Our DynamicEarth
unit 18
Earth and Space Systems
Using M
aps to Understand
Earth Changes over Tim
e
Washington U
niversity in St LouisInstitute for School Partnership
2Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
How can we use maps to learn about our dynamic Earth
What are some slow changes that affect Earthrsquos landforms
What are some fast changes that affect the Earthrsquos landforms
How do we analyze and interpret maps What can maps tell us
about Earthrsquos features
How do maps show patterns of Earthrsquos landforms changing over
time
What is geologic time
What do fossils tell us about the distant past
What are weathering and erosion
How and why does soil vary from place to place
What causes earthquakes and volcanoes
How can we design structures to reduce the impact of earthquakes
DESIGN CHALLENGE How can we reduce the impact of earthquakes volcanoes and erosion on where we live and play
MySci Project-Based Curriculum Unit StructureUnit 18
Our Dynamic Earth
1 2 3section
1
2
4
5
6
7
8
9
lesson
lesson
lesson
lesson
lesson
lesson
lesson
lesson
sectionsection
Visit the Unit 18 Curriculum Page for more resources httpschoolpartnershipwustleduinstructional-materialsmysci-unit-18
What are some common landforms and how are they formed
3lesson
3Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Unit 18 Teacher Preparation ListLesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 1 1 roll scotch tape
Prepare now for Lesson 6
2 aluminum trays
2 quarts soil
4 ounces of grass seed
Spray bottle
Science notebooks amp internet access
Scissors
Review MySci Safety Guidelines
Copy and administer pre-assessment
Print copies of the state map (see lesson for website)
Copies of Map Questions (Appendix i)
Start growing grass now for Lesson 6
Lesson 2 Planet Earth Inside Out by Gail Gibbons
Science notebooks amp internet access Copies of Photo Comparison (Appendix ii)
Print and copy Pangaea puzzle (See lesson for website)
Lesson 3 Computers with internet access for the Explore section
Computers with internet access OR additional print resources for the Elaborate section
Copies of Landforms (Appendix iii) Answer Key (Appendix v)
Copies of the Word and Definition Bank (Appendix iv)
Printed copies of the National Parks maps (See links in Explore section of the lesson)
Lesson 4 1 roll of adding machine tape Science notebooks amp internet access
Scissors
Rulers
Cut a piece of adding machine tape for each student The tape should be 2 inches long for each year of your studentsrsquo age (For example 20 inches for a 10-year-old student) You may also want to make a timeline of your own
Copies of Your Personal Timeline (Appendix vi)
Lesson 5 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted
shells
6 Assorted small plastic or silk
leaves
6 small assorted smallest
sharkrsquos teeth
6 paper plates
12 cup plastic measuring cup
Fossils Tell of Long Ago by Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
Science notebooks amp internet access
Water
Stirring spoon
Copies of Canyon Wall Evaluate (Appendix vii)
NOTE This lesson takes one week to complete
Prep gelatin each day
Mix Plaster of Paris before making fossils
4Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 6 1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 26 tumsSmall bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
Lesson 7 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
Science notebooks amp internet access
Water
OPTIONAL 6 empty water bottles
Copies of Soil Mixing Activity Sheet (Appendix x)
Lesson 8 Shattering Earthquakes Science notebooks amp internet access Copies of Earthquake and Volcano Maps (Appendix xi)
Lesson 9 2 cafeteria trays (1 from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
Science notebooks amp internet access
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
Copy and administer post-assessment
Unit 18 Teacher Preparation List (continued)
5Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
1section How can we use maps to learn
about our dynamic Earth
Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features
section
LEARNING TARGETSRead and interpret a variety of maps
SUMMARYStudents will learn and practice map skills using a variety of maps
ENGAGE
Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)
By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers
EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-
graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)
EXPLAIN
Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off
their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http
studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm
ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us
Teaching Tip If you donrsquot reside in the state of MO
httpeducationnationalgeographiccom
educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state
Teaching Tip The answers to Appendix i
1 State boundary lines
2 Highways
3 Rivers
4 Varies
5 Elevation
6 Varies
TEACHER PROVIDES 1 roll of Scotch tape
Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle
TEACHER PROVIDES Science Notebooks amp internet Access
Scissors
Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map
Copies of Map Questions (Appendix i)
Teaching Tip
This icon highlights an opportunity to check for understanding through a
formal or informal assessment
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
2Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
How can we use maps to learn about our dynamic Earth
What are some slow changes that affect Earthrsquos landforms
What are some fast changes that affect the Earthrsquos landforms
How do we analyze and interpret maps What can maps tell us
about Earthrsquos features
How do maps show patterns of Earthrsquos landforms changing over
time
What is geologic time
What do fossils tell us about the distant past
What are weathering and erosion
How and why does soil vary from place to place
What causes earthquakes and volcanoes
How can we design structures to reduce the impact of earthquakes
DESIGN CHALLENGE How can we reduce the impact of earthquakes volcanoes and erosion on where we live and play
MySci Project-Based Curriculum Unit StructureUnit 18
Our Dynamic Earth
1 2 3section
1
2
4
5
6
7
8
9
lesson
lesson
lesson
lesson
lesson
lesson
lesson
lesson
sectionsection
Visit the Unit 18 Curriculum Page for more resources httpschoolpartnershipwustleduinstructional-materialsmysci-unit-18
What are some common landforms and how are they formed
3lesson
3Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Unit 18 Teacher Preparation ListLesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 1 1 roll scotch tape
Prepare now for Lesson 6
2 aluminum trays
2 quarts soil
4 ounces of grass seed
Spray bottle
Science notebooks amp internet access
Scissors
Review MySci Safety Guidelines
Copy and administer pre-assessment
Print copies of the state map (see lesson for website)
Copies of Map Questions (Appendix i)
Start growing grass now for Lesson 6
Lesson 2 Planet Earth Inside Out by Gail Gibbons
Science notebooks amp internet access Copies of Photo Comparison (Appendix ii)
Print and copy Pangaea puzzle (See lesson for website)
Lesson 3 Computers with internet access for the Explore section
Computers with internet access OR additional print resources for the Elaborate section
Copies of Landforms (Appendix iii) Answer Key (Appendix v)
Copies of the Word and Definition Bank (Appendix iv)
Printed copies of the National Parks maps (See links in Explore section of the lesson)
Lesson 4 1 roll of adding machine tape Science notebooks amp internet access
Scissors
Rulers
Cut a piece of adding machine tape for each student The tape should be 2 inches long for each year of your studentsrsquo age (For example 20 inches for a 10-year-old student) You may also want to make a timeline of your own
Copies of Your Personal Timeline (Appendix vi)
Lesson 5 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted
shells
6 Assorted small plastic or silk
leaves
6 small assorted smallest
sharkrsquos teeth
6 paper plates
12 cup plastic measuring cup
Fossils Tell of Long Ago by Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
Science notebooks amp internet access
Water
Stirring spoon
Copies of Canyon Wall Evaluate (Appendix vii)
NOTE This lesson takes one week to complete
Prep gelatin each day
Mix Plaster of Paris before making fossils
4Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 6 1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 26 tumsSmall bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
Lesson 7 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
Science notebooks amp internet access
Water
OPTIONAL 6 empty water bottles
Copies of Soil Mixing Activity Sheet (Appendix x)
Lesson 8 Shattering Earthquakes Science notebooks amp internet access Copies of Earthquake and Volcano Maps (Appendix xi)
Lesson 9 2 cafeteria trays (1 from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
Science notebooks amp internet access
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
Copy and administer post-assessment
Unit 18 Teacher Preparation List (continued)
5Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
1section How can we use maps to learn
about our dynamic Earth
Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features
section
LEARNING TARGETSRead and interpret a variety of maps
SUMMARYStudents will learn and practice map skills using a variety of maps
ENGAGE
Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)
By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers
EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-
graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)
EXPLAIN
Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off
their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http
studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm
ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us
Teaching Tip If you donrsquot reside in the state of MO
httpeducationnationalgeographiccom
educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state
Teaching Tip The answers to Appendix i
1 State boundary lines
2 Highways
3 Rivers
4 Varies
5 Elevation
6 Varies
TEACHER PROVIDES 1 roll of Scotch tape
Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle
TEACHER PROVIDES Science Notebooks amp internet Access
Scissors
Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map
Copies of Map Questions (Appendix i)
Teaching Tip
This icon highlights an opportunity to check for understanding through a
formal or informal assessment
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
3Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Unit 18 Teacher Preparation ListLesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 1 1 roll scotch tape
Prepare now for Lesson 6
2 aluminum trays
2 quarts soil
4 ounces of grass seed
Spray bottle
Science notebooks amp internet access
Scissors
Review MySci Safety Guidelines
Copy and administer pre-assessment
Print copies of the state map (see lesson for website)
Copies of Map Questions (Appendix i)
Start growing grass now for Lesson 6
Lesson 2 Planet Earth Inside Out by Gail Gibbons
Science notebooks amp internet access Copies of Photo Comparison (Appendix ii)
Print and copy Pangaea puzzle (See lesson for website)
Lesson 3 Computers with internet access for the Explore section
Computers with internet access OR additional print resources for the Elaborate section
Copies of Landforms (Appendix iii) Answer Key (Appendix v)
Copies of the Word and Definition Bank (Appendix iv)
Printed copies of the National Parks maps (See links in Explore section of the lesson)
Lesson 4 1 roll of adding machine tape Science notebooks amp internet access
Scissors
Rulers
Cut a piece of adding machine tape for each student The tape should be 2 inches long for each year of your studentsrsquo age (For example 20 inches for a 10-year-old student) You may also want to make a timeline of your own
Copies of Your Personal Timeline (Appendix vi)
Lesson 5 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted
shells
6 Assorted small plastic or silk
leaves
6 small assorted smallest
sharkrsquos teeth
6 paper plates
12 cup plastic measuring cup
Fossils Tell of Long Ago by Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
Science notebooks amp internet access
Water
Stirring spoon
Copies of Canyon Wall Evaluate (Appendix vii)
NOTE This lesson takes one week to complete
Prep gelatin each day
Mix Plaster of Paris before making fossils
4Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 6 1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 26 tumsSmall bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
Lesson 7 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
Science notebooks amp internet access
Water
OPTIONAL 6 empty water bottles
Copies of Soil Mixing Activity Sheet (Appendix x)
Lesson 8 Shattering Earthquakes Science notebooks amp internet access Copies of Earthquake and Volcano Maps (Appendix xi)
Lesson 9 2 cafeteria trays (1 from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
Science notebooks amp internet access
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
Copy and administer post-assessment
Unit 18 Teacher Preparation List (continued)
5Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
1section How can we use maps to learn
about our dynamic Earth
Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features
section
LEARNING TARGETSRead and interpret a variety of maps
SUMMARYStudents will learn and practice map skills using a variety of maps
ENGAGE
Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)
By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers
EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-
graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)
EXPLAIN
Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off
their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http
studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm
ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us
Teaching Tip If you donrsquot reside in the state of MO
httpeducationnationalgeographiccom
educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state
Teaching Tip The answers to Appendix i
1 State boundary lines
2 Highways
3 Rivers
4 Varies
5 Elevation
6 Varies
TEACHER PROVIDES 1 roll of Scotch tape
Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle
TEACHER PROVIDES Science Notebooks amp internet Access
Scissors
Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map
Copies of Map Questions (Appendix i)
Teaching Tip
This icon highlights an opportunity to check for understanding through a
formal or informal assessment
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
4Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson Inside MySci kit yoursquoll find Items you must supply Extra prep time needed
Lesson 6 1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 26 tumsSmall bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
Lesson 7 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
Science notebooks amp internet access
Water
OPTIONAL 6 empty water bottles
Copies of Soil Mixing Activity Sheet (Appendix x)
Lesson 8 Shattering Earthquakes Science notebooks amp internet access Copies of Earthquake and Volcano Maps (Appendix xi)
Lesson 9 2 cafeteria trays (1 from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
Science notebooks amp internet access
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
Copy and administer post-assessment
Unit 18 Teacher Preparation List (continued)
5Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
1section How can we use maps to learn
about our dynamic Earth
Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features
section
LEARNING TARGETSRead and interpret a variety of maps
SUMMARYStudents will learn and practice map skills using a variety of maps
ENGAGE
Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)
By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers
EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-
graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)
EXPLAIN
Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off
their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http
studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm
ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us
Teaching Tip If you donrsquot reside in the state of MO
httpeducationnationalgeographiccom
educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state
Teaching Tip The answers to Appendix i
1 State boundary lines
2 Highways
3 Rivers
4 Varies
5 Elevation
6 Varies
TEACHER PROVIDES 1 roll of Scotch tape
Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle
TEACHER PROVIDES Science Notebooks amp internet Access
Scissors
Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map
Copies of Map Questions (Appendix i)
Teaching Tip
This icon highlights an opportunity to check for understanding through a
formal or informal assessment
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
5Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
1section How can we use maps to learn
about our dynamic Earth
Lesson 1 How do we analyze and interpret maps What can maps tell us about Earthrsquos features
section
LEARNING TARGETSRead and interpret a variety of maps
SUMMARYStudents will learn and practice map skills using a variety of maps
ENGAGE
Ask the class Has anyone seen a map of our state What shape is our state Draw a picture of our state in your science notebook (Save for another use)
By the way a scientist who draws or makes maps is called a cartographer In this lesson we are going to be cartographers
EXPLOREPut the students into pairs or small groups Give each group a section of the state map and legend to study Go over the legend (httpeducationnationalgeo-
graphiccommapsmissouri-tabletop-map The state of Missouri map prints out in 12 sections Other states might vary)Review with the students and then have them complete the Map Question activity sheet (Appendix i)
EXPLAIN
Have each group show their section of the state map and share their answers with the class Have each group cut the excess white area off
their section of the state map and tape them together Display the whole map and discuss what land and water features they see (Rivers mountains plains cities etc) Go over the answers to Appendix i (See Teaching Tip for Answer Key)This may be your studentsrsquo first experience with landform definitions If so you can show this slide show and provide discussion about each one http
studyjamsscholasticcomstudyjamsjamssciencerocks-minerals-landformslandformshtm
ELABORATEDownload or show on your smartboard other kinds of maps of your state such as driving maps weather maps population map historical map What do the different maps show us
Teaching Tip If you donrsquot reside in the state of MO
httpeducationnationalgeographiccom
educationtopicsstate-mapmaker-kits is a resource you can use to find maps for your state
Teaching Tip The answers to Appendix i
1 State boundary lines
2 Highways
3 Rivers
4 Varies
5 Elevation
6 Varies
TEACHER PROVIDES 1 roll of Scotch tape
Prepare now for Lesson 62 aluminum tray2 quart soil4 ounces grass seedSpray bottle
TEACHER PROVIDES Science Notebooks amp internet Access
Scissors
Print copies of state map from website httpeducationnationalgeographiccommapsmissouri-tabletop-map
Copies of Map Questions (Appendix i)
Teaching Tip
This icon highlights an opportunity to check for understanding through a
formal or informal assessment
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
6Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 1 continued How do we analyze and interpret maps What can maps tell us about Earthrsquos features
Some good sources for maps are listed below or use maps you have available in the classroom If you have at least 6 different maps one idea is to put students into 6 groups each with a different map and ask them to review their map and present their findings to the class They should answer the following questions in their presentation
1 What is the purpose of the map2 What features are shown on the map
Then have groups compare and contrast their mapshttpgeologycomstate-mapmissourishtml
httpswwwraremapscomgallerydetail19104Geographical_Statistical_and_Histori-
cal_Map_of_MissouriCarey-Leahtml
EVALUATE
Go back to your original drawings in your science journal Add other land formations rivers etc that you would see in your state
Teaching Tip To print so the tiles line up perfectly do not print directly from an internet browser First download and print from your computer
Start two trays of grass in your first lesson to prepare for lesson 6 Pour the soil in the half of the tray (leaving room for run off) spray generously with water and then sprinkle the grass seeds on top of the soil Spray with water daily The grass should start sprouting within the week
Teaching Tip If your students need more practice with maps check out httpegscusgsgovisbpubsteachers-packetsmapshow
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
7Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 How do maps show patterns of Earthrsquos landforms changing over time
LEARNING TARGETSUse maps to identify changes in the Earthrsquos features over timeDescribe some human and natural causes that change Earthrsquos features
SUMMARYStudents will look at maps to understand both human and natural changes to land forms They will also learn about plate movement through a Pangaea puzzle activity
ENGAGEDraw a map of your neighborhood Label as many features as you can (homes businesses streets parks etc)Has your neighborhood always looked like this or has it changed over time How could you find out what your neighborhood looked like long agoThen show your students this map httpsmapshopcomclassroomHISTORY
US-Historya03_Louisiana_Purchase-1803gif
Ask them if they can find their state on this map What has changed since1803 Discuss with your students what they notice They should mention that they donrsquot see outline of the state of Missouri or IL You may need to prompt your students to use the key for further understandingThe changes we have looked at so far (to your neighborhood and the United States) were caused by people Can anyone think of natural events that also cause big changes to maps
EXPLORERead up to the page with the globe and northsouth pole (about page 6) of Planet Earth Inside Out by Gail Gibbons The Earth once looked completely different Hand out scissors and copies of the Pangaea puzzle pieces from httpvolca-
noesusgsgovaboutedudynamicplanetwegenerpuzzlepiecespdf
You may choose to have students work in pairs or small groups Can they use the same evidence that scientists used to figure out how the continents used to fit together
EXPLAINCompare the map that students put together to a current world map (such as in Planet Earth Inside Out by Gail Gibbons) or globe Scientists figured out that the continents moved using fossil evidence but WHY and HOW did the plates move Continue reading Planet Earth Inside Out by Gail Gibbons up to the page that shows the tectonic plates Then show this video httpwwwpbslearningmediaorgresourceess05sciess
earthsysplateintroplate-tectonics-an-introduction and this animation httpsvimeo
com14258924
MYSCI MATERIALS
Planet Earth Inside Out by Gail Gibbons
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
httpvolcanoesusgsgovaboutedu
dynamicplanetwegenerpuzzlepiecespdf
Teaching Tip If you need more guidance on the Pangaea activity you can find the whole lesson plan at httpvolcanoesusgsgovaboutedudynamicplanetwegener and an answer
key at httpvolcanoesusgsgovaboutedu
dynamicplanetwegenercontinentkey6pdf
Teaching Tip It may be helpful to display Appendix ii on the Smartboard so that students can see the color images Possible answers include
1 Fewer trees fewer roads and houses
2 Cut down trees removed houses
3 Answers will vary Some changes are positive and some are not
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
8Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 2 continued How do maps show patterns of Earthrsquos landforms changing over time
ELABORATESome changes are caused by nature (like the movement of the plates) and some are caused by humans Watch this slideshow with your students Ask students to keep a T-chart of human and natural actions that caused changes to the land over time (Ex-amples glaciers melted sea level rose Mississippi River altered course river sediment built up new land levees and canals constructed swamps drained hurricanes) httpwwwnolacomspecedlastchancemultimediaflashlandloss1swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii) Humans caused this landscape to change Answer and discuss the questions on
the handout
EXTEND (OPTIONAL)Display this puzzle or have students try it on their own httpwwwgeocornell
eduhawaii220PRIcontinental_puzzlehtml
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
9Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 What are some common landforms and how are they formed
LEARNING TARGETSDescribe and compare common landformsExplain how some landforms are formed
SUMMARYStudents will explore landforms using photos maps and the National Parks website
ENGAGEWrite the world ldquoLANDFORMrdquo on the board Ask the students where they think this word came from Hopefully students can break this down into ldquolandrdquo and ldquoformrdquo Discuss what ldquoformrdquo means It can mean how something is shaped OR the act of shaping it Today we will learn about different land shapes and how they are formed
EXPLOREAsk Have you ever been to a park What was it like Was there a lake there Or any hills Did you know we have National or State Parks too Here is a list of six of the over 58 National Parks in America Put students into six groups Working with your group discuss what you might expect to see at each of these parks Draw a picture of what you would expect the park to look like in your science notebook
Grand Canyon National ParkDeath Valley National ParkRocky Mountain National ParkChannel Islands National ParkGlacier Bay National ParkVolcanoes National Park
Here are the websites for each park Assign each group to one National Park and ask them to access the park map and photos They are to answer these questions and be ready to share out to the class
Do the map and photos match their expectations What other landforms do you see on the map of your park
(NOTE Even if your students have computers print out a map for them to write on)Grand Canyon httpwwwnpsgovgrcaindexhtmDeath Valley httpwwwnpsgovdevaindexhtmRocky Mountain httpwwwnpsgovromoindexhtmChannel Islands httpwwwnpsgovchisindexhtmGlacier Bay httpwwwnpsgovglbaindexhtmVolcanoes httpwwwnpsgovhavoindexhtm
TEACHER PROVIDES Copies of Landforms (Appendix iii)
Copies of the Word and Definition Bank (Appendix iv) Answer key (Appendix v)
Printed copies of the National Parks maps (See links in Explore section) if you donrsquot have computers for students
Computers with internet access or additional print resources for the Elaborate section
Teaching Tip Make sure students know how to zoom in and out on the National Park maps
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
10Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 3 continued What are some common landforms and how are they formed
EXPLAINHand out copies of Landforms (Appendix iii) and the Word and Definition Bank (Appendix iv) Ask students to work individually to match up the word and definition to the correct picture The answer key for this activity is in Appendix vAfter students have worked on their own put them into pairs or small groups to check their answers and come to agreement Go over the correct answers with the class
ELABORATEHave students research other landforms and work together as a class to create more handouts like Appendix iii Use the word list below or choose other words from resources that you have available Assign individuals pairs or small groups of students words from this list to research make a simple picture of and provide a definition Their definition could include some idea of how the landforms are formed comparisons to similar landforms and an indication of the size of the landform
isthmus delta mesa capearchipelago ridge arroyo barrier islandbasin butte cliff fjordfloodplain gorge meander oxbow lake
EVALUATE
Using any of the landforms that we discussed today fill in the following prompt
A _________________ and a ___________________ are similar because ___________________________ but they are different because ___________________________Teacher Guide for Student Responses If your students are having trouble give them an example from below Alternatively you could provide the two landforms and ask them how they are similar and how they are different Examples could include
LANDFORM 1 LANDFORM 2 SIMILARITY DIFFERENCE
mountain hill both tall mountain is bigger
canyon valley both can be formed by rivers
canyons have steep sides valleys donrsquot
plateau mesa both flat and taller than land around them
Plateaus are large and mesas are small
island peninsula both have long coast-lines
Islands are surrounded by water peninsulas have water on 3 sides
plain plateau both large flat areas of land
A plateau is higher than the surrounding but plain isnrsquot
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
11Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
section
Lesson 4 What is geologic time
What are some slow changes that affect Earthrsquos landforms2
LEARNING TARGETSCreate and interpret time linesDescribe that the Earth is very old and that many earth processes are very slow
SUMMARYStudents will create a personal timeline and then use it to compare their own age to the age of the Earth
ENGAGEAsk students How long do you think it takes the features of the Earth to change Provide evidence for your answer Take student responses Their answers can range widely because some changes are fast (landslides) and some are slow (continental drift) Remember Pangaea The count-down clock in this video is showing MILLIONS of years ago httpsvimeocom14258924
EXPLOREToday we are going to try to understand how old the Earth is and how slowly some of its features change Give each student a length of machine tape and a copy of Explore Your Personal Timeline (Appendix vi) Follow the directions on the timeline and then share out as a class at the end Hopefully students will understand that a first grade student would have a shorter time line and their teacherrsquos time line would be longer
EXPLAINNow we will compare your timeline to some other important timelines Who is the oldest person you know How old are they (Take student responses Choose the oldest response) How long would this personrsquos timeline be (Multiply times 2 to give the number of inches divide by 12 to get the number of feet Cut a piece of machine tape this long) That is a long timeline compared to yoursHow long would a timeline be for the United States of America which became independent in 1776 How would we figure this outAsk students to figure out the math and calculate the length of the timeline of America (2015 ndash 1776 = 239 years at 2rdquo per year 478rdquo which is almost 40 feet) If possible show the students how long 40 feet would be compared to their timelines
MYSCI MATERIALS
1 roll adding machine tape
TEACHER PROVIDES Science Notebooks
Internet Access
Scissors
Pencils
Markers
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip Cut the adding machine tape into strips 20 inches long for each student (If your stu-dents are ten years old) Otherwise adjust 2 inches per year of age
Teaching Tip You may wish to pull up a map of the Earth or show a globe Some scientists (called paleogeographers) study how Earth has changed over time
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
12Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 4 continued What is geologic time
The Earth is much older than that It is 46 billion years old (Write ldquo4600000000 years oldrdquo on the board) How long would the Earthrsquos timeline be if it was 2 inches per yearThe answer is 145000 miles That is more than halfway to the moon It is almost long enough to wrap around the Earth at the equator SIX TIMES Compare this to your own timeline As you can see the Earth is very old
ELABORATEOne way that scientists study very slow processes is Time Lapse photographyHere is one example httpsearthenginegoogleorgintroAralSea
One photograph was taken each year to show this Sea drying up To us it looks like it happens fast but these pictures were taken over a period of 28 years In order to understand Earthrsquos processes we need to ldquospeed uprdquo what is happening
EVALUATE
Ask How does your age compare to the age of the Earth
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
13Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 What do fossils tell us about the distant past
LEARNING TARGETSObserve and describe the formation of fossils
SUMMARYStudents will observe a demonstration to view the layers of land formations Students will make a model of a fossil to compare this to how fossils are made in nature
ENGAGEPull up the picture of the canyon on your smart board The picture is found on httpworldlandformscomlandformscanyon
Have a discussion with your students about this picture A few probing ques-tions are What do you notice about the land Did it take a short time to make the land look this way or a long timeWhat do you think you could find inside the rocks We know that land forma-tions take millions of years We are going to make a model of land formations that will take one week Instead of rock sand and soil our model will be made out of gelatin Day 1 Before you begin number the bowls 1 through 6 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of red and yellow food coloring and 1 cup cool water Stir well Then stir in frac12 cup sand into the mixture Pour the mixture into 6 bowls giving each bowl a slightly different amount(After making Day 1rsquos jello skip to the Ex-plore section of this lesson and make the fossil inprint)Day 2 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of yellow food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowls to each student group Pass out the shells and have the students place them on the yellow layerDay 3 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of blue and red food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the leaf replica and have the students place them on the top layer Day 4 Mix 1 cup of very hot water with the package of gelatin After the gel-atin has dissolved add a few drops of blue food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student group Pass out the sharksrsquo teeth and have them place them on top of the last layerDay 5 Mix 1 cup of very hot water with the package of gelatin After the gelatin has dissolved add a few drops of green food coloring and 1 cup cool water Stir well Pour the solution into the 6 bowls on top of the last layer and give the bowl to each student groupDay 6 Carefully flip the bowls onto a paper plate and slowly peel off the bowl
MYSCI MATERIALS 6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
12 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
6 small assorted smallest sharkrsquos teeth
6 paper plates
(1) 2-cup plastic measuring cup
Fossils Tell of Long Ago Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip You can heat the water in a microwave if you donrsquot have a stovetop You can start on another lesson while this is forming You do not need a refrigerator to make this jello
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
14Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 5 continued What do fossils tell us about the distant past
or un-mold the gelatin on to the plate Have the students observe and discuss the different layers they see Ask students Do you remember which layer is the ldquooldestrdquo Where was it in the bowl Now show the canyon picture Which layer is the oldest How do they know (The one on the bottom is oldest and then newer layers formed on top)What can we say about fossils found in the bottom layers compared to fossils found in the top layers (The fossils in the bottom layers are older)
EXPLORESometimes in rock layers we find fossils Why do you think that is so We are going to make fossils and then discuss why and how they are formed DirectionsUse the variety of shells provided to create the fossils Mix up Plaster of Paris one part water and one part plaster It should have the consistency of a milk-shake Fill aluminum cups with about an inch of Plaster of ParisCover the shells with a layer of petroleum jelly (so they wonrsquot stick to the plas-ter) then press them about three-quarters of the way into the plaster When the plaster is almost hard (this takes about an hour) pull the shells out and leave the plaster to dry completely over night
EXPLAINRead and discuss Fossils Tell of Long Ago Some probing questions that you could ask How do fossils form What can fossils tell usIf students have tablet or computer access instruct them to visit this interactive website on fossils httpwwwamnhorgologyfeatureslayersoftime
Attempt to solve several puzzles They should start at the easiest level--it is tricky If students do not have computer access you may wish to do this activ-ity as a demonstration on the smartboard This simulation shows one of the ways that paleontologists do their work
ELABORATEScientists who study fossils are called paleontologists Here are some videos and websites about a few
httpwwwsmithsonianeducationorgscientistlabandeirahtml
httpeducationnationalgeographiccomeducationencyclopediapaleontologyar_a=1
httpwwwbbccoukschoolsprimaryhistoryfamouspeoplemary_anning
EVALUATE
Pass out and have students complete the Copies of Canyon Wall Evaluate (Appendix vii)
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
15Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 6 What are weathering and erosion
MYSCI MATERIALS 1 cup of sand
(1) 12-ounce clear plastic cup
Station 11 Aluminum pan1 quart soilSmall blocks to represent homesCentimeter rulerSpray bottle
Station 26 tums Small bottle vinegar6 petri dishes
Station 34 oz of white glue1 tsp of BoraxGallon bagFood coloring from Lesson 5Cafeteria tray1 stop watch1 cup sand and pebbles
Station 41 small green tray30 small strawsSand to fill the green tray
Station 5 (Started in Lesson 1)Tray of grass seed (2) Spray bottle
TEACHER PROVIDES Science notebooks amp internet access
Water (For Station 1 and Station 5 to fill spray bottles)
Goggles for Station 2
For Station 3
12 cup cold water
13 cup hot water
Prepare stations ahead of time including mixing the flubber for Station 3 according to the directions in Appendix viii ndash ix
LEARNING TARGETSDescribe three different causes of erosion (water wind and glaciers)Explain the process of weathering
SUMMARYBy making observations and using measurements students will observe wind water and ice erosion They will also observe the effect of planting grass on erosion
ENGAGEHold up the cup of sand Ask How did this sand come to be What was it before it was sand Students record thoughts in their notebooks Share out ideas
EXPLOREThere are five activities for this lesson You may choose to set them up as stations where 5 groups of students rotate through each station or you may choose to set up one or two stations a day and more closely supervise student explorations For example Stations 1 and 3 may be more appropriate as demonstrations
EXPLAIN Watch the link below Discuss how each of the activities represented each of the types of weathering httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsweathering-and-erosionhtm
ELABORATE Ask students to make a T-chart or Venn diagram to answer this question How are weathering and erosion the same and how are they differentCan humans make more erosion happen make erosion happen faster or slow down erosion If so how Take student responses Then watch the video httpswwwyoutubecomwatchv=d27R_rP-9mY
What human activities can remove the plants that hold soil in place Take student responses
EVALUATE
Of the three main types of erosion (water erosion wind erosion and glacier erosion) pick which one you think best fits each question
Defend your choice with evidence and reasoning1 Which kind of erosion do you think is the slowest2 Which kind of erosion do you think is the fastest3 Which kind of erosion do you think is the most common in Missouri4 Which kind of erosion do you think is the most comment in desert habitats
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
16Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 How and why does soil vary from place to place
MYSCI MATERIALS 1 quart bag each of fine sand coarse sand humus clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt by Steve Tomecek
TEACHER PROVIDES Science notebooks amp internet access
Copies of Soil Mixing Activity Sheet (Appendix x)
Water
OPTIONAL 6 empty water bottles
LEARNING TARGETSIdentify and describe the components of soilExplain how soil is formed
SUMMARYStudents will study the four major components of soil (sand clay humus and rocks) and then make mixed soil samples
ENGAGEAsk the class Where does soil come from Take student responses Today we are going to learn about the things that make up soil and how soil is made
EXPLOREHand out copies of the Soil Mixing Activity Sheet (Appendix x) Put the students into 6 groups Give each group 5 Dixie cups and have them label the cups sand humus clay small rocks and water Have the groups come up and give them a teaspoon of each sample in the correct cup as well as a bit of water Each group will also need an eyedropper and a stirrer Ask them to follow the directions on the handout and explore the four components of soil When students have finished compare the findings as a class Collect and discard their samples
EXPLAIN Read Dirt by Steve Tomecek Now can students explain where soil comes from
ELABORATE Now that we have examined all of the components of soil each group will mix up their own ldquoreciperdquo and compare it to other recipes in the class Display these recipes The number in each column is the number of small scoops of each soil component that the team gets Have the teams come up one at a time get a small foil loaf pan and carefully scoop out their recipe
TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM 5 TEAM 6
Clay 1 0 1 2 1 2
Sand 1 1 0 1 2 1
Humus 1 2 2 0 1 1
Rocks 1 1 1 1 0 0
Then they should return to their table and mix up their soil When all groups have received and mixed their soils have all students examine the mixes How does each sample look and feel If you add a few drops of water to a bit of the soil mix how does it behave
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
17Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 7 continued How and why does soil vary from place to place
Locate MO on the Global Soil Map Find out what kind of soil is in MO httpforcessiedusoilsinteractivestatesoilsindexhtml
Which group had soil most like the one described on the website (Team 3 or Team 6 could be correct because both had clay and humus which are mentioned as important components of this soil)
EVALUATE
What do weathering and erosion have to do with soil Does weathering create or destroy soil Does erosion create or destroy soil Use evidence from
the previous two lessons to support your answer
EXTEND (OPTIONAL)Option 1 Show students this video httpwwwpbslearningmediaorgresource
b1c9725d-9f0e-45cb-b50c-b0daaccfe80btaking-soil-apart
Then explain that you are going to test your soil samples using this method What do we have to keep constant in order to have a fair test (amount of each sample added to the bottle amount of water added to each bottle same bot-tle) Number 6 water bottles and then add a small sample of each soil recipe to a bottle Add water and perform the shake testHave students record their observations How do their observations relate to the soil recipes
Option 2 Ask students to predict which of the 6 soil samples will be the best for growing grass Record their predictions and decide what conditions must be met for a fair test (same amount of soil same amount of water per day same amount of the same type of grass seed same amount of light for each sample) Then plant grass in each sample water it using the spray bottle and monitor the growth of the grass
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
18Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
What are some fast changes that affect Earthrsquos landforms3
section
Lesson 8 What causes earthquakes and volcanoes
MYSCI MATERIALS Shattering Earthquakes book
TEACHER PROVIDES Copies of Volcano and Earthquake Maps (Appendix ix)
Science Notebooks
Internet Access
LEARNING TARGETSUse maps as data sources to determine the causes for earthquakes and volcanoes
SUMMARYIn this lesson students will discover the cause for volcanoes and earthquakes
ENGAGEDiscuss with students the following probing questions
Have you heard of any major earthquakes or volcanoes in the news (Nepal Hawaii Japan Chile)Has anybody ever experienced an earthquake of volcano
Explain that about 200 years ago Missouri Kentucky Arkansas and Tennessee experienced a very large earthquake People as far away as Charleston SC Detroit MI and Boston MA felt this earthquake For a short time the Mississippi River flowed the other way Additional recounts of the earthquake are on these websites
Midwest Earthquakes video by PBS httpwwwpbsorgwgbhnovaearthearthquakes-midwesthtml NOTE watch from 3100 to about 3530The Virtual Times Eyewitness account of George Heinrich Crist httphsvcomgenlintrnewmadrdaccnt3htmThe Virtual Times Eyewitness account of Eliza Bryan httphsvcomgenlintrnewmadrdaccnt1htm
EXPLOREPut the students into pairs or small groups and pass out the Earthquake and Volcano Maps (Appendix ix) to each group NOTE These maps reproduce best in color If you do not have a color printer display the color version for students to mark on their gray-scale copies Ask the students the following questions
How are the two maps similar How are the maps different
(Students should start to realize that these both occur along plate lines)
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
19Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 8 continued What causes earthquakes and volcanoes
EXPLAIN Watch the following video httpstudyjamsscholasticcomstudyjamsjamsscience
rocks-minerals-landformsearthquakeshtm
Read Shattering Earthquakes or photocopy various sections for the class to read
ELABORATE We learned about how scientists study earthquakes but we still canrsquot really predict when and where they will happen Engineers donrsquot study earthquakes but they do try to improve designs to keep people safe during earthquakes What ideas do you have about designing buildings to keep people safer Share out student ideas
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes How are they the same and how are they different Make a 3-column chart
Here is the answer key
EARTHQUAKES BOTH VOLCANOES
Caused where plates push together pull apart or slide past each other
Measured on the Richter scale
Caused by the movement of plates
Difficult or impossible to predict
Usually happen at plate boundaries
Can cause widespread destruction
Magma reaches the surface
Caused where plates pull apart Teaching Tip
If necessary give students one of the phrases from the answer key and ask them which column it belongs in
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
20Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 How can we design structures to reduce the impact of earthquakes
MYSCI MATERIALS 2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES 3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle (Appendix xii)
Copies of Earthquake-Proof Structures (2- sided Appendix xiii and xiv)
LEARNING TARGETSUse the Engineering Design Cycle to create and improve a design
SUMMARYStudents will plan design build test and redesign structures to resist earthquake damage
ENGAGEHow can engineers test earthquake-proof designs when we donrsquot know when and where an earthquake might happen Take a few student responses Today we are going to do exactly what engineers do to design better buildings Handout copies of Appendix xii (Engineering Design Cycle) Discuss the steps with the classThis shake-table acts like an earthquake (See teaching tip on how to assemble the shake table) Demonstrate the use of the shake table Pull the top tray back less than one inch then release it That was a mild earthquake but sometimes earthquakes are very severe Pull the top tray back further and release it Today you will design prototypes of buildings that can survive these earthquake forces
EXPLOREAs you watch this video look for destruction caused by the earthquake httpvideonationalgeographiccomvideo101-videosearthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv) Ask students to read the table at the top and then ask what ldquocriteriardquo means and what ldquoconstraintrdquo means Take any questions about the criteria and constraints
EXPLAIN Decide how long the class will have to finish their first design and tell them how many minutes they have until testing will begin Now you will work with your group to plan your structure The materials that you will have include
1 glue stick per group50 mini-marshmallows per group1 bear per group1 plate per group
Give the students the bear a ruler and one marshmallow (for measurements) Instruct them to work as a group to brainstorm and design a structure When they are finished with a design plan (one per group) they should bring it up and show you to get the rest of their marshmallows for building Give students the time remaining at several points in the process
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
21Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Lesson 9 continued How can we design structures to reduce the damage caused by earthquakes
ELABORATE When the time for testing arrives have student groups gather around the shake table You can take photographs of the structures before and after testing or videos of the whole process for students to use to improve their structuresPlease each house on the shake table one at a time first testing it with a ldquomildrdquo earthquake and then with a more severe earthquake The group should take notes on their structure during testing After all groups have tested they should get a chance to re-design their structure It is up to you whether you will provide a new set of 50 marshmallows or make them re-use their old ones You can also choose to provide each group with toothpicks to use to enhance their designs Once again do not give students their materials until they have shown you a design plan Make sure the design plan includes the required elements When students are done redesigning and rebuilding their structures go through another round of testing Note you can keep redesigning additional times as materials and time allow
EVALUATE
Ask the student to explain what ldquocriteriardquo and ldquoconstraintrdquo mean to engineers and list one criteria and one constraint for their project
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
22Unit 18 | Earth Cycles
NGSS PERFORMANCE EXPECTATIONS
Con
tent
4-ESS1-1
Identify evidence from patterns in rock forma-tions and fossils in rock layers to support an explanation for changes in a landscape over time
4-ESS2-1
Make observations andor measurements to provide evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earthrsquos features
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials time or cost
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
3-5-ETS1-3
Plan and carry out fair tests in which vari-ables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the NGSS Codes
NGSS codes begin with the grade level then the ldquoDisciplinary Core Idea coderdquo then a standard number The Disciplinary Core Ideas are
Physical Sciences
PS1 Matter and its interactions
PS2 Motion and stability Forces and interactions
PS3 Energy
PS4 Waves and their applications in technologies for information transfer
Life Sciences
LS1 From molecules to organisms Structures and processes
LS2 Ecosystems Interactions energy and dynamics
LS3 Heredity Inheritance and variation of traits
LS4 Biological evolution Unity and diversity
Earth and Space Sciences
ESS1 Earthrsquos place in the universe
ESS2 Earthrsquos systems
ESS3 Earth and human activity
Engineering Technology and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering technology science and society
For more information visit httpwww
nextgenscienceorgnext-generation-science-
standards
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
23Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NGSS (continued)
SCIENCE AND ENGINEERING PRACTICES
Con
cept
s
Asking Questions and Defining Problemsbull Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships
bull Use prior knowledge to describe problems that can be solved
bull Define a simple design problem that can be solved through the develop-ment of an object tool process or system and includes several criteria for success and constraints on materials time or cost
Developing and Using Modelsbull Identify limitations of models
bull Collaboratively develop andor revise a model based on evidence that shows the relationships among variables for frequent and regular occur-ring events
bull Develop andor use models to describe andor predict phenomena
bull Use a model to test cause and effect relationships or interactions concern-ing the functioning of a natural or designed system
Planning and Carrying Out Investigationsbull Make observations andor measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design solution
bull Make predictions about what would happen if a variable changes
Constructing Explanations and Designing Solutionsbull Construct an explanation of observed relationships (eg the distribution of
plants in the back yard)
bull Use evidence (eg measurements observations patterns) to construct or support an explanation or design a solution to a problem
Constructing Explanations and Designing Solutions (continued)bull Identify the evidence that supports particular points in an explanation
bull Apply scientific ideas to solve design problems
bull Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution
Engaging in Argument from Evidencebull Compare and refine arguments based on an evaluation of the evidence
presented
bull Respectfully provide and receive critiques from peers about a proposed procedure explanation or model by citing relevant evidence and posing specific questions
bull Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem
Obtaining Evaluating and Communication Informationbull Compare andor combine across complex texts andor other reliable
media to support the engagement in other scientific andor engineering practices
bull Combine information in written text with that contained in corresponding tables diagrams andor charts to support the engagement in other scien-tific andor engineering practices
bull Obtain and combine information from books andor other reliable media to explain phenomena or solutions to a design problem
bull Communicate scientific andor technical information orally andor in writ-ten formats including various forms of media as well as tables diagrams and charts
DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS
Con
cept
s
Earthrsquos Systems Processes that Shape the EarthESS1C The History of Planet Earth
Local regional and global patterns of rock formations reveal changes over time due to earth forces such as earthquakes The presence and location of certain fossil types indicate the order in which rock layers were formed (4-ESS1-1)
ESS2A Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region Water ice wind living organisms and gravity break rocks soils and sediments into smaller particles and move them around (4-ESS2-1)
ESS2B Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges deep ocean trenches ocean floor structures earthquakes and volcanoes occur in patterns Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans Major mountain chains form inside continents or near their edges Maps can help locate the different land and water features areas of Earth (4-ESS2-2)
ESS2E Biogeology
Living things affect the physical characteristics of their regions (4-ESS2-1)
ESS3B Natural Hazards
A variety of hazards result from natural processes (eg earthquakes tsunamis volcanic eruptions) Humans cannot eliminate the hazards but can take steps to reduce their impacts (4-ESS3-2) (Note This Disciplinary Core Idea can also be found in 3WC)
ETS1B Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions (secondary to 4-ESS3-2)
Patternsbull Patterns of change can be used to make
predictions
bull Patterns can be used as evidence to support an explanation
Cause and Effect Mechanism and Predictionbull Cause and effect relationships are routinely
identified tested and used to explain change
bull Events that occur together with regularity might or might not be a cause and effect relationship
Scale Proportion and Quantitybull Natural objects andor observable phenomena
exist from the very small to the immensely large or from very short to very long time periods
bull Standard units are used to measure and describe physical quantities such as weight time temperature and volume
Structure and Functionbull Substructures have shapes and parts that serve
functions
Stability and Change bull Change is measured in terms of differences over
time and may occur at different rates
bull Some systems appear stable but over long periods of time will eventually change
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
24Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
GLE Standards
Con
cept
s
Fourth Grade ES 1 A 4 aIdentify and describe the components of soil (eg plant roots and debris bacteria fungi worms types of rock) and its properties (eg odor color resistance to erosion texture fertility relative grain size absorption rate)ES 2 A 4 bIdentify the major landformsbodies of water on Earth (ie mountains plains river valleys coastlines canyons)ES 2 A 4 cDescribe how weathering agents (eg water chemicals temperature wind plants) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 dDescribe how erosion processes (ie action of gravity waves wind rivers glaciers) cause surface changes that create andor change Earthrsquos surface materials andor landformsbodies of waterES 2 A 4 eRelate the type of landformwater body to the process by which it was formedES 3 A 4 aIdentify the ways humans affect the erosion and deposition of Earthrsquos materials (eg clearing of land planting vegetation paving land construction of new buildings)ES 3 A 4 bPropose ways to solve simple environmental problems (eg recycling composting ways to decrease soil erosion) that result from human activityIN 1 A 4 aFormulate testable questions and explanations (hypotheses) IN 1 A 4 bRecognize the characteristics of a fair and unbiased test IN 1 A 4 cConduct a fair test to answer a questionIN 1 B 4 aMake qualitative observations using the five senses
IN 1 B 4 bMake observations using simple tools and equipment (eg hand lenses magnets ther-mometers metric rulers balances graduated cylinders spring scale)IN 1 B 4 cMeasure length to the nearest centimeter mass using grams temperature using degrees Celsius volume to the nearest milliliter forceweight to the nearest NewtonIN 1 B 4 dCompare amountsmeasurementsIN 1 B 4 eJudge whether measurements and computation of quantities are reasonableIN 1 C 4 aUse quantitative and qualitative data as support for reasonable explanationsIN 1 C 4 bUse data as support for observed patterns and relationships and to make predictions to be testedIN 1 C 4 cEvaluate the reasonableness of an explanationIN 1 C 4 dAnalyze whether evidence supports proposed explanationsIN 1 D 4 aCommunicate the procedures and results of investigations and explanations through oral presentations drawings and maps data tables graphs (bar single line pictograph) writings ST 1 A 4 aDesign and construct an electrical device using materials andor existing objects that can be used to perform a taskST 1 B 4 aDescribe how new technologies have helped scientists make better observations and mea-surements for investigations (eg telescopes magnifiers balances microscopes computers stethoscopes thermometers) ST 1 C 4 aIdentify how the effects of inventions or technological advances (eg different types of light bulbs semiconductorsintegrated circuits and electronics satellite imagery robotics communication transportation generation of energy renewable materials) may be helpful harmful or both ST 2 A 4 aResearch biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology ST 3 A 4 aIdentify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)ST 3 A 4 bWork with a group to solve a problem giving due credit to the ideas and contributions of each group member
MISSOURI GLE STANDARDS
Key to Understanding the GLE Codes
GLE codes are a mixture of numbers and letters in this order Strand Big Idea Concept Grade Level and GLE Code
The most important is the strand The strands are
1 ME Properties and Principles of Matter and Energy
2 FM Properties and Principles of Force and Motion
3 LO Characteristics and Interactions of Living Organisms
4 EC Changes in Ecosystems and Interactions of Organisms with their Environments
5 ES Processes and Interactions of the Earthrsquos Systems (Geosphere Atmosphere and Hydroshpere)
6 UN Composition and Structure of the Universe and the Motion of the Objects Within It
7 IN Scientific Inquiry
8 ST Impact of Science Technology and Human Activity
For more information visit httpdese
mogovcollege-career-readinesscurriculum
science
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
25Unit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
MySci Instructional Unit Development Team
Teacher Authors Field Testers and Contributors
INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAMSkyler Wiseman K-5 Curriculum and Instructional Specialist Team LeaderKimberly Weaver Engineering EducatorGennafer Barajas Communications CoordinatorVictoria May Executive Director of Institute for School Partnership Assistant Dean of Arts and SciencesChris Cella ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz Warehouse AssistantPaul Markovitz PhD Science EducatorKeith May Operations and Materials Manager
Diane Pilla ISP Resource Center Project CoordinatorRachel Ruggirello Curriculum and Assessment SpecialistJeanne Norris Teacher in Residence
Jack Weigers PhD Science Educator
EXTERNAL EVALUATORKatherine Beyer PhDCOPY EDITORRobert MontgomeryLAYOUT DESIGNAmy Auman
WUSTL CONSULTANTSRich Huerermann PhD Administrative Officer Department of Earth and Planetary Sciences
Harold Levin PhD Professor Emeritus Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTSCharlie McIntosh EngineeringCarol Ross-Baumann Earth Sciences
MISSOURI BOTANICAL GARDENS CONSULTANTSBob Coulter Director Litzsinger Road Ecology CenterJennifer Hartley Senior Supervisor of Pre K-8 School ProgramsSheila Voss Vice President of Education
BLESSED TERESA OF CALCUTTA Kate Kopke Sue RitcherCHESTERFIELD MONTESSORI Ama MartinezCOLUMBIA PUBLIC SCHOOLSMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth OrsquoDayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickFORSYTH SCHOOLGary SchimmelfenigTHE COLLEGE SCHOOLUchenna OguFERGUSON amp FLORISSANTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayFORSYTH Gary Schimmelfenig HAZELWOODKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom
Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin WoodruffMIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDYOlga HuntDawn LanningJ Carrie LauniusNORTH COUNTY CHRISTIAN Julie Radin PATTONVILLEKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison OrsquoVeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott
Julia GrahamRITENOUR Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie ValliRIVERVIEW GARDENSJoAnn KleesSAINT LOUIS PUBLIC SCHOOLSDebra GrangerNina HarrisCharlotte SmithSOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLSKevin StrossVALLEY PARKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfUNIVERSITY CITYLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix iUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Map QuestionsSection 1 Lesson 1
1 What do the dotted lines represent
2 What do the dark lines with numbers on them represent
3 On your map section there are wavy lines with names on them On your Legend it is a straight line What do these represent
4 Are there any lakes in your section of the map If so what are the names of the lakes
5 On your section of the map are there any gray shaded areas What do you think they represent
6 Do you have any bordering states What states border
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix iiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Photo Comparison Section 1 Lesson 2
1 Look carefully at these 2 photographs How has the land changed over the 8 years
2 What do you think humans did to cause these changes
3 Do you think the human impact was a positive or negative influence on this area Why or why not
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix iiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
LandformsSection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix ivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms (continued)
WORD BANK
Use these words to label each landform picture
plateau valley canyon
plain hills mountains
peninsula island
Write the correct definition below next to each landform picture
A large flat area of landA large tall rocky area Often
formed by plates pushing together or volcanoes
An area of land that is surrounded by water on three sides They have long
coastlines
A large area of flat land that is higher in elevation than the land around it
Larger than a mesa
A rise in the earth often many of them together Sometimes these are
very very old mountains
A small or medium-sized piece of land completely surrounded by water
Some are the tops of volcanoes They are smaller than continents
A lower area between two hills or mountains Some have streams or
rivers flowing in the bottom
A crack in the earth with steep almost straight sides called cliffs
Formed by rivers or sometimes earthquakes
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix vUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Landforms Answer KeySection 1 Lesson 3
NAME DATE
PICTURE WORD DEFINITIONNOTES
islandA small or medium-sized piece of land completely
surrounded by water Some are the tops of volcanoes They are smaller than continents
mountainsA large tall rocky area Often formed by plates pushing
together or volcanoes
valleyA lower area between two hills or mountains Some have
streams or rivers flowing in the bottom
plateauA large area of flat land that is higher in elevation than
the land around it Larger than a mesa
canyonA crack in the earth with steep almost straight sides
called cliffs Formed by rivers or sometimes earthquakes
peninsulaAn area of land that is surrounded by water on three
sides They have long coastlines
plain A large flat area of land
hillsA rise in the earth often many of them together Sometimes these are very very old mountains
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix viUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Explore Your Personal TimelineSection 2 Lesson 4
Scale Used
2 inches = 1 year of life
Procedure
1 Mark one end of the tape ldquo0 = birthrdquo and put a line from across the width of the tape
2 Measuring from that line mark a new line every 2 inches
3 Label those lines with numbers from 1 to your current age
4 Make a list of your life events on in your science notebook Suggestions include walking talking entering preschoolkindergarten growth spurts or moving etc
5 Now include these events on your timeline
6 Share your timeline with others in the class
Questions to think about
Does everyone have the same events happening at the same time What are some similarities and differ-ences between the timelines
How would your teacherrsquos time line be different from yours
How would your time line compare to the time line of a first grade student
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix viiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Canyon Wall EvaluateSection 2 Lesson 5
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
Use the graphic to the left to answer the following questions
1 Which rock layer do you think is the oldest and why
2 Which rock layer do you think is the youngest and why
3 Dinosaur fossils have been found in layers D E and F but not the other layers Why are dinosaur fossils not found above or below those layers
A
B
C
D
E
F
A
B
C
D
E
F
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix viiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Station Activity SheetSection 2 Lesson 6
STATION ONE WATER EROSION MODEL
1 Tell students that they need to create a common measurement for their ldquorain sourcerdquo They will need to keep track of the number of squirts from the spray bottle Alternatively you could put a prescribed amount of water in the squirt bottle some to be used for ldquonormal rainrdquo and some for ldquofloodingrdquo
2 Allow time for students to examine the ldquolandrdquo in their stream tables They may wish to use hand lenses Ask what they found
3 Students will build a model of a hill inside the stream table (they could add trees or houses situated on top) The model should be built on one and take up less than half of the box Push the land and shape it Spritz their soil with a little water from a spray bottle to moisten soil slightly to ease building Place the buildings on top
4 Students should draw a picture of their model in their journals They should measure the height of their original hill in cm (not including buildings) Measure from the table to the top of the mountain while the tray is still flat on the table
5 Students should make predictions as to what will happen when their models are ldquorainedrdquo on Hypotheses should be recorded in journals
6 Place newspaper or drop cloth under stream table and tubs to absorb spills7 Tilt the aluminum pan with a book or block under one end to raise it up Demonstrate the proper way of making ldquorainrdquo on
the hill Count the number of squeezes it takes to use up all the water for a ldquonormal rainrdquo A gentle rain is desired Be sure that all rain falls on the land Once the concept is understood instruct students to ldquorainrdquo on the land
8 Record observations in journals Students should include the amount of water ldquorainedrdquo in their entries Pictures may be included but descriptions are mandatory A measurement of the hill height after the rain is also needed Once again measure from the table to the top of the hill while the tray is flat on the table
9 Repeat steps 7 and 8 twice more adding more water to the squirt bottles for the ldquofloodrdquo Remind students to document the amount of rain released with each description
10 By now flooding and erosion should be evident For the final ldquorainrdquo allow students to squirt the even more water producing a stronger rain Once again record results
11 Discuss results with the class Were hypotheses correct Have students determine which geological processes were evident (erosion deposition) These processes should be listed in their notebooks
STATION TWO CHEMICAL WEATHERING MODEL
1 Have the students put on their safety glasses2 Explain that they are using a very mild acid vinegar to represent the acidic rain that falls While this is the same kind
of vinegar in salad dressings etc we still need to be very careful to not get it in our eyes USE CAUTION3 Have one student put the Tumrsquos tablet in the center of the petri dish Tell the students that the Tums represents
limestone a very common rock found in Missouri and other states4 Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks5 Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix ixUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
STATION THREE GLACIER EROSION MODEL
To make flubber empty the 4 oz of glue into the gallon bag and add 12 cup of cold water Mix In a separate container mix 13 cup of hot water with 1 tsp of borax Then add the hot waterborax mix to the gallon bag Mix well 1 Leave the small tray flat on the table for now2 Place a sheet of paper on the tray then pour the sand on the sheet Spread it evenly over the tray3 Place a blob of flubber (about golf-ball sized) at the top of the small tray Predict what will happen if we tilt the small
tray so that there is a downward slope Then tilt the tray and observe If the sand slips a bit thatrsquos ok Wait a few minutes until you see the ldquoglacierrdquo is beginning to flow Note where you begin to see the flow
4 As the glacier moves down the tray add more flubber to the top of the glacier--this represents snow accumulation at the top of a mountain
5 Wait a few minutes and repeat at least three times 6 What are you noticing about the ldquoglacierrdquo during the activity Draw write take photos while the glacier is moving Be
sure to do this BEFORE you carry out the last step7 CAREFULLY remove the ldquoglacierrdquo from the pan- have a partner help you lift it straight up from the pan Look
underneath the flubber look at the foil In your notes draw any patterns in the sand you observeIn your science notebook8 Describe how the glacier flows9 What has happened to the sand layer under the ldquoglacierrdquo Describe it10 Look at the bottom of the flubber- what do you observe11 What have you learned about how glaciers work Write a few sentences in you notebook
STATION FOUR WIND EROSION
1 Place the green pan in the middle of the desk or table 2 Dump sand into a pile in the center of the pan3 One student at a time blows very gently onto the sand through the straw and observes what happens It is VERY
IMPORTANT that students blow carefully so that they donrsquot move the sand out of the green tray or into a studentsrsquo eyes4 Step 3 is repeated for each student in the group 5 Have the students try blowing with the straw held at different angles to the pile of sand 6 Student should record what they observe and describe in their science notebook how wind can affect landforms
STATION FIVE COMBATING EROSION
1 Ask the students to describe what happened at Station 1 (If the students have not gone to Station 1 yet skip to 2)2 What are ways humans try to counter the effect of water erosion on land Write your ideas in your science notebook 3 Tilt the pan with grass-covered land Spray heavily with water Observe what happens and record4 How is what happened different from Station 1 Describe in your science notebook
Station Activity Sheet (contrsquod)
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Soil Mixing Activity SheetSection 2 Lesson 7
1 You will receive a small sample of each of the components of soil paper plate stirrer eye dropper and small cup Put each component on a separate paper plate Take some time to observe the components separately and record on data sheet a What do you notice about the samples
2 You will complete some tests on the samples as a class Fill out your data sheet a Roll each sample between your fingers How does it feel to you (Texture)b Try to roll it into a ball (Compaction)c Take a small sample and smudge it on your data sheet What do you noticed Put each sample into the small cup Add an eye dropper full of water and stir Slightly tilt the cup and watch
what happens Record on your data sheet
SOIL TYPE
TEXTUREHOW IT FEELS
COMPACTIONHOW MUCH IT STAYS TOGETHER AFTER YOU SQUEEZE IT
SMUDGEMAKE A SMUDGE ON THIS SHEET
WHAT HAPPENS WHEN YOU ADD WATER
Sand
Clay
Humus
Small Rocks
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Volcano and Earthquake MapsSection 3 Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Engineering Design CycleSection 3 Lesson 9
1 Identify NeedProblem
2 Research amp Brainstorm
3 Choose Best Ideas
4 Construct Prototype5 Test amp Evaluate
6 Communicate
7 Redesign
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xiiiUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
NAME DATE
CRITERIA (MUST DO)
bull Must have an opening to get the bear in and out of the house
bull Must be big enough for the bear to fit inside without touching any part of the house
bull Must fit on the plate
bull Must be designed to resist the shaking of a mild and severe earthquake for as long as possible
bull Must be ready to test in ______ minutes
CONSTRAINTS (CANrsquoT DO)
bull Cannot use any materials except what your teacher provides
PLANNING
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
Earthquake-Proof StructuresSection 3 Lesson 9
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xivUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
RESULTS OF TESTING (ROUND 1)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
REDESIGN
Your plan must include
bull A sketch or drawing
bull Measurements (how tall and how wide will your structure be)
bull Number of materials needed
RESULTS OF TESTING (ROUND 2)
Make notes about anything you see during testing including
bull How long your structure lasted Where and how your structure failed
Earthquake-Proof Structures (continued)
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation
Appendix xvUnit 18 (version 12116) | Our Dynamic EarthWashington University in St Louis Institute for School Partnership
Vocabulary WordsAll Sections and Lessons
geology
geologist
engineer
geologic time
Earth
erosion
fossils
paleontology
streams
erosion
soil
rock
alluvial
altitude
absorption
plates
weathering
earthquake
volcano
tsunami
dynamic
humus
parent material
clay
island
mountains
valley
hills
plateau
canyon
peninsula
plain
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary that it is introduced as they come across the concept MySci students work collaboratively and interact with others about science content also increasing vocabulary The hands-on activities offer students written oral graphic and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation