Changes Over Time
Overview:
Through satellite photography students actively participate in analyzing how the surface of the
Earth changes over extended periods of time. Using dynamic pictures provided by NASA and
the USGS, students look for patterns and evidence of change in geographic regions. Both natural
changes and human impact changes are highlighted in this lesson.
Lesson Concept:
Identification of changes to the Earth’s surface over a period of time.
Science Standards:
Grade 6th California Science Content Standards-Focus on Earth
Science
Shaping Earth’s Surface
Topography is reshaped by the weathering of rock and soil and by the transportation and
deposition of sediment. As a basis for understanding this concept:
1. Students know water running downhill is the dominant process in shaping the
landscape, including California's landscape.
2. Students know rivers and streams are dynamic systems that erode, transport
sediment, change course, and flood their banks in natural and recurring patterns.
3. Students know beaches are dynamic systems in which the sand is supplied by
rivers and moved along the coast by the action of waves.
4. Students know earthquakes, volcanic eruptions, landslides, and floods change
human and wildlife habitats.
NGSS Connection:
ME-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy
that drives this process. [Clarification Statement: Emphasis is on the processes of melting,
crystallization, weathering, deformation, and sedimentation, which act together to form minerals and
rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the
identification and naming of minerals.]
CyberQUEST TechQuest Lesson: Changes Over Time (last updated 09/15/2015)
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MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have
changed Earth’s surface at varying time and spatial scales. . [Clarification Statement: Emphasis is on
how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate
motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic
geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and
meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of
geoscience processes include surface weathering and deposition by the movements of water, ice, and
wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by
energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water
changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models
can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of
vaporization and fusion is not assessed.]
Cross Cutting Concepts
Explanations for stability and change in natural or designed systems can be constructed by
examining the changes over time and processes at different scales. Construct an explanation
based on evidence for how geoscience processes have changed Earth’s surface at varying time
and spatial scales.
Science Practices
Students will be analyzing and interpreting graphic data while comparing satellite images. In
the process pairs will be obtaining, evaluating, and communicating information to construct
explanations about changes to Earth’s surface.
ISTE Standards
Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
Cyberinfrastructure Tools:
Computer or tablet for each two to three students to access photography, presentation tools to
present videos (computer and projection system), Websites:
http://world.time.com/timelapse/
http://climate.nasa.gov/state_of_flux#Mozambique_930x310.jpg
Lesson Activities
CyberQUEST TechQuest Lesson: Changes Over Time (last updated 09/15/2015)
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
Student handout required for completion of lesson.
Pre-lesson Activity:
“Satellite Story” http://world.time.com/timelapse/
This short lesson is designed to help students understand how satellite imagery and time lapse
technology work. The video “Satellite Story” details the process and helps students understand
what they are seeing as they are viewing the animations. This will help them as they analyze
images during the lesson.
Teacher Does – Pre-lesson
Activity
Student Does – Pre-lesson
Activity
1. Teacher facilitates the sharing of
information after students have researched
information pertaining to the questions.
Students use iPads/Netbooks to research and
share out information on the following
questions:
2.Show the students the Chapter 1 Satellite
Story Video (http://world.time.com/timelapse/)
to help students understand how the satellite
images are created and the background on
LandSat Observing Project.
1. What are satellites?
2. What do they do?
3. What is LandSat?
4. In what way do NASA and USGS work
together for a common outcome?
Lesson Duration: Allow for 1 to 2 days for completion of lesson.
Engage
Teacher Does (time) 20
minutes
Student Does (time)
Pass out Student Document and focus
students to “Part 1”
1. Begin with a quick write. “What do you
1. Students will write individually for 5
CyberQUEST TechQuest Lesson: Changes Over Time (last updated 09/15/2015)
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know about changes in the environment,
both human and natural?”
minutes on side A of document responding
to the quick-write prompt.
Reveal T-chart with the categories
“Natural Impact” and “Human Impact”
2. Personal connection prompt: Provide
two question prompts that provide an
example of change due to human impact
and change to an environment due to a
natural impact.
2. Students respond to personal connection
prompts and examples of changes they saw
from time-lapse video. Students identify
whether the change was due to a human or
natural impact.
A- Human Impact: Have students think
about whether or not their own geographic
region looks the same as it did 60 years
ago. (For example: Do you think
“Encinitas” (name of your city) looks the
same or different as it did 60 years ago?
What do you think is different and why?
Record responses on T-chart.
Personal Connection Responses:
-There are more buildings… (human)
-Fewer trees, bushes…. (human or natural
because of storms)
-More pollution from cars…. (human)
B-Natural Impact: What impacts are
responsible for the formation of the Grand
Canyon, in Arizona. Record responses on
T-chart.
C. Show time lapse video via teacher
laptop:
http://world.time.com/timelapse/ Show the
movie that plays as you open the site. The
video shows time lapse from Dubai,
Columbia Glacier, The Amazon, and Las
Vegas.
Teacher Questioning from time lapse
video:
-What are we noticing from the time-lapse
video?
-Was this due to human impact or a
Time Lapse Video Responses:
-glacier melt or Amazon rainforest
deforestation,
- “What I noticed is the geographic feature
changed due to…”
CyberQUEST TechQuest Lesson: Changes Over Time (last updated 09/15/2015)
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natural change of the Earth?
- What specific evidence supports the
change that you are seeing?
-How do you know? (For example- Probe
for students to say something like there is
more white in the glacier portion of the
time lapse instead of saying there is more
ice.)
-In addition, the human impact changed the
earth because…”
- “I saw the amount of white change and
decrease on the glacier portion of video. I
think white indicates presence of snow and
ice. If there is less white, that means the
amount of snow and ice is decreasing or
melting.”
Record their responses in the appropriate
side of the T-chart.
Teacher background note: time lapse and
satellite technology provides the
opportunity to see images over time.
EXPLORE
Teacher Does (20 Minutes)
Student Does (Time)
(Cont. with student document. Part 1)
1. Using the student document, students
keep their own T-Chart indicating earth
surface changes due to human impact and
natural impacts.
1. Introduce next website link to class:
NASA Images of Change:
Model using the website. Click on 2
examples to explore with class. For each
Have students add to the T-chart on their
ask, “What do you see as evidence of
document.
change?” Probe students to be specific.
Add to class T-chart and have students add
to the T-chart on their paper.
a. Dam Impact, Pakistan (human impact)
http://climate.nasa.gov/state_of_flux#Mira
ni_Dam_930x472.jpg
b. Tornado, Maryland (natural impact)
http://climate.nasa.gov/state_of_flux#Mar
yland_Tornado_930x1353.jpg
“What do you see as evidence of change?”
Probe students to be specific.
Have students explore the site adding to
their T Chart. Circulate and ask guiding
questions. As teacher is circulating take
Students explore site for more sets of
images, continuing to add to their T Chart.
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notice of different impacting factors.
Bring group together and add to T Chart.
Highlight examples that are not on T-chart
already. Add to class T-chart.
Students share out their findings with the
class.
Direct groups of students to “Part 2” of the
student document. Have students pick one
type of impact. (ex: flood, ice,
deforestation, etc.). Explain to students
that they will select three locations
sustaining the same type of impact and
analyze each set of images by identifying
two to three pieces of evidence
demonstrating change.
Groups choose one specific factor- human or
natural (ex: flood, ice, deforestation, etc.)
Bring class back together. Explain to
students that they need to analyze the
images for similarities and differences.
Students individually record what they
notice in the “analyze your three images”
box.
“Are there commonalities in the sets of
images that you’ve selected? Are there
differences?
Students share their answers about the
commonalities and differences they notice.
On student document, students label their
impact of choice.
Students select three sets of images that
highlight the impact they have chosen to
focus on.
Students record the location and detailed
about the evidence of change on their
document.
Have students record their responses
individually on their document.
Prompt- What evidence would indicate
human impact or natural impact as a factor
in changing the environment? Be sure to
include at least 2 to 3 pieces of evidence
that demonstrate change.
Quick Write- Students respond to prompt
demonstrating what they know about a
human impact or natural impact. “Cite three
pieces of evidence of change on the Earth’s
surface you saw in the images that you
selected. How do they relate to your chosen
human or natural impact?
EXTENSION
Teacher Does (Next day)
Student Does (Time)
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“How time lapse videos are made?”
Students create animation-using software
such as Tech4Learning’s Frames to
demonstrate the change.
How is data collected? The process?
Create a presentation detailing their
findings
-Tech4Learning (Wixie, Pixie)
A. Create a time-lapse video with use of
images from internet or drawings. i.e.
claymation.
B. Students can use Wixie, Keynote or
Explain Everything to record a mock news
report on the changes to the earth due to
their human or natural impact.
-Scratch
-Explain Everything
-Slowmotion app
Have students write a persuasive paper
urging people to care for the environment.
C. Write a persuasive paper, draw an
illustration of multiple examples of human
or natural impacts on the earth’s surface.
Workforce Connection
Teacher Does (Time)
Secret Lives of Scientist (Researching
Careers in Science)
Create a list of careers that relate to
environmental studies
Explore college courses at Universities
that discuss environmental studies
Sustainable Man (Positive animal impact
on environment
Student Does (Time)
Students are assigned videos to watch and
discuss on a forum
Students research careers from list
Students research what the high school
requirements are to attend the university as
an environmental major
Students research positive and negative
impacts of animals on the environment
Contributors: Melissa Masterson, Gilly Ryan, Tracy Hicks, Miriam Sikking, and Tamara
Melchor
CyberQUEST TechQuest Lesson: Changes Over Time (last updated 09/15/2015)
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