4th Grade Geological Study of the Grand Canyon
David Lisnitzer
These lessons are geared for 4th grade students. I will use a backdrop of the Grand Canyon so that they can have
a greater understanding of geological events. Throughout this unit they will explore how erosion affects rocks, how
fossils are created and what we can find out about rocks from the idea of superposition.
1. Define Learners:
a. Grade Level: 4th
b. Population Characteristics: Gifted and Talented students.
c. Lesson Groupings:
All lessons will be completed in small groups of three and discussions will be as a whole group.
Standards: New York State Standard 4: Physical Setting
2.1d Erosion and deposition result from the interaction among air, water, and land.
2.1g,h
Investigate, record, and explain how rocks and soil form.
3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or
weight, temperature, texture, flexibility, reflectiveness of light.
1. Topic: There will be a few science concepts that we will be studying in this unit by using the Grand Canyon as
the back drop. They are erosion, superposition, and how fossils are created.
2. Curriculum Links: This mini unit will be in our study of geology. Before this unit they will have studied, the
layers of the Earth, Plate Tectonics, and the three types of rocks. This will be the conclusion of our study on
geology for 4th grade.
3. Objectives:
a. The student will make observations about the Grand Canyon and find out it was created.
b. The students will understand what erosion is and how different rocks are affected by it.
c. The students will know how fossils are created.
d. The students will know what superposition is and how it helps us to understand how old fossils are.
4. Materials: Computer and digital projector, map of the United States, images of the Grand canyon
(http://www.nps.gov/archive/grca/photos/) , water, sealable container, chalk, sandstone, ruler, rocks with fossils
in them, plaster of paris, organic material brought in by the students, magnifying glass, index cards, and
worksheets.
5. Time: Lesson 1- 45 minute period
Lesson 2- 45 minute period
Lesson 3- 2- 45 minute periods
Lesson 4- 45 minute period
6. Scope and Sequence:
Lesson 1- Grand Canyon Observations
Objective: The student will make observations about the Grand Canyon and find out it was created.
Lesson Procedure:
1. Fist the students will use a map to identify where our school is located and the Grand Canyon. They will answer
the question on the worksheet about location.
2. Each group will be given a picture of the Grand Canyon and the attached worksheet to make observations about
the Grand Canyon. The pictures can be found at: http://www.nps.gov/archive/grca/photos/
3. After they have filled out their worksheet we will discuss their findings as a class.
4. From our discussions we will come to the conclusion that the Grand Canyon is made of sedimentary rocks, it was
eroded away by a river, and discuss some of the unique features found there.
5. Assessment: Using the discussion and the student’s observations that they made on the worksheet.
Lesson 2- Erosion
Objective: The students will understand what erosion is and how different rocks are affected by it.
Lesson Procedure
1) First we will read our Harcourt textbook page C42 and discuss what erosion is.
2) Then they will look at their worksheet and go over how to complete the lab.
3) The students will complete the lab and fill in there observations.
4) The students will complete the conclusion questions.
5) Last, we will discuss their findings and make sure they understand that different rocks erode at different rates.
6) Assessment: I will use the student’s answers on the worksheet to assess their understanding.
Lesson 3- Fossils
Objective The students will know how fossils are created.
Lesson Procedure:
Day 1:
1) Each group will get two different rocks with a fossil in it and a magnifying glass, they will observe the rock, and
write down their observations in their notebooks.
2) Then, we will discuss what they found and discuss what a fossil is.
3) After, I will ask them how do they think a fossil is created? They will discuss in their group, and then have a
whole group discussion. From this discussion we will come to the idea that fossils are created when a living
organism is covered by mud, sand, or soil. The sediment hardens into rock and an imprint is left.
4) Last, each student will bring in an organic material that we will turn into a fossil. The students will press their
object into the plaster of paris. We will then set it aside for to dry.
Day 2:
1) Each group will get back their fossils.
2) Then they will observe the fossils and write a report about their fossil. Within the report they have to decide what
kind of organism they found. Included in the report they need to make up a story about how their fossil was
created. They will also include where and how their fossil was created. We will also go over the rubric so they
know what they should include in their report.
3) Assessment: I will use their reports to assess their knowledge of fossils.
Lesson 4- Superposition
Objective: The students will know what superposition is and how it helps us to understand how old fossils are.
Lesson Procedure:
1) The night before for homework the students will have to go home and ask their parents to make a list of their
favorite toys, but they have to pick one toy for each year they were alive. They will write the name of each toy
on an index card.
2) We will start off class by having them organize the index cards, youngest aged toys on the bottom and oldest on
top. We will then discuss if they were to have a toy box where would they find the youngest toys? And why?
3) Then I will show them a picture of the Grand Canyon
(http://www.nps.gov/archive/grca/photos/images/D3223.JPG) and point out the layers of rocks. Then ask them,
where do you think the oldest and youngest rocks are found in the picture?
4) We will discuss that the oldest are on the bottom, and youngest are on top, just like your toy chest. This is called
superposition.
5) After, I will hand out a worksheet with pictures and information about different fossils. The students will have to
cut out the fossils and place them in order they would be found in the Grand Canyon.
6) Assessment: I will use the worksheet to assess their understanding of superposition.
9. Supplemental Materials:
Below are the worksheets use for the unit.
Harcourt Science: Level 4, page C42
http://www.nps.gov/archive/grca/photos/ to look at images of the Grand Canyon
http://www.ucmp.berkeley.edu/fosrec/BarBar.html#SETA The last two pages are used to used to create
worksheet for superposition lesson. Also the page where there is information about the fossils is used.
10. Assessment of Students: I will use the assessments at the end of each lesson to evaluate their knowledge.
11. Evaluation of the Lessons: I will evaluate the lessons as follows:
a. Lesson 1: From our discussion I will see if they know how the Grand Canyon was formed.
b. Lesson 2: From the conclusion section of their worksheet, I will see if they understand if different rocks
erode at differently.
c. Lesson 3: From their writing I will understand if they know what a fossil is and how they are created.
d. Lesson 4: From the worksheet they complete I will know of they understand superposition.
At this point the students will have make observations and conclusions about the Grand Canyon. They would have
eroded away two different types of sedimentary rocks and seen how they have eroded differently. Also, they would
have made models of fossils and written a story about them. Lastly, they would understand what superposition is and
what it has to do with the Grand Canyon. The students would have made observations, completed hands-on
activities, and made conclusions.
Lesson 1- Grand Canyon Observations Worksheet
1. Find where our school is on the map. Then find where the Grand Canyon located. Describe where the Grand
Canyon is located compared to our school.______________________________________________________
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________________________________________________________________________________________
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2. What geologic features are in your picture? _____________________________________________________
________________________________________________________________________________________
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3. Describe what the rocks look like in your picture. Describe what they look like. ________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. What kind of rock do you think the Grand Canyon is made of? Why? ________________________________
________________________________________________________________________________________
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5. How do you think the Grand Canyon was formed? What makes you think this way? ____________________
________________________________________________________________________________________
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Lesson 2: Erosion of Rocks Worksheet
Experiment:
Materials: Chalk, sandstone, water, cup, 2 containers, and ruler.
Procedure:
1) First, trace the piece of chalk on your paper, describe what it looks like, and measure it in CM.
2) Next, fill the container half way with water and place the chalk inside the container.
3) Then, shake the container for 30 seconds, then pour the water back into a cup.
4) Take the chalk out, trace, measure, and write a description of the chalk.
5) After repeat steps 2, 3, and 4 again.
6) Next, repeat steps 2, 3, and 4 for a third time.
7)Then, trace the piece of sandstone.
8)Last, repeat steps 3-7 with the sandstone.
Analysis
Measurement
1st measurement
Before placed in
water
2nd measurement
3rd measurement
4th measurement
Length in CM
Drawing of chalk
Description of chalk
Analysis
Measurement
Length in CM
Drawing of sandstone
Description of
sandstone
1st measurement
Before placed in
water
2nd measurement
3rd measurement
4th measurement
Conclusion: Answer each question on the worksheet.
1. What happened to the chalk as you shook it?______________________________________________________
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___________________________________________________________________________________________
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2. What happened to the piece of sandstone as you shook it? ___________________________________________
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3. Look at your observations what are the differences between the two rocks?_______________________________
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4. Look at the pictures of the Grand Canyon can you try and explain why it looks the way it does?
___________________________________________________________________________________________
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Lesson 3: Writing Rubric
1
2
3
4
Not organized,
events make
no sense.
Some
organization,
events jump
around, start
and end are
unclear
Organized,
but events
are
somewhat
jumpy.
Use of
correct
geological
information
Information is
not correct
Some of the
information
is
geologically
correct.
Most of the
information
is
geologically
correct.
Good
organization,
events are
logically
ordered,
sharp sense
of beginning
and end.
All
information
is
geologically
correct.
Grammar
and
Spelling
Frequent
grammar and
spelling errors.
More than
two errors.
Only one or
two errors.
All grammar
and spelling
correct.
Interest
Level
Needs
descriptive
words.
Vocabulary
is constant,
details lack
“color”
Vocabulary
is varied,
but
supporting
details need
work.
Vocabulary
is varied and
supporting
details are
vivid.
Level
Organization
Score
Lesson 4: Superposition Worksheet
1. Place the cards in order youngest on top and oldest on bottom.
2. List them by using the letter on the bottom left corner from oldest to youngest. ________________________
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3. What makes the one on the bottom older the one on top of it? ______________________________________
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4. What makes the top card the youngest?____________ ____________________________________________
________________________________________________________________________________________
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5. How does this help geologists find the age of the layers of rock in the Grand Canyon? ___________________
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