Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
Science Grade 05 Unit 06 Exemplar Lesson 01: Changes to the Earth's Surface
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will focus on three landforms, how they are formed, and where they are located in Texas. In previous grades,
students have studied weathering, erosion, deposition, as well as the formation of other specific landforms. Students will model the
formation of a sand dune, canyon, and delta. This content is a readiness standard for both the Grade 5 and the Grade 8 STAAR and is not
covered again before the test.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
5.7
Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources.
The student is expected to:
5.7B Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water,
and ice.
Readiness Standard
Scientific Process TEKS
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2A Describe, plan, and implement simple experimental investigations testing one variable.
5.2C Collect information by detailed observations and accurate measuring.
5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and
indirect (inferred) evidence.
5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student.
5.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers,
hot plates, meter sticks, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to
support observations of habitats or organisms such as terrariums and aquariums.
5.4B Use safety equipment, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 04/30/13
page 1 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
Grade 05 Science Unit 06 PI 01
Create a travel brochure focusing on sand dunes, deltas, and canyons. Describe how the features are formed and where each of these features is located in
Texas.
Standard(s): 5.2D , 5.7B
ELPS ELPS.c.1C , ELPS.c.5F
Key Understandings
The surface of the Earth is constantly changing, and no feature on Earth is permanent.
— Do most landforms change slowly or quickly over time?
There are a variety of different landforms on Earth's surface caused by wind, water, and ice.
— Do landforms caused by wind, water, and ice look the same?
Vocabulary of Instruction
landform
delta
canyon
sand dune
weathering
erosion
deposition
wind
water
ice
Materials
aluminum baking pan (1 per group)
baking pan (aluminum, 1 per group)
beaker (200 mL, 1 per group)
bottle (plastic, ½ liter, with holes punched in cap, 1 per group) – Optional
clay (about 1 piece per group)
colored pencils or crayons (1 package per 2–3 students)
container (such as a bowl, to hold the sand, soil, and gravel mixture)
cookie sheet (1 per group)
cooking spray or oil ( to lightly oil the cookie sheet)
cups (bathroom, 1 per group)
dishpan (1 per group)
file folder (1 per group)
flexible neck straws (1 per student)
food coloring (blue, a few drops per group)
graduated cylinder (100mL, 1 per group)
gravel (about 1/8 cup per group)
gravel (about 3 cups per class)
measuring cup (1 per class)
paint tray (1 per group)
paper (construction, white or manila, approximately 8.5”x11”, 1 piece per student)
pebbles (about ½ cup per group)
pre­made “glacier” (see advance preparation, 1 per group)
protractor (1 per class) – Optional
ruler (1 per group)
ruler (plastic, 6” [15.2 cm], per group)
safety goggles (1 pair per student)
sand (about 1/8 cup per group)
sand (about 3 cups per class)
sand (coarse, 75 mL per group)
sand (fine, 75 mL per group)
sand (slightly dampened, about 3 cups per group)
sandpaper (for demonstration, about 5”x5”, 1 piece per class)
sandstone (for demonstration, about 3 cm in diameter, 1 piece per class)
soil (200 mL per group)
soil (about 1/8 cup per group)
soil (about 3 cups per class)
spoon (plastic, 1 per teacher)
spray bottle ( with adjustable nozzle, 1 per group)
tape (masking, about 12 inches per group)
water (100 mL)
water (about 1 quart per group)
water (about 1/3 cup per group)
Last Updated 04/30/13
page 2 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Handout: Changes to the Earth’s Surface­Advance Organizer (1 per student)
Teacher Resource: PowerPoint: Changes to the Earth’s Surface
Handout: Modeling Sand Dunes (1 per group)
Handout: Impact of Wind (1 per student)
Teacher Resource: Impact of Wind KEY
Handout: Modeling the Formation of Canyons and Deltas Through Weathering Erosion and Deposition (1 p
Handout: Impact of Water (1 per student)
Teacher Resource: Impact of Water KEY
Handout: Modeling Wave Erosion (1 per group)
Handout: Impact of Waves (1 per student)
Teacher Resource: Impact of Waves KEY
Handout: Modeling Ice Erosion (1 per group)
Handout: Impact of Ice (1 per student)
Teacher Resource: Impact of Ice KEY
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prepare a glacier for each group of students. See the Handout: Modeling Ice Erosion. Although students could prepare the glaciers the day
before, it would be more time efficient if the teacher made the glaciers prior to the activity.
2. Write to the Texas Department of Transportation (TxDOT) on school letterhead requesting a class set of Texas highway maps to use for
instruction. Allow a week or two for delivery. To find your local TxDOT office, go to http://www.dot.state.tx.us/ and click on the colored map of
Texas.
3. Prepare attachment(s) as necessary.
Background Information
This lesson bundles SEs that address the processes resulting in changes to the Earth’s surface from flowing water, ice, and wind.
In a previous unit, students in Grade 5 studied the processes and events that result in the formation of fossil fuels. During this lesson, students recognize how
specific landforms are formed.
Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and
methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. Within the natural environment, students learn how changes occur on Earth's surface.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Looking at Landforms
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute the Handout: Changes to the Earth’s Surface­Advance
Attachments:
Last Updated 04/30/13
page 3 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
Organizer to each student.
Say:
Throughout this unit, we will be exploring all of the concepts listed
on the advance organizer. We will define, illustrate, and describe
the landforms: sand dunes, canyons, and deltas. As a class, we will
also explore the ways in which landforms are formed and change
over time due to weathering, erosion, and deposition caused by
water, wind, and ice.
2. Project the Teacher Resource: Power Point: Changes to the Earth’s
Surface. You will only be using slides 1–5 in today’s lesson.
3. As you project each landform, facilitate a discussion on the characteristics of
each landform. Include such questions as:
What are the characteristics of this landform (canyon, sand dunes,
or delta) that set it apart from other landforms? Accept all reasonable
answers.
Describe the process by which the landform (canyon, sand dunes,
or delta) was formed. Running water cuts deep into rock over a long
period of time, forming canyons. Sand dunes are formed and changed by
wind carrying sand from one location to another. Flowing water, such as a
river, deposits sediment at the mouth of river, forming deltas.
How will this landform change over time due to weathering,
erosion, and deposition caused by water, wind, and ice? Accept all
reasonable answers.
Will the changes in the landforms occur quickly or slowly? All of
these changes occur slowly over time.
Handout: Changes to the Earth’s Surface­
Advance Organizer (1 per student)
Teacher Resource: PowerPoint: Changes to
the Earth’s Surface (Slides 1–5)
Instructional Notes:
Students were introduced to the terms weathering, erosion,
and deposition in Grade 4. Based on your students’ needs, a
brief review of the terms may be in order.
Science Notebooks:
The completed Handout: Changes to the Earth’s Surface­
Advance Organizer should be affixed in the science notebook
and can be used as a reference for the Performance Indicator.
4. Instruct students to illustrate each landform on their Handout: Changes to the
Earth’s Surface­Advance Organizer in the appropriate space.
5. As a way for students to gain a deeper understanding of the information they
will be learning during this lesson, you may want to have a selection of
nonfiction books available for students to read.
Suggested Day 1 (continued)
EXPLORE/EXPLAIN – Blowing in the Wind
1. Instruct students to close their eyes and think of a time when they may have
been caught in a strong wind.
2. Ask:
What kinds of things were moved by the wind? Students may respond
that debris, such as sand and leaves, was moved by the strong wind.
How did it feel when the strong wind hit your bare skin? Students
may respond that when the sand and other debris carried by the wind hit
their skin, it stung and hurt.
3. Allow students the opportunity to feel a piece of sandpaper and to rub it gently
against their skin.
4. Ask:
What was the texture of the sandpaper? Student responses may vary.
How did the sandpaper feel against your skin? Students should
respond that the sandpaper felt rough against their skin.
5. Say:
Materials:
sandpaper (for demonstration, about 5”x5”, 1 piece
per class)
sandstone (for demonstration, about 3 cm in
diameter, 1 piece per class)
safety goggles (1 pair per student)
ruler (1 per group)
baking pan (aluminum, 1 per group)
file folder (1 per group)
clay (about 1 piece per group)
beaker (200 mL, 1 per group)
sand (fine, 75 mL per group)
sand (coarse, 75 mL per group)
flexible neck straws (1 per student)
tape (masking, about 12 inches per group)
protractor (1 per class) – Optional
Attachments:
Last Updated 04/30/13
page 4 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
When strong winds blow in sandy deserts or beaches, the wind
picks up pieces of sand and carries it to a new location. In this way,
sand dunes are moved and reshaped with each strong wind.
The force of the wind blowing the sand, acts like sandpaper upon
the rocks it touches. The blowing sand particles weather and erode
desert rocks, slowly changing their shape over time.
6. As a Teacher Demonstration, rub sandpaper over a soft rock, such as
sandstone, to model how sand can weather away rock. In addition to modeling
weathering, the rubbing of sandpaper against the soft rock will demonstrate
sediment formation and deposition. (If sandstone is not available, a graham
cracker could be used instead.)
7. Divide the class into groups of 3–4 students. Distribute the Handout:
Modeling Sand Dunes, and the appropriate materials needed for the
investigation.
8. Monitor students carefully as they complete the activity, to ensure student
success and safety.
9. After students have completed the activity Modeling Sand Dunes, distribute
the Handout: Impact of Wind and allow students to collaborate with their
group as they complete the activity.
10. At the conclusion of the investigation, facilitate a discussion with students
about how sand dunes are formed and change over time by asking such
questions as:
Teacher Resource: PowerPoint: Changes to the
Earth’s Surface (slides 6–7) (from previous activity)
Handout: Modeling Sand Dunes (1 per group)
Handout: Impact of Wind (1 per student)
Teacher Resource: Impact of Wind KEY
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity)
Safety Notes:
Safety procedures should be reinforced before allowing
students to perform the activities. Students should wear
safety goggles to prevent wind-blown sand from getting into
their eyes. Students should be reminded always to direct
the blowing sand away from other students’ faces. Each
student should have his or her own straw. The teacher
should closely monitor activities utilizing water. Students
should immediately clean up any water or sand spills to
prevent accidents.
Instructional Note:
The guided discussion is important for students to express
their understanding of the concepts presented on the
impact of wind.
How were you able to form a sand dune? By blowing the sand with the
straw, they were able to move the sand from one place to another, thus
forming a dune.
Science Notebooks:
What did you observe about how the coarse grains of sand moved
Add information to the Handout: Changes to the Earth’s
compared to the finer grains of sand? They observed that the larger
Surface-Advance Organizer.
pieces did not move as far as the smaller grains of sand, because they
were heavier.
How do you predict sand dunes will change over time? Sand dunes
are in constant motion because the wind continually moves the sand with it
as it blows.
How might rocks or cliffs be changed due to wind in locations such
as a sandy desert or beach? Reflecting on the teacher demonstration
with the rock and sandpaper, students should conclude that the sand
blowing against rock would weather and erode it, slowly changing the rock’s
shape.
11. Add information on formation of sand dunes and how wind changes them to
the Handout: Changes to the Earth’s Surface­Advance Organizer.
12. Show slides 6–7 on the PowerPoint Changes to the Earth’s Surface as a
summary.
Suggested Day 2
EXPLORE/EXPLAIN – Running Water
1. Ask:
Materials:
When it rains and water is flowing, what happens to the soil on our
playground, in your yard, or around the neighborhood? Students may
respond that the flowing water moves the soil as it flows downhill.
When it rains and the roads flood, why do the police put up the
barricades warning people to stay away from the flowing water? The
force of running water is very powerful, so the police put up barricades to
protect people from being carried away in the flowing water.
2. Allow time for students to express their background knowledge or experiences
with moving water.
3. Say:
Last Updated 04/30/13
safety goggles ( 1 pair per student)
ruler (1 per group)
aluminum baking pan (1 per group)
beaker (200 mL, 1 per group)
graduated cylinder (100mL, 1 per group)
soil (200 mL per group)
water (100 mL)
spray bottle ( with adjustable nozzle, 1 per group)
bottle (plastic, ½ liter, with holes punched in cap, 1
per group) – Optional
page 5 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
Running water is an extremely powerful force.
Running water is powerful enough to move large amounts of soil or
sediment, from one location to another.
Water that continually runs over rock causes it to weather and
erode, creating canyons, sea arches or sea caves over time.
Sediment that is carried by running water can be deposited at the
mouth of a river, forming a delta over time.
4. Divide the class into groups of 3–4 students, and distribute the Handout
Modeling the Formation of Canyons and Deltas through Weathering
Erosion and Deposition with the appropriate materials needed for the
investigation.
5. Monitor students carefully as they complete the activity to ensure student
success and safety.
6. After students have completed the activity Modeling the Formation of
Canyons and Deltas through Weathering Erosion and Deposition,
distribute the Handout: Impact of Water (1 per student) and allow students to
collaborate with their group as they complete the activity.
7. At the conclusion of the investigation, guide the students in a discussion about
how sand dunes are formed and change over time by asking such questions
as:
What caused the soil to move in this activity? Water
How did the shape of the land change because of flowing water?
Water moved the soil downhill, creating canyons and causing deposition at
the bottom of the pan.
Which landform was created due to deposition? Delta
How do you predict canyons and deltas will change over time?
Canyons will slowly continue to become deeper and deltas will slowly
continue to grow.
Attachments:
Teacher Resource: PowerPoint: Changes to the
Earth’s Surface (slides 8–10) (from previous
activity)
Handout: Modeling the Formation of Canyons
and Deltas Through Weathering Erosion and
Deposition (1 per group)
Handout: Impact of Water (1 per student)
Teacher Resource: Impact of Water KEY
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity)
Instructional Notes:
Wet soil can be dried out and reused. If it is necessary to
dispose of the soil, place it outdoors so that it can be
recycled by nature.
Science Notebooks:
Add information on weathering, erosion, and deposition by
water to Handout: Changes to the Earth’s Surface­
Advance Organizer.
8. Add information on the formation of canyons and deltas and how water
changes these landforms to the Advance Organizer.
9. Show slides 8–10 on the PowerPoint Changes to the Earth’s Surface as a
summary. Facilitate a discussion about how both canyons and deltas are
created and changed over time, as well as the characteristics of each landform
shown that makes it distinct.
Suggested Day 3
EXPLORE/EXPLAIN – Wave Action
1. Ask:
Materials:
Have you ever been in the ocean and felt the force of a wave hit
you or have you been in a wave pool at a water park? Answers will
vary based on students’ personal experiences.
How powerful did the waves feel? Students may respond that the
waves were strong enough to move them in the water or even knock them
off their feet.
If you have been to the beach, where do you think all of the sand
came from? Students may or may not know that sand is broken/weathered
pieces of rock, which have been deposited on the beach by the waves.
paint tray (1 per group)
pebbles (about ½ cup per group)
water (about 1 quart per group)
dishpan (1 per group)
ruler (plastic, 6” [15.2 cm], per group)
sand (slightly dampened, about 3 cups per group)
safety goggles (1 pair per student)
Attachments:
2. Say:
As waves repeatedly crash into rocks along the shoreline, it can
weaken the softer rock.
This weathering by waves can break the rock causing it to erode
and crumble into smaller rocks.
Sometimes, when softer rocks are eroded away, it can create sea
caves, sea arches, or sea stacks.
Over a long period of time, the force of the waves can weather the
smaller rocks into grains of sand.
Last Updated 04/30/13
Teacher Resource: PowerPoint: Changes to the
Earth’s Surface (Slides 11–12) (from previous
activity)
Handout: Modeling Wave Erosion (1 per group)
(from previous activity)
Handout: Impact of Waves (1 per student)
Teacher Resource: Impact of Waves KEY
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity)
page 6 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
3. Encourage students to write a summary of what they just heard.
4. Handout: Modeling Wave Erosion (1 per group).
Safety Notes:
5. Monitor students carefully as they complete the activity, to ensure student
success and safety.
Safety procedures should be reinforced before allowing
students to perform the activities. Students should wear
safety goggles to prevent wind-blown sand from getting into
6. After students have completed the activity Modeling Wave Erosion,
distribute the Handout: Impact of Waves (1 per student) and allow students to their eyes.
collaborate with their group as they answer the questions.
7. After the investigation, facilitate a discussion using the following questions:
Instructional Note:
Students should wear safety goggles during this
Do most landforms change slowly over time or change quickly? Most investigation.
landforms take a very long time to change.
How long do you think it would take for waves to weather and erode
rock, creating sea caves, sea arches, or sea stacks? Students should
respond that weathering and erosion of rock by waves takes a very long
time and that they may or may not see any measurable change in their
lifetime.
8. Show slides 11–12 of the Teacher Resource: PowerPoint: Changes to the
Earth’s Surface as a summary. Facilitate a discussion how waves can cause
weathering, erosion, and deposition.
Misconception:
Students may think water does not have a
significant effect on the Earth’s surface.
Science Notebooks:
9. Add information on weathering, erosion, and deposition by waves to the
Handout: Changes to the Earth’s Surface­Advance Organizer.
Add information on weathering, erosion, and deposition by
water to Handout: Changes to the Earth’s Surface­
Advance Organizer.
EXPLORE/EXPLAIN – Ice Action
Suggested Day 4
1. Show pictures (Slides 13–14 on PowerPoint) of glaciers to help build the
students’ schema.
2. Say:
A glacier is a mass of ice that stays frozen throughout the year and
moves slowly downhill.
When a glacier moves across land, it acts like a giant bulldozer.
In most instances, a glacier must be 59 feet thick (18 m) to begin to
move.
3. Instruct students to visualize a building or object that is 59 feet high. Assist
your students in visualizing the magnitude of a glacier by using a measuring
tape to measure 59 feet (18 m) in the hallway or on the playground.
4. Say:
As gravity causes the glacier to move, the glacier pushes and
covers rocks, soil, and other debris. Some of the rocks, soil and
debris scrape against the surface of the land and sometimes it is
pushed to the side of the glacier.
Once the glacier begins to melt, rocks, soil, and other debris is left
behind.
The weight and pressure of the glacier can carve out U-shaped
valleys.
5. Conduct the investigation Modeling Ice Erosion.
6. Divide the class into groups. Distribute the Handout: Modeling Ice Erosion (1
per group).
7. After students have completed the activity Modeling Ice Erosion, distribute
the Handout: Impact of Ice (1 per student) and allow students to collaborate
with their group as they answer the questions.
Last Updated 04/30/13
Materials:
pre­made “glacier” (see advance preparation, 1
per group)
cups (bathroom, 1 per group)
food coloring (blue, a few drops per group)
water (about 1/3 cup per group)
spoon (plastic, 1 per teacher)
sand (about 1/8 cup per group)
soil (about 1/8 cup per group)
gravel (about 1/8 cup per group)
measuring cup (1 per class)
cookie sheet (1 per group)
cooking spray or oil ( to lightly oil the cookie
sheet)
container (such as a bowl, to hold the sand,
soil, and gravel mixture)
sand (about 3 cups per class)
soil (about 3 cups per class)
gravel (about 3 cups per class)
Attachments:
Teacher Resource: PowerPoint: Changes to
the Earth’s Surface (Slides 13–14) (from
previous activity)
Handout: Modeling Ice Erosion (1 per group)
Teacher Resource: Modeling Ice Erosion
KEY
Handout: Impact of Ice (1 per student)
Teacher Resource: Impact of Ice KEY
page 7 of 24 Grade 5
Science
Unit: 06
Lesson: 01
Suggested Duration: 6 days
8. After the investigation, facilitate a discussion using the following information:
As glaciers move, they can make deep, parallel scratches or
grooves, called striations, in the surface of rock too large to move.
Water can seep into cracks in rock.
If the water freezes, it will expand.
This action pushes against the sides of the cracks, weakening the
rock. If the freezing and thawing cycle is repeated often, the rock
will break at the crack.
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity)
Science Notebooks:
Add information on weathering, erosion, and deposition by ice
to the Handout: Changes to the Earth’s Surface­Advance
Organizer.
9. Ask:
How do landforms affected by wind, water, and ice differ in
appearance? Answers will vary, but students should be reflecting on what
they have learned in the lesson.
10. Add information on weathering, erosion, and deposition by ice to Advance
Organizer.
ELABORATE
Suggested Day 5
1. Review the formation of landforms and changes caused by weathering,
erosion, and deposition by using Slides 16–17 on the Teacher Resource:
PowerPoint: Changes to the Earth’s Surface.
Ask:
Attachments:
Do landforms caused by wind, water, and ice look the same? (No.)
In what ways are they similar? Answers will vary, but students should be
reflecting on what they have learned in the lesson.
In what ways are they different? Answers will vary, but students should
be reflecting on what they have learned in the lesson.
Teacher Resource: PowerPoint: Changes to
the Earth’s Surface (Slides 1–17) (from
previous activity)
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity)
Instructional Notes:
2. Allow students the opportunity to complete any missing information on their
Handout: Changes to the Earth’s Surface­Advance Organizer.
3. At this time project a map of Texas and identify the locations of canyons, sand
dunes and deltas in Texas. Students should have their map available from the
Handout: Changes to the Earth’s Surface­Advance Organizer.
EVALUATE – Performance Indicator
Additional time for the review and discussion may be needed
for slides 15–17. It is imperative for the students to fully
understand the effects of water, wind, and ice on the Earth
over time.
Suggested Day 6
Grade5 Science Unit06 PI01
Materials:
Create a travel brochure focusing on sand dunes, deltas, and canyons. Describe how the
features are formed and where each of these features is located in Texas.
Standard(s): 5.2D , 5.7B
ELPS ELPS.c.1C , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
and the Handout: Changes to the Earth’s Surface­Advance Organizer
(from previous activity) for information on administering the assessment.
paper (construction, white or manila,
approximately 8.5”x11”, 1 piece per student)
colored pencils or crayons (1 package per 2–3
students)
Attachments:
Handout: Changes to the Earth’s Surface­
Advance Organizer (from previous activity).
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Last Updated 04/30/13
page 8 of 24 Grade 5
Science
Unit: 06 Lesson: 01
Changes to Earth’s Surface Advance Organizer
Instructions:
1.
2.
3.
4.
Cut along the dashed lines (If it is not copied front-to-back, glue the two pages together.).
Fold along the vertical dotted lines to make a tri-fold organizer.
Following each lesson, define and illustrate where appropriate.
When completed, glue on the blank portion of the organizer and place in science notebook.
©2012, TESCCC
09/19/12
page 1 of 3
Grade 5
Science
Unit: 06 Lesson: 01
Changes to Earth’s Surface Advance Organizer (Front)
Weathering
Sand Dunes
Definition:
Illustration:
Illustration:
Erosion
Delta
Definition:
Illustration:
Glue here
Illustration:
Deposition
Canyon
Definition:
Illustration:
Illustration:
©2012, TESCCC
09/19/12
page 2 of 3
Grade 5
Science
Unit: 06 Lesson: 01
Changes to Earth’s Surface Advance Organizer (Inside)
Weathering by Wind
Weathering and Erosion by Ice
Weathering by Water
Describe and Illustrate:
Describe and Illustrate:
Describe and Illustrate:
Erosion by Wind
Erosion by Water
Describe and Illustrate:
Describe and Illustrate:
Deposition by Wind
Deposition by Ice
Deposition by Water
Describe and Illustrate:
Describe and Illustrate:
Describe and Illustrate:
©2012, TESCCC
09/19/12
page 3 of 3
Grade 5
Science
Unit: 06 Lesson: 01
Modeling Sand Dunes
Materials:
 safety goggles
 tape
 75 mL fine sand
 ruler




aluminum baking pan
clay
75 mL coarse sand
file folder




200 mL beaker
flexible neck straws
protractor
spoon
Procedure:
1. Open the file folder. Crease it to fit one end of the aluminum baking pan. Tape the folder to the
bottom and side of the pan. The folder will act as a shield to prevent sand from blowing too far.
2. Roll a piece of clay into a cylinder shape, about 7.5–10 cm (about 3”–4”) long. Place the rolled
clay about 10 cm (about 4”) from the same end of the pan as the file folder is attached. The roll
will act as a base for the sand dune to form.
3. Measure 75 mL of fine sand and 75 mL of coarse sand in a beaker. Stir to mix well.
4. Place 150 mL of sand mixture near the end of the baking pan opposite the file folder.
5. Observe how the pan looks at this time. Create an illustration of the land surface in the “before”
box on the Handout: Impact of Wind.
6. Put on the safety goggles in order to protect your eyes from blowing sand.
7. Place the long end of the straw at a 45° angle to the mound of sand. Use a protractor if
necessary to find the correct angle.
8. Without changing the angle, bend the mouth of the straw up, then GENTLY and steadily blow
the sand toward the roll of clay. Observe and record what happens.
9. Each person in the group will take a turn blowing the sand. (Each student should use their own
straw.)
10. Create an illustration of the land surface in the “after” box on the Handout: Impact of Wind.
Complete the handout.
File folder
Clay roll
Baking pan
Sand mound
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Impact of Wind
1. Create illustrations of the sand before and after the impact of wind.
Before Impact of Wind:
After Impact of Wind:
2. What does blowing air through the straw represent? What impact did it have on the sand?
3. How did the mound change as moving air hit the sand? How does this model relate to the real
world?
4. What happens to the sand when you quit blowing?
5. Using the evidence from your exploration, explain how a sand dune forms.
6. Does the coarse sand and the fine sand move the same distance? Explain.
7. What would happen to rock that is frequently hit by wind-blown sand?
8. How long do you think it takes for a sand dune to form, change form, and move? Is it quickly or
over a period of time?
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
The Impact of Wind KEY
1. Create illustrations of the sand before and after the impact of wind.
Before Impact of Wind:
After Impact of Wind:
2. What does blowing air through the straw represent? What impact did it have on the sand?
Wind is modeled by blowing air through the straw. The force of the air blown through the
straw moved the sand.
3. How did the mound change as moving air hit the sand? How does this model relate to the real
world?
The mound should have changed from a rounded shape to a more angled shape. The
model shows how sand dunes are shaped and reshaped in the real world.
4. What happens to the sand when you quit blowing?
The sand drops to the ground when the force of the air stops.
5. Using the evidence from your exploration, explain how a sand dune forms.
Sand dunes are created when the sand is moved by blowing wind and deposited as when
the wind stops blowing or is blocked by an outside force.
6. Do the coarse sand and the fine sand move the same distance? Explain.
No, the coarse sand is heavier than the fine sand, so it will fall to the ground before the fine
sand. The coarse sand does not move as far as the fine sand.
7. What would happen to rock that is frequently hit by wind-blown sand?
It would act as sandpaper and wear down the rock into mesas or arches.
8. How long do you think it takes for a sand dune to form, change form, and move? Is it quickly or
over a period of time?
Point out that sand dunes are created, moved, and destroyed more often than most other
types of landforms because the wind constantly blows and moves the sand. The frequency
depends on how hard and constant the wind is blowing. It may take hundreds or
thousands of years for dunes to move across a desert area. However, in a wind storm,
sand dunes can change shape and move fairly quickly.
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Modeling the Formation of Canyons and Deltas
through Weathering Erosion and Deposition
Materials:
 safety goggles
 200 mL beaker
 ruler
 aluminum baking pan
 soil



water
100 mL graduated
cylinder
spray bottle with
adjustable nozzle
(optional: water bottle with a
hole punched into the cap if
spray bottles are not
available)
Procedure:
1. Put on safety goggles in order to protect your eyes.
2. Pack 200 mL of soil into the beaker. Turn the beaker upside down in one end of the aluminum
pan.
3. Gently pat the soil into a thick, flat layer. Use the ruler to smooth the top and even the edge of the
soil deposit. The soil will not cover the entire bottom of the pan. Try to keep the soil in about ¼ of
the pan.
4. Create an illustration in the “before” box on Handout: Impact of Water.
5. Use the graduated cylinder to add 200 mL of water into the spray bottle (or water bottle).
Reminder: Place the graduated cylinder on a flat surface, and read the meniscus at eye-level.
6. Adjust the nozzle so that it sprays a hard stream of water. Place the spray bottle (or water bottle)
about 5 cm away from the top edge of the soil.
7. Spray water from the bottle until you run out of water. Spray in the same place every time. Do not
make a new water path (If using a water bottle, squeeze the bottle allowing water to squirt out of
the hole in the cap).
8. Each person in the group will take a turn spraying the water.
9. Observe the area that is underwater. Do not stir up the sediment or move the pan. Create an
illustration in the “after” box on Handout: Impact of Water.
10. Complete the Handout: Impact of Water.
Packed soil
Aluminum pan
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Impact of Water
1. Create illustrations before and after the impact of water.
Before Impact of Water:
After Impact of Water:
2. What caused the soil to move? What does the spraying water represent?
3. How did the water change the shape of the packed soil? How does this model relate to the real world?
4. Describe the formation that was created beyond the end of the soil. How did it form? What is it called?
5. In this model the packed soil at the top of the pan represented a mountain made out of rock. How did
the running water change its shape? Describe the landform that was created by the running water.
6. How does rain and the flow of water, such as rivers, have a similar effect on the Earth’s surface?
7. How do you think the shape of these landforms will change over time? How long do you think it will
take for these changes to happen?
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Impact of Water KEY
1. Create illustrations before and after the impact of water.
Before Impact of Water:
After Impact of Water:
2. What caused the soil to move? What does the spraying water represent?
The water that was being sprayed caused the soil to move from one location to the other. The
flowing water caused the soil to move. As the water flowed, it carried soil away forming a
channel. The water represents a creek, stream, or river.
3. How did the water change the shape of the packed soil? How does this model relate to the real world?
The packed soil surface seemed to change into a channel or path formed when the water
moved some of the soil from the top down to the bottom. The surface is a model of some of
Earth’s landforms, such as streams, rivers, and eventually canyons. This model relates to the
real world because this is how the Earth’s landforms change due to flowing water creating
canyons, erosion, and deposition of soil to form a delta.
4. Describe the formation that was created beyond the end of the soil. How did it form? What is it called?
A delta can look like a triangle
or a duck’s webbed foot. They form as the flowing water
slows and deposits soil. The soil becomes too heavy for the slowing water to carry. The
formation is called a delta.
5. In this model the packed soil at the top of the pan represented a mountain made out of rock. How did
the running water change its shape? Describe the landform that was created by the running water.
The running water carried away soil from the sides of the stream, forming a channel. As more
water ran through the channel, it became deeper and wider, creating a canyon. The flowing
water would then carry the sediments downstream, where they would be deposited in deltas.
6. Does rain and the flow of water, such as rivers, have a similar effect on the Earth’s surface?
Yes, both rain and the flow of water (such as rivers, waterfalls, and creeks) can break down
rock and carry the sediment, depositing the sediment into a new location.
7. How do you think the shape of these landforms will change over time? How long do you think it will
take for these changes to happen?
Given enough time and enough running water, canyons will continue to dig deeper into the
Earth’s crust, and deltas will continue to grow from the sediments being deposited. Both the
deepening of canyons and the growth of deltas take a very long time to show measurable
change.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Modeling Wave Erosion
Materials:
 paint tray
 water
 6” (15.2 cm) plastic ruler



handful of pebbles
dishpan
sand
Procedure:
1. Place the paint pan inside the dishpan.
2. Gently place some damp sand into the shallow part of the paint pan. Place enough sand to be
level with the top edge of the paint pan.
3. Add water on the deeper end of the paint pan until it almost touches the sand.
4. Place a small handful of pebbles on a section of sand near the water’s edge to create a small
ledge.
5. Create an illustration in the “before” box on the Handout: Impact of Waves.
6. Gently create waves at the deep end of the paint pan by using the long edge of the ruler. Allow the
waves to break over the edge of the sand. Do not cause the water to splash out of the dishpan.
Observe, and then discuss what you observed with your group members.
7. Each person in the group will take a turn making small waves.
8. Observe what is happening to the sand as the waves hit against it. Create an illustration in the
“after” box on the Handout: Impact of Waves.
9. Complete the Handout: Impact of Waves.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Impact of Waves
1. Create illustrations of before and after the impact of waves.
Before Impact of Waves:
After Impact of Waves:
2. What caused the sand to move? What do the waves you created model?
3. How did the shape of the “land” change when the waves hit the soil? How does this model relate
to the real world?
4. What was the purpose of placing the pebbles at the edge of the water? What do the pebbles
represent?
5. If this sand base had been rock, how would the force of the waves have changed it over time?
Would measurable change happen in our lifetime, or would it take a longer period of time?
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Impact of Waves KEY
1. Create illustrations before and after the impact of waves.
Before Impact of Waves:
After Impact of Waves:
2. What caused the sand to move? What do the waves you created represent?
The waves caused the sand to be deposited in a different location on the shoreline, and the
waves represent the waves that occur on a beach or along sea cliffs.
3. How did the shape of the “land” change when the waves hit the soil? How does this model relate
to the real world?
As the waves hit the land some of the soil and pebbles fell into the water, changing the
shape of the land. This model represents the power of waves that cause the cliffs and sand
to be eroded.
4. What was the purpose of placing the pebbles at the edge of the water? What do the pebbles
represent?
The purpose of placing the pebbles is to represent harder rock that might prevent the cliffs
from dropping off into the ocean in one piece. The pebbles might also represent parts of
the cliffs that had previously been eroded and deposited. The cliffs wore unevenly because
some rocks are harder than other rocks. Softer rock will erode first.
5. If this sand base had been rock, how would the force of the waves have changed it over time?
Would measurable change happen in our lifetime, or would it take a longer period of time?
The force of the waves as they strike the rock would, over time, slowly break the rock into
smaller pieces. Yes, it would take time for us to see a measurable change. If the beach was
composed of softer rock, change would happen more quickly than if the rock was harder.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Modeling Ice Erosion
Materials for Making Glaciers:
 bathroom cup (1 per group)
 water (about 2 cups per class)
 gravel (about 3 ½ cups per
class)



spoon (1 per class)

sand (about 3 ½ cups per class)
blue food coloring (2–3 drops
per group)
soil (about 3 ½ cups
per class)
Materials for the Activity:
 cookie sheet
 soil
 pre-made glacier



cooking spray or oil
gravel
measuring cup


bowl/container
sand (slightly damp)
Procedure:
To Make Glaciers:
1. Fill a cup about 2/3 full with water. Add a drop of blue food coloring, and stir to mix.
2. Add about 2 tablespoons each of sand, gravel, and dirt to the cup. Mix the contents with a spoon.
3. Place the cup in the freezer overnight.
Activity:
1. Remove the frozen mixture of sand, soil, gravel, and water from the freezer. Allow the ice to sit in
the cup while you prepare the rest of the activity.
2. Construct a model showing a land formation by lightly spraying the surface of a cookie sheet with
cooking spray or lightly brushing it with cooking oil.
3. Mix equal amounts of soil, sand, and gravel in a bowl or container. Place about 2 cups of the
mixture on the sheet. Use your hands to spread the mixture over the baking sheet, distributing it
as evenly as you can.
4. Create an illustration of the land surface in the “before” box on the Handout: Impact of Ice.
5. Remove the glacier from the cup by turning it upside down or peeling the cup away. Place the
glacier at the top of the sheet.
6. Using your hand, drag the ice cube down the cookie sheet while placing light pressure on the ice
cube. Observe what occurs. Repeat moving the glacier on a parallel portion of the baking sheet.
Vary the amount of pressure on the ice cube with the repeated trial. Observe the differences in the
amount of debris moved.
7. Create an illustration of the land surface in the “after” box on the Handout: Impact of Ice.
Complete the Handout: Impact of Ice.
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
The Impact of Ice
1. Create illustrations before and after the impact of ice.
Before Impact of Ice:
After Impact of Ice:
2. What caused the soil to move? What do the ice cube and soil on the cookie sheet represent?
3. How did the soil shape change on the cookie sheet as the ice cube was dragged down it? How does this
model related to the real world?
4. If this model represented a mountain made out of rock, the gravitational force would allow the glacier to
move downhill. What would happen to the surface of the rock as the glacier moves down it?
5. What happened to the rocks and soil that were moved by the force of the glacier? Which landform does
this compare to? (Hint: It’s formed by sediments that have carried by running water and deposited.)
6. How long do you think these actions and events would take in order for us to see a measurable change?
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
The Impact of Ice KEY
1. Create illustrations before and after the impact of ice.
Before Impact of Ice:
After Impact of Ice:
2. What caused the soil to move? What do the ice cube and soil on the cookie sheet represent?
The movement of the ice cube scraped the land surface and moved the soil downhill. The ice cube
represents glaciers, and it shows how glaciers move and change the Earth’s landforms. The soil on
the cookie sheet represents the land on a mountain. Gravity pulls the ice down a slope.
3. How did the soil shape change on the cookie sheet as the ice cube was dragged down it? How does this
model related to the real world?
The ice cube “glacier” pushed the sediment to the sides and in front of it. This created a small Ushaped valley, and the deposited soil in front of the glacier creates a new feature called a moraine.
4. If this model represented a mountain made out of rock, the gravitational force would allow the glacier to
move downhill. What would happen to the surface of the rock as the glacier moves down it?
The glacier is very heavy, and while it moves, it breaks down (weathers) pieces of rock, thus
allowing those pieces to move (erode) as the glacier moves. The cookie sheet represents bedrock.
The scraping of the land caused by the glacier and the movement of surface material model the
changes that take place as glaciers move.
5. What happened to the rocks and soil that were moved by the force of the glacier? Which landform does
this compare to? (Hint: It’s formed by sediments that have been carried by running water and deposited.)
The rocks and soil that were moved by the glacier were deposited on the sides and the bottom of
the cookie sheet. The soil that was deposited at the bottom forms as moraine, which can be
compared to a delta because they are both formed by deposition.
6. How long do you think these actions and events would take in order for us to see a measurable change?
The change caused by a glacier is considered to be a slow change. It usually takes hundreds of
years to notice the changes on the Earth’s surface.
7. What type of shape did the ice cube leave behind on the mound? Is this activity very similar to what
glaciers leave behind?
Glaciers leave behind U-shaped valleys, and this model should have left something similar to what
the actual glaciers leave behind.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 5
Science
Unit: 06 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator

Create a travel brochure focusing on sand dunes, deltas, and canyons. Describe how the
features are formed and where each of these features is located in Texas.
(5.2D; 5.7B)
1C; 5F
Materials:


paper (construction, white or manila, approximately 8.5”x11”, 1 piece per student)
colored pencils or crayons (1 package per 2–3 students)
Attachments:

Handout: Changes to the Earth’s Surface-Advance Organizer (from previous activity)
Instructional Procedures:
1. Distribute a piece of construction paper to each student on which they will create their travel
brochure.
2. Explain to students that they will be creating a travel brochure that features sand dunes, canyons,
and deltas.
Say:
 The brochure will describe how the landforms were created and where an example of
each is located in Texas.
 In addition, the brochure should include a prediction about how the landforms may look
in one hundred years.
3. Students should have the opportunity to use the Handout: Changes to the Earth’s SurfaceAdvance Organizer to assist in the completion of this creative project.
4. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
5. Answer any questions students may have regarding the assessment.
Instructional Note:
The prediction portion on the travel brochure addresses the student’s ability to analyze and interpret
information to construct reasonable explanations from direct (observable) and indirect (inferred)
evidence.
©2012, TESCCC
05/01/13
page 1 of 1