GEOLOGY FOR TEACHERS
GEO 204
SUMMARY OF LESSON PLANS AND
CLASS PRESENTATIONS
DECEMBER 5TH, 2007
Fall 2007 – Dr. Sandy, Department of Geology,
University of Dayton
GEOLOGY FOR TEACHERS - GEO 204 FALL 2007
CLASS ACTIVITIES AND PRESENTATIONS
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Understanding Weather Patterns and Seasons
Kristina Frazier, Renee Boutilier, Emily Cipolla
Grade: 2nd
page 3
Clouds
Kayla Diddle, Jessica Seymour, and Julie Sbarboro
Grade: 4th
page 7
Observe and investigate that rocks are often found in layers
Lauren Carney, Carly Gallo, Katherine Locasto
Grade: 2nd, appropriate for 3rd Grade
page 13
Soil Layers
Dana Radley, Brittany Williams, Shannon Lynch
Grade: 3rd
page 15
Discovering Climate Zones
Eileen Flaherty, Betsy Brooks, Julie Hellerstein
Grade: 7th
page 18
Activity: Reduce, Reuse, And Recycle!!
Jess Groff, Lisa Klenk, Christa Cox
Grade: 1st
page 27
The Water cycle and its affect on weather
Jennifer Schwertman, Melissa Larking, Lindsey Sacksteder
Grade: Middle School
page 30
Volcanoes: Convergent Plate Boundaries
Katie O’Brien, Beth Toerner, Eva Rappe
Grade: 8th
page 32
GEO 204 December 2007 – page 2
Kristina Frazier, Renee Boutilier, Emily Cipolla
Title: Understanding Weather Patterns and Seasons
Grade Level: 2nd Grade
Description: Allow the children to discover both short-term and long-term weather through
observation, collecting data, and discussing their experiences during each season.
The teacher will provide “Weather Logs” for daily weather data; a “Rain Collector” to measure
rainfall; an activity on how to dress for each season; and a final worksheet to further understand
how the weather changes throughout the year and how it affects the students. This activity is to
develop a sense of how weather changes both daily and throughout the year. It correlates with
the Ohio Science Academic Content Standard listed below.
Short-Term Weather Patterns:
- The teacher will introduce the topic of weather. The students will be asked to keep a
“Weather Log” for one week (an anticipated rainy week). The students will record
how the air feels (hot, cold, windy) and what they see (sunlight, darkness, clouds,
rain, snow, etc.). The students will collect their observations when they are waiting
for the bus, during recess time, and before they go to bed. The class will compile their
observations to create a weather record for the week.
-
The students will also keep a “Rain Collector” outside, which is a bucket with
measured increments along the side. The students will take recordings of how much
rain they collect each day and throughout the week. The teacher will create graphs to
display the students’ observations and data.
Long-Term Seasonal Patterns:
- The teacher will begin to introduce the seasons by showing the children a picture of
the earth tilted towards and away from the sun. The teacher will ask the students
which picture represents either summer or winter and ask the students why.
Afterwards, the teacher will provide the students with various articles of clothing and
accessories. Four students will be chosen and assigned to one of the four seasons. The
students will have to dress up according to what they would wear during that season
and explain to the class why they picked those types of clothing and accessories. The
teacher will then have the students complete a worksheet as a conclusion to the
lesson.
Materials:
- Short-Term Weather Patterns: “Weather Logs,” bucket with measured increments
- Long-Term Seasonal Patterns: Earth/Sun diagram, winter jacket, scarf, mittens,
raincoat, rain boots, umbrella, sweatshirt, light jacket, bathing suit, flip flops,
sunglasses, etc.
- Question worksheet (attached)
GEO 204 December 2007 – page 3
Ohio Science Academic Content Standard:
Earth and Space Sciences: K-2: C.) Observe, describe, and measure changes in the weather, both
long term and short term.
- The students are observing the daily weather and keeping records, they are measuring
the daily precipitation with the “Rain Collector,” and they are describing the seasonal
patterns during the dress-up activity.
References:
Blaylock, Janet. (2007). “Understanding Seasons.” Retrieved on November 29, 2007.
http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/67
McConnell, Steer, Knight, Owens, Park. (2007). The Good Earth- Introduction to Earth Science.
McGraw Hill.
Ohio Science Academic Content Standards
“What Causes the Four Seasons.” (2002). Retrieved on November 29, 2007. http://www.mbg.net
GEO 204 December 2007 – page 4
Weather Log
Date and Day of the Week:
How does the air feel?
What do you see falling from the sky?
Is it bright or dark outside?
Measurement from Rain Collector (Taken during
recess):
GEO 204 December 2007 – page 5
Name:______________________________
Directions: Answer the following questions in the line provided.
1. What season is it when the ground is white? ____________
2. What season is it when you wear swimsuits? ____________
3. When do you wear snow boots? ____________
4. Can you wear swimsuits in the winter? ____________
5. What is your favorite season? ____________
6. When do the leaves fall off the trees? ____________
7. When do the leaves bloom again? ____________
8. Can you wear snow suits in the summer? ____________
9. What season is it when you can plant crops? ____________
10.What season do you wear light jackets? ____________
GEO 204 December 2007 – page 6
Cloud Activity Plans
Cloud Mobile
By: Kayla Diddle, Jessica Seymour, and Julie Sbarboro
Level: Grade 4
Students will be making a cloud mobile that compares the four main types of clouds (cumulus,
cumulonimbus, cirrus, and stratus) based on height, shape, formation, and weather patterns
associated with each.
Materials needed:
-yarn
-coloring utensils
-wire hangers
-scissors
-hole punch
-computer and projector with Microsoft PowerPoint
-Handout over general cloud vocabulary and information
-Worksheet with cut out clouds
-Worksheet with cut out weather
Procedure:
Introduce vocabulary with a PowerPoint.
-cloud, cumulus, cumulonimbus, cirrus, stratus
Have students answer questions on a handout as they follow along.
Make the mobile:
1) Color worksheet according to the notes under each cloud rectangle.
2) Cut out along the outside of each rectangle.
3) Punch a hole in each of the 4 rectangles.
4) Tie the coordinating size piece of yarn (see PowerPoint for specific sizes) to
the rectangle.
5) Tie the other end of each piece to the hanger.
6) Color weather worksheet.
7) Cut out each form of weather; punch a hole on each weather form and the
bottom of every type of cloud.
8) Tie another piece of yarn to connect the weather pattern to the coordinating
cloud.
Review with “quiz” questions on PowerPoint.
Ohio Science Academic Content Standards:
Grade 4 Earth Systems7. Describe the weather which accompanies cumulus, cumulonimbus, cirrus, and
stratus clouds.
References:
McConnel, David. The Good Earth: Introduction to Earth Science. Boston: McGraw-Hill,
2008.
“Weather: Understanding Clouds and Fog.” USA Today. 13 Oct 2005. 20 Nov 2007
<http://www.usatoday.com/weather/wcloud0.htm>.
GEO 204 December 2007 – page 7
Name ___________________________________________
CLOUDS!
Clouds are made of tiny ___________ molecules.
Cumulus Clouds:
Color: ________________________
Shape: ________________________
Weather is _____________
Cumulonimbus Clouds:
These clouds are taller ______________ clouds.
Also called _________________
Weather these clouds bring: _______________________
Cirrus Clouds:
Location in the sky: _________________
Shape: __________________________
Color: _____________________
Weather is ____________________________
Stratus Clouds:
Uniform __________ color
Cover whole sky like a ________________
Weather these clouds bring: _______________________
GEO 204 December 2007 – page 8
Cloud Mobile:
Directions:
Color the rectangles according to the
notes underneath each cloud. Cut out
the rectangles. Hole punch and attach
with coordinating piece of string to the
hanger.
Cumulus Clouds
-Cumulus clouds are white.
-The sky in the background looks blue.
Cumulonimbus Clouds
-Cumulonimbus clouds are dark gray.
Cirrus Clouds
-Cirrus clouds are white.
-The sky in the background looks blue.
Stratus Clouds
-Stratus clouds are solid gray.
-No blue sky is usually visible.
GEO 204 December 2007 – page 9
GEO 204 December 2007 – page 10
Fair Skies
Thunderstorms
Fair Skies
Light Rain
GEO 204 December 2007 – page 11
GEO 204 December 2007 – page 12
Geology Lesson Plan
- Observe and investigate that rocks are often found in layers 1. Title of Activity: Rock Layers
Group Members:
Lauren Carney
Carly Gallo
Katherine Locasto
2. Grade level appropriate for: 3rd Grade
3. Description of Activity and materials
Materials:
- Cubes
- Blank Paper
- Colored Pencils
Students will be placed in groups of 3-4 and given a variety of different colored cubes to
correspond to different rock layers. Students will build up the cubes to represent the layers using
one specific color for each layer. Next, students will use blank paper and colored pencils to
duplicate in a drawing what they created using the cubes. The colored pencils will be used to
represent the different layers as well just like the different colored cubes did.
4. Ohio Science Academic Content Standards:
The standard that it meets is under the earth and space science’s category. The earth and space
science includes demonstrating and understanding of the composition of the universe, the solar
system and earth. Our individual benchmark is to observe and investigate that rocks are often
found in layers. Through our activity using the different colored cubes to represent the different
layers of rocks it will help the students to understand the composition of the earth.
5. References:
“Academic Content Standards.” Ohio Department of Education. 2003.
McConell, Steer, Knight, Owens, Park. “The Good Earth: Introduction to Earth Science.”
New York: The McGraw-Hills Companies 2006.
GEO 204 December 2007 – page 13
Description of Activity:
Lauren Carney, Carly Gallo, Katherine Locasto
Topic: Observe and investigate that rocks are often found in layers.
-
To begin the activity we will lightly touch on the three different rock categories that are
found on earth: sedimentary, igneous, and metaphoric. This will act as a brief
introduction to lead into how rocks are often found in layers.
-
Next, we will teach the students about how rocks are often found in layers and then
introduce the activity by passing out the cubes.
-
A handout will be passed out to all students that have key points for the students to
follow along with.
-
Students will be placed in groups of 3-4 and given a variety of different colored cubes to
correspond to different rock layers. Students will build up the legos to represent the
layers using one specific color for each layer. Next, students will use blank paper and
colored pencils to duplicate in a drawing what they created using the legos. The colored
pencils will be used to represent the different layers as well just like the different colored
legos did.
GEO 204 December 2007 – page 14
Dana Radley
Brittany Williams
Shannon Lynch
Dr. Sandy
3 December 2007
Cup of Soil Layers
Date: 5 December 2007
Grade Level: 3rd Grade
Subject: Science- Earth Systems
Duration: 20-25 min.
Description: This lesson, introduces young children to be able to identify that soils are often
found in layers using a teaching method of edible materials. The children will be able to observe
the composition of soil through the use of chocolate chips, crushed Oreo’s mixed in with
chocolate pudding to represent the bedrock layer, crushed Oreo’s and gummy worms to represent
the layer of subsoil, and another layer of chocolate pudding to represent the topsoil layer, and
finally green sprinkles to represent grass.
Goals: For children to be able to identify the different layers of soil.
Materials:
** ingredients will vary depending on size of class
1 container chocolate pudding
¼ cup chocolate chips
¼ cup chocolate cookie crumbs
2 gummy worms
Pinch of green sprinkles
Plastic clear cups
Plastic spoons
GEO 204 December 2007 – page 15
Vocabulary:
Bedrock, Subsoil, Topsoil
Procedure: (Description of Activity)
1. Into a dessert cup, place 1/2 container of chocolate pudding. Then put in chocolate chips and
cookie crumbs and mix together in cup, using a spoon.
(This represents the bottom layer or Bedrock).
2. Add 1/4 cup of chocolate cookie crumbs. (This represents the middle layer or Subsoil).
3. Add 2 gummy worms onto of the crushed cookie crumbs. Then add the rest of the ½ container
of chocolate pudding. To finish off the cup of dirt, add on green sprinkles to represent the
“grass”. (This layer represents the top layer or Topsoil).
Ohio Science Academic Content Standards:
This activity meets the content standards of Earth Systems because the lesson teaches the
different layers found in soil. Therefore the activity of a “cup of soil layers” represents the
content standards of number three: “Observe and describe the composition of soil (e.g., small
pieces of rock and decomposed pieces of plants and animals, and products of plants and
animals). The lesson also meets the content standard of number six, “Investigate that soils are
often found in layers and can be different from place to place.”
References:
Chiff.com.”Worm N’ Dirt.” Adds by Google. 1999-2007. 3 December 2007
http://www.chiff.com/recipe/pages/10436.htm
Nation Corn Growers Association. Soil Management. 3 December 2007.
http://www.ncga.com/education/pdf/unit2lesson3.pdf
GEO 204 December 2007 – page 16
Name: __________________________
Date: ______________________
Word Bank:
Bedrock Layer
Subsoil Layer
Topsoil
Soil has three main layers:
The
is the bottom layer, and is also called the “parent material.” It is the
rock from which the soil was made hundreds, thousands or millions of years ago. It might be
dozens of feet below the surface of the soil, or very near the surface, depending on the geology
of the region.
The
is the layer above the bedrock. If the topsoil is eroded, the subsoil
may be at, or very near, the surface of the soil. If the topsoil is rich and deep, the subsoil may be
several feet below the surface.
The
is where the roots of corn and other plants live. This area is filled
with millions of plants and animals.
GEO 204 December 2007 – page 17
Discovering Climate Zones Lesson Plan and Activity Description
Eileen Flaherty, Betsy Brooks, Julie Hellerstein
Seventh Grade
Lesson Plan: We are going to show the class a brief power point on the different biomes. Next,
we are going to divide the class into small groups to research a certain biome with the packets we
provide. The students will work on their activity (travel brochures) and share with the class.
Activity Description: Students will be provided with a packet covering a certain biome (desert,
grasslands, forests, tundra, or alpine). The students will research their assigned biome from the
given packet. With their gained knowledge they will create a travel brochure for their climate
zone as a small group. Their brochures will include:
 organisms that live in the area
 precipitation
 temperature
 reasoning for the climate conditions
 location of climate zone
 10 essential things to pack to visit the area
 best time of year to visit the biome
 draw picture of landscape
This activity will require the packets of each region, markers, colored pencils, and paper.
Academic Content Standards:
Grade 7: Earth systems:
Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert,
grasslands, forests, tundra, alpine).
References:
"Forests" & "Tundra". What's it like where you live?. 2004. Missouri Botanical Garden. 3 Dec.
2007 < http://www.mbgnet.net/index.html>.
“Deserts and Drylands.” AAAS Atlas of Population and Environment. 29, November 2007.
http://atlas.aaas.org/index.php?part=2&sec=eco&sub=deserts
Benders-Hyde, Elisabeth M.. “Desert.” Blue Planet Biomes. 29, November 2007.
http://www.blueplanetbiomes.org/desert.htm
Benders-Hyde, Elisabeth M.. “Grasslands.” Blue Planet Biomes, 29, November 2007.
http://www.blueplanetbiomes.org/grasslands.htm
Benders-Hyde, Elisabeth M.. “Alpines.” Blue Planet Biomes, 29, November 2007.
http://www.blueplanetbiomes.org/alpines.htm
Grassland Birds.” Massachusetts Audubon Society. 29, November 2007.
http://www.massaudubon.org/Birds_&_Beyond/grassland/index.php#MASagriculture
GEO 204 December 2007 – page 18
Julie Hellerstein, Eileen Flaherty, Elizabeth Brooks: Packet of Biomes
Forests
Precipitation in the temperate deciduous forest falls throughout the year. However, during the
winter months it is usually frozen and less is available for animals to drink. Animals living
within this biome must adjust to cold winters and hot summers by hibernating, migrating, or
keeping active all winter. Leaves fall off trees here in the fall, leaving animals with less cover to
hide themselves from predators. Ohio is located in this type of biome.
Animals of Forests:
Mammals:
 Bank vole
 Black bear
 Gray Squirrel
 Raccoon
 White-tailed Deer
 Wild Boar
Birds:
 Cardinal
 Goshawk
 Turkey
 Yellow-bellied Sapsucker
Reptiles
 Rat snake
Amphibians
 Spring peeper
One of the most interesting features of the
temperate deciduous forest is its changing
seasons.
The word "deciduous" means exactly what the
leaves on these trees do: change color in autumn,
fall off in the winter, and grow back again in the
spring. This adaptation helps trees in the forest
survive winter.
GEO 204 December 2007 – page 19
Tundra
The most distinctive characteristic of tundra soil is its permafrost, a permanently frozen layer of
ground. During the brief summers, the top section of the soil may thaw out allowing plants and
microorganisms to grow and reproduce. However, these plants and microorganisms become
dormant during the cold winter months.
Temperatures during the arctic winter can dip to -60 F (-51 C)! The average temperature of the
warmest month is between 50 F (10 C) and 32 F (0 C). Sometimes as few as 55 days per year
have a mean temperature higher than 32 F (0 C). The average annual temperature is only 10 to
20F (-12C to -6C). Annual precipitation is very low, usually less than 10 inches (25 centimeters).
Every animal must adapt in order to survive. Some have grown thick fur which turns white in the
winter. Others find a place to hibernate during the winter months.
Animals of the Tundra:
Birds:
 Gyrfalcon
 Snow bunting
 Snowy owl
 Tundra swan
Mammals
 Arctic Fox
 Caribou
 Polar Bear
 Musk Ox
GEO 204 December 2007 – page 20
Deserts
Where Are Deserts Located?
Many deserts are found in bands along 30 degrees latitude north and 30 degrees latitude south
(between the red lines on the map above)Some deserts located by mountains and are caused by
the "rainshadow" effect. As air moves up over a mountain range, it gets cold and loses the ability
to hold moisture -- so it rains or snows. When the air moves down the other side of the mountain,
it gets warmer. Warm air can hold lots of moisture, so it doesn't rain as much, and a desert is
formed.
Climate: A Hot and Dry Desert is, as you can tell from the name, hot and dry. Most Hot and Dry
Deserts don't have very many plants. They do have some low down plants though. The only
animals they have that can survive have the ability to burrow under ground. This is because they
would not be able to live in the hot sun and heat. They only come out in the night when it is a
little cooler.
Dry Desert climates are formed by high-pressure zones in which cold air descends. Then the
descending air becomes warm but, instead of releasing rain, the heat from the ground evaporates
the water before it can come down as rain. The ground is super hot because the sun's rays beat
down on it directly overhead. Not a lot of atmosphere to protect it from radiant energy.
A cold desert is a desert that has snow in the winter instead of just dropping a few degrees in
temperature like they would in a Hot and Dry Desert. It never gets warm enough for plants to
grow. Just maybe a few grasses and mosses. The animals in Cold Deserts also have to burrow
but in this case to keep warm, not cool. That is why you might find some of the same animals
here as you would in the Hot and Dry Deserts.
Deserts cover about one fifth of the Earth's land surface. Most Hot and Dry Deserts are near the
Tropic of Cancer or the Tropic of Capricorn. Cold Deserts are near the Arctic part of the world.
GEO 204 December 2007 – page 21
Hot and Dry Deserts temperature ranges from 20 to 25° C. The extreme maximum temperature
for Hot Desert ranges from 43.5 to 49° C. Cold Deserts temperature in winter ranges from -2 to
4° C and in the summer 21 to 26° C a year
The precipitation in Hot and Dry Deserts and the precipitation in Cold Deserts is different. Hot
and Dry Deserts usually have very little rainfall and/or concentrated rainfall in short periods
between long rainless periods. This averages out to under 15 cm a year. Cold Deserts usually
have lots of snow. They also have rain around spring. This averages out to 15 - 26 cm a year.
Hot and Dry Deserts are warm throughout the fall and spring seasons and very hot during the
summer. the winters usually have very little if any rainfall. Cold Deserts have quite a bit of snow
during winter. The summer and the beginning of the spring are barely warm enough for a few
lichens, grasses and mosses to grow.
Vegetation: Hot and Dry Deserts vegetation is very rare. Plants are almost all ground-hugging
shrubs and short woody trees. All of the leaves are replete (packed with nutrients). Some
examples of these kinds of plant are Turpentine Bush, Prickly Pears, and Brittle Bush. For all of
these plants to survive they have to have adaptations. Some of the adaptations in this case are the
ability to store water for long periods of time and the ability to stand the hot weather. Cold
Desert's plants are scattered. In areas with little shade, about 10 percent of the ground is covered
with plants. In some areas of sagebrush it reaches 85 percent. The height of scrub varies from 15
cm to 122 cm. All plants are either deciduous and more or less contain spiny leaves.
Animals: Hot and Dry Deserts animals include small nocturnal (only active at night) carnivores.
There are also insects, arachnids, reptiles, and birds. Some examples of these animals are
Borrowers, Mourning Wheatears, and Horned Vipers. Cold Deserts have animals like Antelope,
Ground Squirrels, Jack Rabbits, and Kangaroo Rats.
Deserts and drylands are the largely unfenced, unforested parts of the planet, where low and
erratic rainfall makes the land unsuitable for cultivation. The land is used for grazing
domesticated animals, set aside for wild animals or simply set aside. Human population density
is generally low, except around water sources or the focus of economic activity such as minerals.
But sophisticated nomadic and pastoral cultures often thrive in the marginal land, some of which
is suitable for cultivation if irrigated, making it a potentially valuable resource where water is
available.
Examples: Mojave Desert -- The Colorado River runs through the east of it, and the Sierra
Nevada Mountains to the west and the Sonoran Desert-- United States and the state of Sonora in
Mexico
GEO 204 December 2007 – page 22
Grassland biomes are large, rolling terrains of grasses, flowers and herbs. Latitude, soil and local
climates for the most part determine what kinds of plants grow in a particular grassland. A
grassland is a region where the average annual precipitation is great enough to support grasses,
and in some areas a few trees. The precipitation is so eratic that drought and fire prevent large
forests from growing. Grasses can survive fires because they grow from the bottom instead of the
top. Their stems can grow again after being burned off. The soil of most grasslands is also too
thin and dry for trees to survive.
When the settlers of the United States moved westward, they found that the grasslands, or
prairies as they called them, were more than just dry, flat areas. The prairies contained more than
80 species of animals and 300 species of birds, and hundreds of species of plants.
Types of Grasslands: There are two different types of grasslands; tall-grass, which are humid
and very wet, and short-grass, which are dry, with hotter summers and colder winters than the
tall-grass prairie. The settlers found both on their journey west. When they crossed the
Mississippi River they came into some very tall grass, some as high as 11 feet. Here it rained
quite often and it was very humid. As they traveled further west and approached the Rocky
Mountains, the grass became shorter. There was less rain in the summer and the winters got
colder. These were the short-grass prairies.
Where are the Grasslands? : Grassland biomes can be found in the middle latitudes, in the
interiors of continents. They can have either moist continental climates or dry subtropical
climates. In Argentina, South America, the grasslands are known as pampas. The climate there is
humid and moist. Grasslands in the southern hemisphere tend to get more precipitation than
those in the northern hemisphere, and the grass tends to be the tall-grass variety.There is a large
area of grassland that stretch from the Ukraine of Russia all the way to Siberia. This is a very
cold and dry climate because there is no nearby ocean to get moisture from. Winds from the
arctic aren't blocked by any mountains either. These are known as the Russian and Asian steppes.
GEO 204 December 2007 – page 23
Climate: In the winter, grassland temperatures can be as low as -40° F, and in the summer it can
be as high 70° F. There are two real seasons: a growing season and a dormant season. The
growing season is when there is no frost and plants can grow (which lasts from 100 to 175 days).
During the dormant (not growing) season nothing can grow because its too cold.
*In tropical and subtropical grasslands the length of the growing season is determined by how
long the rainy season lasts. But in the temperate grasslands the length of the growing season is
determined by temperature. Plants usually start growing when the daily temperature reached
about 50° F.
*In temperate grasslands the average rainfall per year ranges from 10-30 inches. In tropical and
sub-tropical grasslands the average rainfall per year ranges from 25-60 inches per year The
amount of rainfall is very important in determining which areas are grasslands because it's hard
for trees to compete with grasses in places where the uppers layers of soil are moist during part
of the year but where deeper layer of soil are always dry.
Plant life: The most common types of plant life on the North American prairie are Buffalo
Grass, Sunflower, Crazy Weed, Asters, Blazing Stars, Coneflowers, Goldenrods, Clover, and
Wild Indigos.
Animal life: Some common animals in the grasslands are Coyotes, Eagles, Bobcats, the Gray
Wolf, Wild Turkey, Fly Catcher, Canadian Geese, Crickets, Dung Beetle, Bison, and Prairie
Chicken.
Additional Information: In the early 20th century, changes in agricultural technology,
movement of farms to the west, and an increase in human population in the Northeast caused a
decline in the quantity and quality of grasslands for wildlife. Populations of grassland birds
adapted to agricultural landscapes are now diminishing as farmlands are left idle, revert to
forests, or are replaced by housing and business developments. Coastal grasslands are threatened
by fire suppression and fragmentation due to development.
Examples: Steppes of Eurasia-- It is mostly found in the USA, Mongolia, Siberia, Tibet and
China, North American Prairie, The Pampas-- The Pampas of South America
GEO 204 December 2007 – page 24
The Alpine
What is the Alpine biome?
Cold, snowy, windy. When you hear those words they make you think of mountains. The Alpine biome is like
winter is to people in New England; snow, high winds, ice, all the typical winter things. In Latin the word for 'high
mountain' is 'alpes'. That is where today's word alpine comes from.
Climate: The Alpine biome is one of the coldest biomes in the world. It is so cold because of its
high altitudes. Summer temperature range between -12 degrees Celsius to 10 degrees Celsius.
The average precipitation is 30 cm a year. It is very much like the Tundra biome. In the winter
the temperatures are below freezing. The winter season can last from October to May. The
summer season may last from June to September.
Where are Alpine biomes?: Alpine biomes are located all around the world in high altitudes.
The Alpine and Arctic biomes cover 16% of the earth's surface area.Alpine biomes are located
on mountains where trees can't grow. The growing season (for plants) is about 180 days. The
night temperature is almost always below freezing. Unlike the arctic tundra, the alpine soil is
well drained.Alpine biomes are found in the mountain regions all around the world. They are
usually at an altitude of about 10,000 feet or more. The Alpine biome lies just below the snow
line of a mountain. As you go up a mountain, you will travel through many biomes. In the North
American Rocky Mountains you begin in a desert biome. As you climb you go through a
deciduous forest biome, grassland biome, steppe biome, and taiga biome before you reach the
cold Alpine biome.
Plants and Animals: Because the severe climate of the Alpine biome, plants and animals have developed
adaptations to those conditions. There are only about 200 species of Alpine plants. At high altitudes there is very
little CO2, which plants need to carry on photosynthesis. Because of the cold and wind, most plants are small
perennial groundcover plants which grow and reproduce slowly. They protect themselves from the cold and wind by
hugging the ground. Taller plants or trees would soon get blown over and freeze. When plants die they don't
decompose very quickly because of the cold. This makes for poor soil conditions. Most Alpine plants can grow in
sandy and rocky soil. Plants have also adapted to the dry conditions of the Alpine biome. Plant books and catalogs
warn you about over watering Alpine plants.
GEO 204 December 2007 – page 25
Alpine animals have to deal with two types of problems: the cold and too much high UV wavelengths. This is
because there is less atmosphere to filter UV rays from the sun. There are only warm blooded animals in the Alpine
biome, although there are insects. Alpine animals adapt to the cold by hibernating, migrating to lower, warmer areas,
or insulating their bodies with layers of fat. Animals will also tend to have shorter legs, tails, and ears, in order to
reduce heat loss. Alpine animals also have larger lungs, more blood cells and hemoglobin because of the increase of
pressure and lack of oxygen at higher altitudes. This is also true for people who have lived on mountains for a long
time, like the Indians of the Andes Mountains in South America and the Sherpas of the Himalayas in Asia.
Plants
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Alpine Phacelia
Bear Grass
Bristlecone Pine
Moss Campion
Polylepis Forest
Pygmy Bitterroot
Wild Potato
Animals
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Alpaca
Andean Condor
Chinchilla
Llama
Mountain Goat
Snow Leopard
Vicuña
Yak
GEO 204 December 2007 – page 26
Christa Cox
Lisa Klenk
Jess Groff
Lesson Plan
Project:
Reduce, Reuse, And Recycle!!!
Level: First grade
Objective: Students will become familiar with the materials used in the book The Three Little
Pigs. These materials will become compared with the concept of recycling and whether they are
recyclable along with different materials that are used everyday. Different uses for these
materials will also be determined by the students.
Supplies:
Book
4 bins
4 corresponding signs to attach to the bins
Camera
Examples of recycled items
A big box of random recyclables
Preparation:
The teacher should either bring in there bins from home or make example bins for the
children to model their own off of.
Vocabulary:
Recycle
Plastic
Aluminum
Reduce
Reuse
Procedure:
- introduce “reduce, reuse, recycle”
o talk about reduce
 what reducing is
 how you can practice reducing at home
 turning off water while brushing teeth
 turn off lights when done
 use both sides of a sheet of paper
- read the book
- discuss the recyclable materials used in the book (reuse)
GEO 204 December 2007 – page 27
-
-
o ask the students what else the materials (straw, sticks, and bricks) could be
used for
introduce lesson (recycle)
o explain how important it is to the environment to recycle
o the children are going to become so smart about recycling that they should go
home and teach their parents all about it
o explain the recycling project (with the bins)
 explain the different things you can recycle
 develop bins that each material could go in
 have signs posted on the front of the bins with pictures of things that
go in that bin
 split in the kids in groups
 have groups go the big box of random recyclable and have them sort
through the materials and to put them in their groups box (depending
on the material that they are assigned)
have the kids go home and start and recycling system like the one they did in the
classroom with their families
Clean-up:
Place bins in a designated place in the class room
Throw away any trash or items that are unused
Evaluation:
Come back as a big group
Ask some questions:
What are ways we can reduce amount of waste in our house?
How can we reuse the items we worked with today?
Why is recycling important and how can you do it at home?
GEO 204 December 2007 – page 28
Activity: Reduce, Reuse, And Recycle!!
Jess Groff
Lisa Klenk
Christa Cox
Grade: First grade
Description: In our lesson, we are going to discuss reducing, reusing, and recycling. We will
discuss the different aspect of each topic along with examples. Our main lesson will branch from
recycling. The children will learn about the different items that are recyclable. We will have bins
that represent those different items. The children will learn practice throwing away materials into
the correct bins. The children will be encouraged to take their recycling ideas home to start with
their families.
Ohio Academic Content Standards:
How does the activity meet these and which ones?
* Explain that the supply of many resources is limited but the supply can be extended through
careful use, decreased use, reusing and/or recycling
- the children are being taught the importance of reducing, reusing, and recycling
materials, how they can do it, and how they can motivate others (i.e. their families) to contribute.
References- cite in full:
Blut, Robin. "Recycle." Keep Houston Beautiful. Keep Houston Beautiful. 02 Dec. 2007
http://www.houstonbeautiful.org/recycle.htm#3.
"Ohio EPA." Ohio Environmental Protection Agency. Ohio EPA. 02 Dec. 2007
<http://www.epa.state.oh.us/>.
"Science Netlinks." Sciencenetlinks.Com. 2006. 3 Dec. 2007
<http://www.sciencenetlinks.com/lessons.cfm?DocID=17>.
Additional useful resources for additional information:
GEO 204 December 2007 – page 29
Jennifer Schwertman, Melissa Larking, Lindsey Sacksteder
The Water cycle and its affect on weather
Grade Level: Middle School
Objective: Teach middle school students the specific components to the water cycle and how
each step has its on affect on weather and natural disasters. Doing the activity at the end will
ensure that the student’s have a full grasp on the information provided.
Supplies: Poster Board
Markers, Crayons, Colored Pencils
Preparation: Do research on the water cycle and how it affects the weather.
Create powerpoint presentation slides.
Go to store and buy supplies.
Resources:
http://science.howstuffworks.com/flood1.htm
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S01_BC_L07_I09_01.pdf
http://school.discoveryeducation.com/lessonplans/programs/ragingplanet-hurricane/
http://www.nssl.noaa.gov/edu/safety/tornadoguide.html
Vocabulary: Evaporation
Condensation
Precipitation
Collection
Procedure:
1. Teach lesson on water cycle using powerpoint presentation
2. Break students into 5 groups
3. Hand out poster board and markers accordingly
4. Assign each group to either hurricane, tornado, flood, and drought
5. Have students draw out the water cycle, including where their specific topic would be
placed.
6. Have each group discuss with the class their topic including safety tips. This not only
gives the whole class an overview of the lesson, but ensures all the students gained hands
on knowledge of the information.
Evaluation: Use own judgment depending on how each group presents their specific
information.
Content Standards used:
Analyze weather and changes that occur over a period of time
Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in
which they can be conserved.
GEO 204 December 2007 – page 30
Jen Schwertman, Melissa Larkin, Lindsey Sacksteder
Activity
Materials needed: Posters
Markers
Split class up into groups of four or five
Have them draw and label the water cycle on the poster using markers
Give each groups a different weather phenomenon (tornado, hurricane, flood, drought)
Chart their weather phenomenon on the poster
Share with the class their phenomenon, discuss:
conditions which contribute to their extreme weather phenomenon
the forces that directly cause their phenomenon
the impact of the phenomenon on the water cycle
safety measures that should be taken when their phenomenon occurs
GEO 204 December 2007 – page 31
Volcanoes: Convergent Plate Boundaries
Katie O’Brien, Beth Toerner, Eva Rappe
Grade Level: 8
Lesson Summary:
Students will demonstrate knowledge of plate boundaries and volcanic activity by creating a
model of an active volcano.
Description of Activity:
Students will use play-doh to create convergent plate boundaries. Baking soda and vinegar will
be combined to represent magma and lava and display volcanic activity.
Materials:
Can of two different colors of play-doh
Small cup of baking soda
Large cup containing vinegar
(Teacher will measure these)
Plate
Time required:
10 minutes
Ohio Content Standards:
• Earth and Space Sciences
– Benchmark E: Describe the processes that contribute to the continuous changing
of Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain
building and lithospheric plate movements
• 10. Explain that most major geological events (e.g. earthquakes, volcanic
eruptions, hot spots, and mountain building) result from plate motion.
Our activity meets this standard because students will be demonstrating volcanic activity caused
by plate motion.
Key Science Topics
Plate Boundaries
 Convergent
 Divergent
 Transverse
Volcanoes
Magma
Lava
Viscosity
Safety and Disposal:
GEO 204 December 2007 – page 32
Students need to take extra caution after the vinegar and baking soda are combined, to avoid
contact with eyes and mouth. Created substance will be poured down the drain in the classroom.
Cups, play-doh and plate can be disposed of in classroom trash can.
Procedure:
1. Obtain small cup with baking soda, large cup with vinegar, can of play-doh and plate
from teacher. (Teacher will measure baking soda and vinegar, and each can will hold two
colors of play-doh already.)
2. Remove play-doh from can and flatten each color. Create two rectangles that will
represent plates. (Make sure students don’t mix colors.)
3. Put small cup on plate.
4. Wrap each boundary around the rim of the small cup.
5. Pour all of the vinegar into the small cup.
6. Watch and observe the ‘magma’ change to ‘lava’
GEO 204 December 2007 – page 33