GEOLOGY FOR TEACHERS
GEO 204 K3
SUMMARY OF LESSON PLANS AND
CLASS PRESENTATIONS
APRIL 22nd, 2009
Winter Semester 2009
Dr. Sandy, Department of Geology,
University of Dayton
1
GEOLOGY FOR TEACHERS - GEO 204 K3 WINTER 2009
CLASS ACTIVITIES AND PRESENTATIONS
-----------
Discovering Fossils
Caitlin Tencate, Maggie Hermanson, Kelly Shoemaker
Grade: Middle Childhood
page 3
Earth Structure
page 8
Mackenzie Harrington, Paige Gilligan, Michelle Abbate, and Ashley Scudder
Grade: 5
Wind Erosion
Melissa Breisch, Emily Kelly, Tyler Sarkis
Grade: Fourth
page 13
Solar System
Kayli White and Anne Riley
Grade: ?
page 16
Ohio’s Geological Time Line
page 20
Livi Allegretti, Jenni Bucher, Kirstie Snyder, Amanda Wiegand
Grade: Middle School
mountain maker earth shaker
Sarah Zinsser, Alexis Triffon, Lauren Lecklider, Leah Anaya
Grade: 8-9
page 22
Tornadoes
Valerie Rozzo, Katie McHugh, and Kim Smethurst
Grades: 3-5
page 25
-----------
2
Discovering Fossils
Caitlin Tencate, Maggie Hermanson, Kelly Shoemaker
Grade: Middle Childhood
1. Connections
Learning goal: The children will be able to identify the fossils that they find.
Assessment of Prior Learning: The students will be asked a few questions about fossils
prior to the actual lesson to see what they already know about fossils.
Prior & Future Learning Standards Connections: The students will be able to work on
their skills to identify fossils. They will be able to tell which fossils they have dug up.
They will use the candy in the lesson as a connection to real fossils.
2. Learning Objective(s)
Learning Objective(s): The students will be able to identify all of the fossils they have
dug up and a bit of background information on each fossil. The background information
will be the time period that each of the fossils are from and the location where the fossils
where found
Standards:
OH- Early Learning Content Standards
• Content Area : Science
• Topic : Earth and Space Sciences for Middle childhood
• Middle childhood Grade 6 Organizer : Processes that
Shape the Earth
Indicator : 4. Explore and compare changes in the environment over
time (e.g., soil erosion, fossils, outdoor temperature).
IEP Goal(s)/Objective(s): For those students who have an IEP based upon what is on
their IEP they can complete the activity to the best of their ability. If needed they can
work one on one with the teacher until they understand how to identify the fossils on their
own.
3
3. Student Grouping
Student Grouping: The students can work together in groups of two or three to complete
the lesson. It is important for the students to work together and then attempt to identify
some of the fossils on their own. Working in a group is important for children’s social
development.
4. Methods/Instructional Strategies
Methods/Instructional Strategies: We plan to present a power point explaining our
activity and to show the students which fossils they will be digging for. We will give
them a work sheet to work off of. Then we will explain to them the assignment and help
them if they need too. The students can also use their notes from class if needed to help
them identify the fossils.
Instructional Modifications/Differentiated Instruction
Instructional Modifications: For those students who do not fully understand the concept
of digging for the fossils on their own then identifying them, that student can be assisted
by another student who does understand. The student can also ask for assistance from the
teacher if needed.
5. Activities:
Activitie: ?
The students will be allowed ten to fifteen minutes for the activity.
Fossil Identification:
The students will be given a cup filled with pudding and crushed Oreo’s. In side this mix
will be gummy candies that the students will dig for. Once they have found all of the
gummy candies they will attempt to identify which candies would be which fossils.
6. Resources and Materials (including technology)
 Resources and Materials:
- Power point
- Chocolate pudding
- 6 different types of Gummy candies
- Containers for the mixtures (plastic cups)
- Forks
4
7. Assessment/Evaluation
Assessment/Evaluation: Once the students have completed the activity they will be
asked to tally the fossils they have found on the board.
Fossil Finding Worksheet
This activity would be appropriate for grades 5-7th in science class.
Materials needed:
Chocolate pudding
Gummies-around 6 different types (one for each fossil)
Containers to put the pudding gummy mixture in (cups, baggies, ect.)
Forks and Spoons
For our lesson we will be using a PowerPoint to teach the lesson. We will begin with the
background information on fossils such as where they can be found and what types of fossils
there are. We will then pass out the activity worksheet which will have some bullet points of
background information and each gummy with what fossil it represents. There will be space by
each “fossil” for the students to take notes of what it is. We will then have one slide for each
gummy/fossil giving detailed information about each one. Once we have finished going over the
fossils and gummies we will divide the class into groups of two or three and then pass out the
pudding gummy mixture. The class will then be able to dig for fossils and mark down each one
on the worksheet. As a class we will then make a chart of the number of each fossil found to
show which fossils are more popular and easily found. We will then conclude the activity by
wrapping up the activity discussing what each group found.
Lesson Plan Attached which explanation the Ohio Science Academic Content Standards
5
Discovering Fossils
Name:___________________________
Background information:
Define Fossils:
Found in Fossil Park Sylvania, Caesar Creek Emergency Spillway, Hueston Woods State Park
and a few other popular Cincinnati and Dayton locations.
Gummies/Fossils:
Coral-regular Gummy Worms
Bryozoa-Gummy Bears
Cephalopods- Sour Gummy Worms
Brachiopods-Gummy Cherries
Clams-Gummy Tarantulas
Trilobites-Sour Lighten Bugs
6
Five Questions for Discovering Fossils
True or False
1. Brachiopods are the state fossil?
2. The literal definition of fossils is “having been dug up”?
Multiple Choice
3. Popular fossils in Ohio can be found at:
A. Cedar Point
B. Caesar Creek
C. Baujan Field
D. Lake Michigan
4. What time period were fossils from Caeser Creek found?
A. Triassic
B. Cambrian
C. Ordovician
D. Paleogene
5. Define Trilobites:
7
Activity: Building a eatable layers of the crust model.
Mackenzie Harrington, Paige Gilligan, Michelle Abbate, and Ashley Scudder
Grade: 5
Standards: Grade 5: The Universe- Number 3: Describe the characteristics of the earth.
This is the description of our layers of the crust activity:
When the students arrive to class have them sit in groups of two or three depending on your class
size. Then show your power point and you may want to include a worksheet with vocabulary
words that relate to the earth’s crust. After the power point you can appoint a student to help you
pass out the cups and spoons for each student. Then you start with the inner core, which ice
cream is used for, and describe how the ice cream represents the inner core. Have the students
put the ice cream into their cups. Then describe to the students the outer shell which Chocolate
hard shell or crunched up cookies can represent. Explain to the students that the reason they use
cookies or hard shell syrup is because the outer core is a partially melted core. Next comes the
mantle. Tell your students the characteristics of the mantle and be sure to remind them that the
mantle has crushed up rocks mixed in it. Tell them that sprinkles represent the rocks that are
mixed into the mantle. Lastly tell the students about the crust which is the layer that human life
exists on. You can use graham crackers to represent the crust. Then you can ask the students to
look at the clear cups and use a sharpie and label the layers of the earth. Have the students split
the treat and put some on the plate .
Vocabulary:
Mantel: A thick shell of rock that separates Earth’s crust above from the core below.
Crust: The thin outermost layer of Earth
Inner core: The inner most part of the earth that is solid
Outer core: The outer part of the core which is partially melted.
Materials: Clear plastic cups, Spoons, Ice cream, graham crackers, crunched up cookies,
Chocolate hard shell syrup, and cool whip mixed with sprinkles, little plastic plates.
Pre-class Preparation: Split the students into groups of two or three. Create a power point to
explain the layers of the earth’s crust and how each food item relates to each layer. On the power
point include pictures that show the earth’s layers. Also, you need to have the cool whip and
sprinkle mix already prepared.
8
Instruction Method: When the students arrive to class have them sit in groups of two or three
depending on your class size. Then show your power point and you may want to include a
worksheet with vocabulary words that relate to the earth’s crust. After the power point you can
appoint a student to help you pass out the cups and spoons for each student. Then you start with
the inner core, which ice cream is used for, and describe how the ice cream represents the inner
core. Have the students put the ice cream into their cups. Then describe to the students the outer
shell which Chocolate hard shell or crunched up cookies can represent. Explain to the students
that the reason they use cookies or hard shell syrup is because the outer core is a partially melted
core. Next comes the mantle. Tell your students the characteristics of the mantle and be sure to
remind them that the mantle has crushed up rocks mixed in it. Tell them that sprinkles represent
the rocks that are mixed into the mantle. Lastly tell the students about the crust which is the layer
that human life exists on. You can use graham crackers to represent the crust. Then you can ask
the students to look at the clear cups and use a sharpie and label the layers of the earth. Have
the students split the treat and put some on the plate then Dig in and enjoy!
Motivational Adaptations: The main thing that motivates the students is that they get to eat
their creation after they have correctly constructed it.
Classroom management/ Safety Concern: It could be a germ issue if the students do not split
the dessert and use their own spoons. There could also be a problem if your students are
disruptive and use the food for non classroom reasons.
Evaluation/ Assessment: You can ask the students to finish the second half of their worksheet
after they finish their creation. Ask them to turn it in after class and grade it depending on how
well they understood the material
Extensions: The class after the first class, group the students into groups of four and have a
competition to see which group remembered the most about the lesson the previous day. You can
also create a lesson focusing on the earth and the solar system.
9
Worksheet
Crust
1. Made of ________ percent of the earth.
2. Made up of the ________________ and ________________.
3. The crust is _________ km thick (continents) and _______ km thick (ocean basins).
4. It is ________ degrees ________.
5. The crust is made of ____________ rocks which is composed of ____________ and
_____________.
Mantle
1. The mantle is separated into the ___________ and ___________ mantle.
2. The mantle is where most of the ________________of the earth is located.
3. The mantle is about ___________ km thick.
4. The mantle is ___________ degrees ______________.
5. It consists of rocks composed of elements _____________, _______________, and
_____________.
10
Outer Core
1. The outer core is made up of ______________.
2. It is composed of ___________, ______________, and __________________.
3. The outer core is very __________ and is the ____________ part of earth.
4. It is ___________ degrees ___________.
Inner Core
1. The inner core is ______________.
2. It is composed mostly of ______________.
3. The inner core is ______________ degrees ________________.
4. The ____________ and ____________ are so great that the _____________ are
squeezed together and not able to move.
11
Label the Layers of the Earth
1. What is the heaviest part of the earth that is in a liquid state?
2. What are the four layers of the earth?
3. Name one characteristic for each of the four layers of the earth.
4. The earth's core is divided into two parts. Name them.
5. What is the weakest layer of the earth?
12
Wind Erosion
Melissa Breisch, Emily Kelly, Tyler Sarkis
Grade Level: Fourth Grade
Description: The lesson will start with asking the students if they have a definition for what erosion
is. We will then continue with an activity to give the students somewhat of an idea of what exactly
erosion is. They will perform experiments in groups of 2 or 3 with sand to gain an understanding of
when erosion occurs. We will then ask discussion questions about the activity and go on with further
explanation. After the experiment takes place, we will talk about the five different types of erosion and
ask the students which type of erosion they saw in the experiment. We will also make connections
during the lecture with real life occurrences including the Sahara Desert and the Dust Bowl. To conclude
our lesson, we will explain how we can be the cause of erosion and have somewhat of an effect on it.
Materials:
Sand
Cardboard Boxes
Pencils
Paper
Water
Plastic Chips
Pebbles
Coins
Lesson: Perform the activity to gain an understanding of erosion before getting a start on the actual
lecture. We will introduce information about wind erosion using a power point presentation. It is
important that we explain clearly and thoroughly the lesson so students understand. We will stop and
make sure students are able to ask any questions they may have throughout the lesson.
Activity:
1.
2.
3.
4.
5.
6.
Begin with putting the class into groups of 2 or 3.
Each group should have a box with its top and one side removed.
Students should form a pile of sand in the middle of the box bottom.
Students will then be instructed to blow lightly over the sand from the open side of the box.
After the students have blown over the sand, they will then record their observations.
Students will then gather the sand into a pile again in the center of the box. A couple groups will
then be given water; another few groups plastic chips; another few groups pebbles; and the last
few groups coins to try and prevent the sand from moving.
7. Students will then be instructed to blow over the sand and record their observations.
13
Questions for Discussion:
-
What happened to the sand as you blew over it the first time?
What was the effect after you added these materials and blew? Which material seemed to
be the most effective and which material seemed to be the least effective?
What are some examples of wind erosion in nature?
Ohio Science Education Standards:
Describes how wind, water, and ice shape and reshape Earth’s land surface by eroding rock and soil in
some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas,
and glacial moraines).
References:
http://www.lessonplanspage.com/ScienceSSMDUnitOnErosion46.htm
http://www.eden-foundation.org/project/desertif.html
http://www.livinghistoryfarm.org/farminginthe30s/water_02.html
http://www.geography4kids.com/files/land_erosion.html
http://www.answers.com/topic/wind-erosion
http://www.odec.ca/projects/2004/derk4d0/public_html/differenttypesoferosion.htm
14
Wind Erosion
5 Multiple Choice Questions
1. The detachment, transportation, and deposit of loose soil or sand by the action of wind?
A. Wind Erosion
B. Water Erosion
C. Glacier Erosion
D. Sea Erosion
E. Soil Erosion
2. The chemicals in water will break down rocks along the side of a river and carried downstream?
A. Wind Erosion
B. Water Erosion
C. Glacier Erosion
D. Sea Erosion
E. Soil Erosion
3. Large pieces of ice, known as glaciers, pick up large pieces of rock, water, and ice and displace them?
A. Wind Erosion
B. Water Erosion
C. Glacier Erosion
D. Sea Erosion
E. Soil Erosion
4. Waves crash along the shore dragging rocks and sand into the ocean.
A. Wind Erosion
B. Water Erosion
C. Glacier Erosion
D. Sea Erosion
E. Soil Erosion
5. Flooding and wind can remove a layer of soil from the ground.
A. Wind Erosion
B. Water Erosion
C. Glacier Erosion
D. Sea Erosion
E. Soil Erosion
15
Solar System - Kayli White and Anne Riley
The inner planets: Mercury, Venus, Earth, and Mars
• They are relatively small, composed mostly of rock, and have few or no moons.
The outer planets: Jupiter, Saturn, Uranus, Neptune, and Pluto.
• They are huge, mostly gaseous, ringed, and have many moons
• The exception is Pluto, the dwarf planet, which is small, rocky, and has one large moon
plus two tiny ones.
Mercury: Planet closest to the Sun
• Has no moons
• Dry, nearly airless, and full of craters
• Much like our moon
• Mercury's core is 75% of Mercury by volume and 80% of it by mass
Venus: Second planet closest to the Sun
• Has no moons
• Atmosphere is 97% carbon dioxide
• It’s surface temperature is 480 °C (896 °F)
Earth: Third planet from the Sun
• Has one moon
• Only planet capable of sustaining life
• Three distinct layers. The core is the central part made up of molten nickel and
iron.
• The next layer is the mantle consisting of solid, hot rock.
• The crust upon which we walk and live is the upper-most layer, consisting of soil,
clay, and fine rock.
• Most dense planet
Mars: Fourth planet from the Sun
• Has 2 moons
• Has a reddish color due to the iron oxide (rust) that is in the soil
• Has the largest volcano
• Most Earth-like planet and may one day habitat humans
Jupiter: Fifth planet from the Sun
• Has 18 large moons and many small ones
• About 1,320 Earths could fit inside of it
• Has faint ring system
• Great Red Spot: gigantic storm on Jupiter’s surface
Saturn: Sixth planet from the Sun
• Has 18 large moons and many small ones
• Gas giant composed of hydrogen, with small proportions of helium.
• Has rings consisting mostly of ice particles
• Least dense planet
Uranus: Seventh planet from the Sun
• Has 15 moons
• First planet to be discovered
• Has a system of about 11 rings
• Atmosphere composed of hydrogen, helium, methane, and ammonia
16
Neptune: Eighth planet from the sun
• Has 2 moons
• Atmosphere composed of hydrogen, helium, methane, and ammonia
• Uranus’ twin
• Great Dark Spot: (left) a depression in the atmosphere surrounded by high cirrus
clouds
Pluto: Farthest planet from the Sun
• Has 1 large and 2 small moons
• Considered a dwarf planet
• Small, rocky
Space Probe: A space vehicle carrying sophisticated instrumentation but no crew
• Goes around planets collecting information and pictures to help scientist
understand the weather and changes that planets go through
• Unlike an artificial satellite, which is placed in a permanent orbit around the earth,
a space probe is launched with enough energy to escape the gravitational field of
the earth and navigate among the planets.
• Many do not return back to Earth
17
Description of Activity
The teacher needs to teach the students about the different planets. A PowerPoint or
lecture would be a good tool. Then the teacher should pass out paper plates to students in groups
of 2 or 3. Also, the teacher should hand out items to represent each of the planets. The items
could be an orange tic-tac for Mercury, two different colored skittles for Venus and Earth, a
white tic-tac for Mars, an Oreo for Jupiter, a cookie with a whole in the middle for Saturn, a
whopper for Neptune, a dot for Uranus, and a sprinkle for Pluto. The students’ job is to figure
out why each object represents each planet. Then they need to put the planets in order using the
distance from the sun.
Lesson Plan
First, the teacher should explain the solar system in general. Then, the teacher should go into
further detail about each planet individually. They should discuss the relationship between the
planets too. Next, the teacher should have the class do the activity. Finally, the teacher should
wrap up the lesson by going over the students’ answers and correcting them if they are wrong.
Ohio Science Education Standard
This activity meets the Ohio Science Education Standard of Earth and Space Sciences. It
indicates the students should demonstrate an understanding about how Earth systems and
processes interact in the geosphere resulting in the habitability of Earth. This includes
demonstrating an understanding of the composition of the universe, the solar system, and Earth
(Library.Ohio.Gov).
Reference List
http://www.library.ohio.gov/Marketing/Newsletters/TheNews/2008/November/contentSTDs
http://www.nineplanets.org/
http://www.solarviews.com/eng/homepage.htm
http://starchild.gsfc.nasa.gov/docs/StarChild/space_level1/probes.html
http://www.space.com/satellite/
18
Questions
1) What outer planet is the exception and why?
2) What is a space probe?
3) Which planet is the least dense?
4) Which planets are considered twins?
5) What planet has the most days compared to Earth and how many?
6) What planet has the least?
7) Name the 4 inner planets
8) Name the 4 outer planets
9) What are the Earths layers made up of?
10) Which planets have no moons?
19
Ohio’s Geological Time Line - Livi Allegretti, Jenni Bucher, Kirstie Snyder, Amanda Wiegand
Grade Level: Middle School
Subject: Science
Overview and Purpose: Our lesson plan consists of knowing and finding out information about
Ohio’s geological time eras, periods, and physical features. Our lesson teaches the students
about how Ohio’s formations occurred and describes the different Geological eras and what
consists in them. The purpose is to inform the students about how Ohio came to be today and
what it was like many millions of years ago and.
Standards Addressed: There are 6 standards for the Ohio Academic Content Standards. This
lesson plan addresses Earth Sciences and Scientific Inquiry.
Objective:
Information:
Display:
Activity:
Materials:
The objective of this activity is to explain to the students Ohio’s Geological
Time Eras and periods. It is also to show the students how land formations
arrived in Ohio and how it has changed over time.
We found our information from our notes and online sources. We found the
three eras, Cenozoic, Mesozoic and Palaeozoic and explained how long ago
each one was and what kinds of animals and plant life would be seen there.
We also found how and why lakes and some land formations have occurred in
Ohio and what time period they occurred in.
For our display we have created a poster board that explains all the time
periods and eras Ohio has been through and what consisted in these times.
We also created a power point to show the class about how the physical
features such as lakes, rivers and land formations have occurred and why they
occurred where they did.
The first activity we decided to do was inquiry based. We are having the class
make a food model of Ohio and the eras and periods it went through. Also in
this food model we are having symbols for what occurred and how Ohio’s
physical features came about. The second activity we decided to do is a game
of jeopardy that will engage the whole class. The class will be split up into 2 or
3 teams. We will ask each team to pick a person to answer a question. We
will prepare a board with questions like a jeopardy board. The questions will
be based on our presentation, so the answers will relate to our presentation
and power point.
There are no materials that the students need to bring, but some materials we
used are food, poster board, and construction paper.
20
Works Cited
Campbell Hill- Bellefontaine, Ohio. (2009). Retrieved April 14, 2009, from Groundspeak, Inc. Web Site:
http://www.waymarking.com/waymarks/WM22JB
Cole, B. Ohio State Map Collection. (2005-2009). Retrieved April 14, 2009, from Geology.com. Web Site:
http://geology.com/state-map/ohio.shtml
Hansen, M. (1999). The History of Lake Erie. Retrieved April 14, 2009, from Ohio Deparment of Natural
Resources. Web Site:
http://www.dnr.state.oh.us/geosurvey/lakeerie/lefact1/tabid/7829/Default.aspx
Ohio. (2001-2009). Retrieved April 14, 2009, From Enchanted Learning. Web Site:
http://www.enchantedlearning.com/usa/states/ohio/
Ohio: Geography and Landforms. (1998). Retrieved April 14, 2009, from Teachers First. Web Site:
http://www.teachersfirst.com/index.cfm
Questions
1. True or False- Much of the land formation in Ohio is the result of glaciers.
2. Campbell Hill is the lowest point in Ohio at 455 feet above sea level.
3. Which Geologic Era is the oldest?
a. Cenozoic
b. Paleozoic
c. Precambrian
d. Mesozoic
4. Which Geologic Era is known as the “Age of Reptiles”
a. Mesozoic
b. Paleozoic
c. Precambrian
d. Cenozoic
5. Which Geologic Era is known as the “Age of Mammals”?
a. Mesozoic
b. Paleozoic
c. Precambrian
d. Cenozoic
21
mountain maker earth shaker
Sarah Zinsser, Alexis Triffon, Lauren Lecklider, Leah Anaya
2. Grade level appropriate for:
This activity is appropriate for grade levels 8-9
3. Detailed description of activity/LESSON PLAN; including a list of materials
needed for exercise.
List of Materials
-hard-boiled egg
- plastic bowls
For this activity we will take a hard-boiled egg and crack its shell. The egg should remind you of the
earth. The thin shell represents the Earth's crust, divided into plates; within the shell is the firm but
slippery mantle. You then will need to move the pieces of shell around. Notice how the shell buckles in
some places and exposes "mantle" in other places. The same thing happens on Earth, but on Earth, this
activity results in the formation of mountains, earthquakes, and new ocean floor.
4. Ohio Science Academic Content Standards:
How does the activity meet these and which ones:
This activity relates to the ohio science academic content standard in grade level nine and
specifically number six because it talks about the results of plate tectonic activity for
example volcanic activity, earthquakes, faulting and folding.
5.
References – cited in full:
http://www.pbs.org/wgbh/aso/tryit/tectonics/
22
Overview:
During this lesson, the participants will learn about plate tectonics. More specifically they should learn
about the effects that come with plate tectonics including earthquakes, faulting, and volcanic activity.
The participants will learn about examples of faults and where the most common plate tectonics are
including Pangaea. In this lesson the students will be mainly introduced to the theory of plate tectonics
and explore the effects of plate tectonics. Through videos, experiments and some class discussions the
information should become more comprehensible to the students.
Objectives:
-Get the students to understand how the Earths plates are moving and how this is causing ocean basins
to form, mountain ranges, volcanoes and earthquakes all forming on the earth.
-Have the students be able to identify the three general categories of plate boundaries that scientists
have discovered: convergent, divergent and transform.
-Understand that plate tectonics are prevalent in many areas and why those areas are most affected.
Grade Level:
6-9
Suggested Time:
Two class periods
Materials:
-Hard-boiled eggs
-plastic bowls
Before the Lesson:
The students would be asked to do a pre-test to see how much they already know about the subject
that will be taught in class. This would represent something like a KWL chart. Possibly do a simple verbal
evaluation by putting a term such as plate tectonics and ask if students know what that means. Then
record the findings.
The Lesson:
We will be teaching the students about plate tectonics. We will explain to them what exactly plate
tectonics is and the theory behind them. We will tell them what plate tectonics involve and tell them
some fun facts to make them interested. We will tell them about Pangaea which is the most common
23
form of plate tectonic spreading. There are multiple plate names and we will have them listed on our
PowerPoint. The three most common results of plate tectonics will be shown with pictures along with
explanations of each one. Throughout this lesson we hope to teach the students more in-depth
information about plate tectonics.
Check for Understanding:
Have the students discuss the following questions in groups:
What are the three types of plate boundaries?
What are the three most common results of plate tectonic shifting?
Name four plate names
What is Pangaea?
Plate Tectonics
1. _______________________ is a supercontinent that broke apart 200 million years ago to form
the present continents.
2. Name the three results of plate tectonics ___________________________________________
3. Volcanoes occur along the earth's tectonic plates where magma is forced upward from molten
rock reservoirs deep in the earth. True or False
4. Name the three types of Plate Boundaries _____________________________
5. Earth is the only planet known to have plate tectonics. True or Flase?
24
Tornadoes
Valerie Rozzo, Katie McHugh, and Kim Smethurst
Grades: Three-Five
Goals: To teach students what a tornado is, what the causes of tornadoes are, the destruction a tornado
makes, and where tornadoes occur.
Objectives: During this lesson students will learn about tornadoes and how they are created. The
students will get to make a model of how tornadoes come to be.
Prerequisites: For this lesson student must be able to pour water neatly into bottles and duct tape two
bottles together.
Materials: The materials needed for this activity are:
2 bottles
Duct tape
Water
Glitter and food coloring (optional)
Lesson Description: The students get to make their own water tornadoes with bottles of water.
1. Fill one bottle 3/4 full with water.
2. Tape the other bottle on top of the one with water in it. Make sure the spouts are lined
up.
3. Turn the bottles over so that the one with water is on top. See how the water has a hard
time going down.
4. To make the water go down into the other bottle, swirl the bottles in a circular motion
really fast. Don't shake it up and down or it won't work. The water should swirl into the
bottom bottle.
Lesson Procedure:
Pass out worksheet and lesson plan
Show tornado PowerPoint presentation
Go over worksheet
Make water tornadoes
Ohio Science Academic Content Standards:
Grades 3-5
Earth and Space Sciences Standard
Benchmark D: Analyze weather and changes that occur over a period of time.
Indicators:
1. Explain that air surrounds us, takes up space, moves around us as wind, and may be
measured using barometric pressure.
25
2. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow, and
hail).
3. Investigate how water changes from one state to another (e.g., freezing, melting,
condensation and evaporation).
4. Describe weather by measurable quantities such as temperature, wind direction, wind
speed, precipitation and barometric pressure.
5. Record local weather information on a calendar or map and describe changes over a period
of time (e.g., barometric pressure, temperature, precipitation symbols and cloud
conditions).
6. Trace how weather patterns generally move from west to east in the United States.
7. Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus
clouds.
This activity fits this standard, benchmark, and indicators because tornadoes are a part of the
weather systems that happen across the United States. While learning about tornadoes,
students will look at weather maps, learn about forecasting, and other weather phenomena’s
that happen.
26
Tornadoes
1. A tornado is a dark funnel-shaped cloud made up of violently rotating winds that can reach
speeds of up to _____ m.p.h.
2. The diameter of a tornado can vary between a few feet and ___________.
3. Tornadoes generally travel in a ______________ direction (depending on the prevailing winds)
at speeds ranging from 20-60 m.p.h.
4. Tornadoes are most often spawned by giant thunderstorms known as "___________.”
5. This area, dubbed "____________," extends roughly from the Rocky Mountains to the
Appalachians, and from Iowa and Nebraska to the Gulf of Mexico.
6. Only about 1 percent of tornadoes are classified as F5, causing "incredible damage." With wind
speeds in excess of _____ m.p.h., these tornadoes are capable of lifting houses off their
foundations and hurling them considerable distances.
27