain apparatus. Be sure to make
at least 12 rain storms total.
10.
Place the rain apparatus on your desk.
11. Draw a diagram of your “End Position”.
12. Label: mountain top, mountain slope, most soil, least soil.
13. Also, write one sentence about any changes you observe in your mountain.
14.Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
28
4th Grade Standard 3 SLCSD
Station 4: Soil Erosion
Part 3: Data Analysis
15. Answer the following questions:
a. Describe how the shape of the mountain changed over time. Use the words:
erosion, before, after, mountain top, mountain slope, most soil, least soil
in your answer. (Before _____, the mountain ______..... . After ______,
the mountain_____… .)
b. Explain why the mountain changed. Be sure to use the words: rain,
erosion, eroded, moved, mountain, soil. (The mountain changed because
…. . )
c. Predict what would happen to the mountain if you continued creating a rain
storm. (I predict that…)
d. Tell why you think this would happen. Give an explanation. (This would
happen because…).
e. How does this simulation relate to real life? (This simulation related to real
life because … .)
f. Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
29
4th Grade Standard 3 SLCSD
Station 5: Soil Erosion with Trees
Part 1: Set up
1.
2.
3.
4.
Push damp sand to middle of your container.
Make a “mountain” with your sand, sloping the edges on your sand pile.
This is your “Start Position”.
Draw a diagram of your “Start Position” for Soil Erosion Simulation. Be sure
to draw the shape of the mountain.
5. Label: mountain top, mountain slope, most soil, least soil.
6. Make a prediction on what will happen the rain falls on the mountain with
trees ( I predict that when the rains falls on the mountain with trees
____________ because _______.)
Station 5: Soil Erosion with Trees
Part 2: Raining on Soil Simulation
7. Raise hand for teacher approval and to obtain “rain storm” apparatus
and “trees”.
8. Place trees on top/side of mountain in a “forest” pattern.
9. Add “trees” to your diagram and label trees.
10.
Using your rain storm apparatus, create a rain storm over the mountain.
Do not “rain” anywhere else.
11. Each person “causes” two rain storms with the rain apparatus. Be sure to make
at least 12 rain storms total.
12. Place the rain apparatus on your desk.
13. Draw a diagram of your “End Position”.
14.Label: trees, mountain top, mountain slope, most soil, least soil.
15. Also, write one sentence about any changes you observe in your mountain.
16.Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
30
4th Grade Standard 3 SLCSD
Station 5: Soil Erosion with Trees
Part 3: Data Analysis
17. Answer the following questions:
g. Describe how the shape of the mountain with trees changed over time. Use
the words: erosion, before, after, trees, mountain top, mountain slope,
most soil, least soil in your answer. (Before _____, the mountain
______..... . After ______, the mountain_____… .)
h. Explain why the mountain did or did not change. Be sure to use the words:
rain, erosion, eroded, moved, mountain, soil, trees. (The mountain
changed because …. . )
i. Predict what would happen to the mountain if you continued creating a rain
storm. (I predict that…)
j. Tell why you think this would happen. Give an explanation. (This would
happen because…).
i. How does this simulation relate to real life? (This simulation relates to real
life because …. .)
k. Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
31
4th Grade Standard 3 SLCSD
Station 6: Erosion by Water and Gravity
Part 1: Set up
1. Push diatomaceous earth to one side of your container to make a one-sided
“mountain.”
2. Be sure that the thickest part of the “mountain” is at the top side of your box.
3. Slant your container on a book or two, putting the “mountain” part on top of the
books.
4. This is your “Start Position”.
5. Draw a diagram of your “Start Position” for Erosion by Water and Gravity
Simulation.
6. Label: mountain, slope, “valley” (bottom of mountain).
7. Make a prediction on what will happen to the side of the mountain when it
“rains” on the top of the mountain.” (I predict that __________________
when it rains on top of the mountain.)
Station 6: Erosion by Water and Gravity
Part 2: Water and Gravity Simulation
8. Raise hand for teacher approval and to obtain “rain storm”
9. Using your “rain storm bottle”, gently drip 10 drops of water at the center or very
top of your “mountain”.
10.
Each person gets to drip 10 rain drops.
11. Place the “rain storm bottle” on your desk.
12. Draw a diagram of your “End Position”.
13. Label: mountain, slope, valley and any other new landforms you may have.
14.Also, write one sentence about any changes you observe in your
“earth”/landform.
15. Was your prediction correct? Tell why or why not. (My prediction was
___________ because______________.)
32
4th Grade Standard 3 SLCSD
Station 6: Erosion by Water and Gravity
Part 3: Data Analysis
16.Answer the following questions:
a. Describe how side of the mountain changed over time. Be sure to use the
words: mountain side, earth, start, end, change, sediments, river. (Before
the rainstorm, the mountain side …… . After the rainstorm, there was ….. .)
b. Explain why the mountain side changed. Be sure to use the words:
mountain side, erosion, eroded, moved, motion, gravity, sediments, river.
(The mountain side changed because …. . )
c. Predict what would happen to the river if the “rain storm” continued.
d. Tell why you think this would happen. Give an explanation. (This would
happen because… .)
e. How does this simulation relate to real life? (This simulation relates to real
life because …. .)
f. What did you learn about erosion?
BONUS:
g. Predict what would happen if the mountain was higher and had more layers
of sediments. Also, give an explanation that supports your prediction.
33
4th Grade Standard 3 SLCSD
How Did This Happen?
Name ______________________________________________
Pretend you are a famous scientist working in a National Park. A visitor from Germany asks you how
this rock formation (below) was made. Write an explanation, describing the processes involved. Use
some of the words from the work bank in your explanation.
erosion
thawing
rocks
wind
moving water
ice
water
freeze-thaw cycle plant growth
weathering
sediments
wearing down
freezing
frost wedging
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
34
4th Grade Standard 3 SLCSD
How Did This Happen?
Name______________________________________________
Pretend you are a famous scientist working in a National Park. A visitor from Germany asks you how
this rock formation (below) was made. Write an explanation, describing the processes involved. Be
sure to use words from the work bank in your explanation.
erosion
ice
rocks
carve
moving water
water
sediments
freeze-thaw cycle
weathering
crack
plant growth
river
ice wedging
wearing down
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
35