Changes Earth’s Surface Lesson Plan Unit€¦ · Exploring the Earth’s Layers- Lesson Plan 1.) Introduce students to the three layers of the earth- crust, mantle, and core by

to the

Lesson Plan UnitEarth’s Surface

Changes

Created By: The Owl Teacher

Teacher Information PageOur planet is an amazing place and so much fun to teach! I

hope your students love the activities planned in this unit as

much as mine did. Each activity has been tested out by excited

fifth graders and again when I taught third grade.

This unit explores the three layers of the earth by a quick

demonstration and by reading an related article. Then students

sort characteristics of each layer. There is even an activity that

gets students up and moving around!

Then students begin exploring earthquakes through a series of

experiments, including my “Catch Shifty Crust” station rotation

where students are detectives on the hunt for Shifty Crust and

the destruction he has caused!

Students will also be exploding over volcanoes as they explore

the causes and effects of volcanoes. I have also put causation

cards in for a fun, high energy activity. Of course, it wouldn’t be

complete without students creating their own volcano!

This unit is also packed full of experiments and demonstrations

for students to fully understand team weathering and erosion–

the slow earth changing team!

In addition to all the experiments and demonstrations, you will

find practice pages, journal prompts, review sheets, and

vocabulary strengtheners to help your students understand all

the destructive and constructive processes that changes the

earth both rapidly and slowly.

Copyright Tammy DeShaw, The Owl Teacher 2014

Exploring the Earth’s Layers- Lesson Plan

1.) Introduce students to the three layers of the earth- crust, mantle,

and core by reading the provided text.

2.) Using a hard boiled egg, discuss with students that the earth is

composed of many plates that float along the top of the mantle and are

joined like puzzle pieces. Then ask students what the hard, thin layer of

the shell represents (the crust). Demonstrate that it moves around a bit

on this slippery layer, called the mantle. I show students that

sometimes this layer buckles in some places, while exposing parts of

the mantle in others. Then discuss how in the center of the “earth” (the

yolk) is the core.

3.) Using the Layers of the Earth Cards, randomly give students either

a core, crust, or mantle card and have them form in concentric circles

according to the directions on the card. (This activity is optional- can

be used as a review or activating activity.)

4.) Provide students with the Layers of the earth sort for practice

identifying the layers and their characteristics. It can be collected for a

grade if desired.

Materials

*Hard-boiled egg

*Digging to the center of the earth text (provided)

*Layers of the earth cards (provided- optional)

*Layers of the earth sort (provided)

Directions


Digging to the Center of the Earth

Imagine pulling out your handy shovel and deciding you are going to dig to

the other side of the earth! It has to be faster than an airplane ride to China,

right? Well, at least cheaper.

The earth is composed of three layers called the crust, mantle, and core. If

you were to dig through these layers, you would be burnt to a crisp by all the

intense heat before you would even get close to the center of the earth. Even

though scientists have never dug to the center of the earth, with advanced

technology, they do have a pretty good idea just what lies beneath our feet.

The outermost layer of the earth is

called the crust. It is made up of all the

continents that we live on and the ocean

floor that lies deep below the fish! This

layer is the thinnest and of course the

coolest layer– no matter how hot it feels

during the summer time. It is composed

of solid rock and mostly granite.

The next layer, found just below the

crust is called the mantle. This layer is

unique because it isn’t quite solid rock,

but it isn’t really melted rock either. It is

more like silly putty that slowly moves

the plates of the crust. This layer is also

the thickest layer of the earth. This

layer is about five times hotter than

boiling water!

The core is the found in the center of the earth and is sometimes referred to

separately as the inner core and outer core. This layer is the deepest and

HOTTEST layer– as hot as the sun! It is mostly composed of nickel and iron.

The outer core is melted rock, while the inner core is solid.

So why is it important to know the various layers of the earth– besides

the fact that you now know you can’t dig to China? By knowing how the

earth is composed, it helps scientists understand a bit more about how

landforms happen and the many changes that occur on earth.

crust

mantle

outer

core

inner

core


Layers of the Earth Sort

CoreMantleCrust

thickest layer of

earth

deepest layer

of earth

thinnest layer

of the earth

made mostly of

granite and

rocks

made mostly of

nickel and iron

made of solid

and melted

rock

five times

hotter than

boiling water

is as hot as the

sun

contains the

ocean floor and

continents

the outermost

layer

slowly moves

like putty

has an inner

and outer

portion

Directions Cut out each characteristic and glue under its

proper heading.

Name __________________________


Layers of the Earth Sort

CoreMantleCrust

thickest layer of

earth

deepest layer

of earth

thinnest layer

of the earth

made mostly of

granite and

rocks

made mostly of

nickel and iron

made of solid

and melted

rock

five times

hotter than

boiling water

is as hot as the

sun

contains the

ocean floor and

continents

the outermost

layer

slowly moves

like putty

has an inner

and outer

portion

Directions Cut out each characteristic and glue under its

proper heading.

Name __________________________Key


Cru

st

Co

reM

an

tle

Sta

nd

on

the

ou

tsid

e

of th

e c

ircle

.

Slo

wly

cla

p

Sa

y:

Te

cto

nic

s, Te

cto

nic

s

Sh

oo

t up

and

dow

n

Sa

y:

HO

T! H

OT

! HO

T!

Sta

nd

so

lid in

the

ce

nte

r of th

e c

ircle

Sa

y:

Co

re, C

ore

, Co

re

Dire

ctio

ns

To

revie

w th

e la

yers

of th

e e

arth

,

pro

vid

e s

tud

en

ts w

ith o

ne

of th

e

follo

win

g c

ard

s. Y

ou

will n

ee

d 4

-6

co

re c

ard

s, 6

-8 m

an

tle c

ard

s, a

nd

9-

11 cru

st c

ard

s. H

ave

stu

de

nts

sta

nd

in 3

co

nce

ntric

circ

les, re

ad

the

ir

ca

rd, a

nd

co

mp

lete

the

actio

n.


Exploring the Earth’s Movements- Lesson Plan

Materials

*Paper Plates (1 for each student)

*Frosting (white or add food coloring for the

mantle)

*Graham Crackers

*Exploring Earth’s Movement Worksheet

Directions

1.) Provide each student with a paper plate smeared with white frosting

(You can add red food coloring to appear as the mantle) and two

graham crackers.

2.) Work through the demonstration (as detailed in the worksheet)

together and discuss the various movements.

Note: In third grade we do not call them divergent or convergent

movements, but you are more than welcome to. The main point of the

demonstration is to get students thinking about how these plates can be

constructive.


The earth’s layers are like puzzle pieces that float around on

top of the mantle. Sometimes these layers collide, while other

times they slide past one another. These movements cause

changes to the surface of the earth in the form of

earthquakes, volcanoes, and mountain building.

Exploring Earth’s Movements

To begin, spread thick frosting on a paper plate. This represents the mantle of

the crust. On top of the “mantle” place two graham crackers. This will

represent our plates of the crust.

1.) Pull the “plates” apart about 3 cm. What do you notice happening to the

“mantle?” What do you think occurs?

________________________________________________________________

________________________________________________________________

You should have observed the “magma” rising and filling the gaps between the

two “plates.” This creates underwater mountains and causes earthquakes.

2.) Move the two “plates” toward one another, but slide one “plate” under the

other. What do you notice? What do you think occurs?

________________________________________________________________

________________________________________________________________

With this movement, the thinner crust will go under the thicker crust causing

an opening and creating volcanoes.


Name __________________________

3.) Move the two “plates” toward one another– but have them collide. What do

you observe? What do you think occurs?

________________________________________________________________

________________________________________________________________

You should have observed the “plates” colliding, cracking, and folding up

creating mountains.

4.) Draw an illustration of each type of movement we demonstrated today in

the boxes below. Then write a caption that describes each.


______________

______________

______________

______________

______________

______________

______________

______________

______________

Catch Crust

Earthquake Discoveries Lab Teacher’s Guide

Station 1- Provide students with the maps and chart sheet provided.

Station 2- Provide students with the article provided and a few plastic rulers

(one for each student at the station in your rotations). The ruler must be

plastic.

Station 3- Fill two medium sized aluminum pans- one with play sand and one

with soil. Then using a brick from a store like Home Depot or Lowe’s, stand it

up inside the pan. I have purchased the inexpensive light grey ones and

drawn windows on them to represent buildings for fun. I try to make sure my

soil is thick to hold the building a bit more sturdy than the sand.

Station 4- Provide students with clay. I always have it flattened in a

rectangle ahead of time. It’s important to remind students to return the clay

flat upon leaving the station for the next group.

DirectionsDuring this fun, interactive lab, students will be “detectives” exploring

earthquakes through a fictional character, Shifty Crust.

I always rearrange my classroom to look as if an earthquake had occurred in

the classroom. One time I even tilted a filing cabinet. The students get super

excited. I then tell them that an earthquake has occurred and there is only

one suspect- Shifty Crust. I ask them if they can be detectives and look at his

criminal folder. (I provide students with a file folder with the center sheets

glued on the inside and the cover glued to the front for appeal and

engagement).

Materials

Set-Up

*maps (provided) *Clay

*chart (provided) *File Folders

*2 medium aluminum pans *student sheets

*plastic ruler *2 grey bricks

*play sand *soil


Catch Crust

Station One Directions

Look at the chart and maps provided.

They both provide information about all the places that Shifty Crust has visited lately. What patterns do you notice?

Answer the question in his case file.

CrustCatch

Station Two Directions

First read the article provided.

Very carefully bend the ruler. You do not want to break it, but rather want to see the way it vibrates when you apply a bit of

pressure to it.


Catch CrustStation Three Directions

Check to make sure the bricks are standing up in each pan.

Gently shake the first pan. Notice what happens to the building.

Gently shake the second pan. Notice what happens to this building.

Stand any buildings that fell over back up.

CrustCatch

Station Four Directions

Make sure you have two flat, rectangle pieces of clay.

Lay the clay end to end. Gently push the two ends against each other and observe what happens.

Separate the clay and flatten it again for the next group.


Earthquake Discoveries Lab

Profiler’s Name

Case #

Investigator’s Name

Shifty Crust

01-09857698

An earthquake has occurred and there’s only 1 suspect—

Shifty Crust!


Station 1 Where Has He Been?

Shifty is hard to catch because he is always moving around! Explore the

various files and answer the following questions about Shifty Crust to

complete his profile on where he has been.

1.) Name a location where Shifty Crust has been. Write the date next to it

too.

2.) Look at the two different maps. One shows where Shifty usually visits.

The other shows where mountains are found. What can you conclude?

3.) Does it seem like Shifty ever takes a vacation? Why or why not?

Station 2Shifty’s Accomplices

1.) How does Shifty commit his crimes? (How does an earthquake

occur?)

3.) How are volcanoes and tsunamis related to Shifty Crust?

2.) Bend the plastic ruler back. (Careful not to break it). How does the ruler

relate to the earth’s crust? What happens when the earth’s crust “snaps?”

Who is a known as an accomplice of Shifty? Who is involved in Shifty’s

series of crimes? Determine who else can become involved.


Station 3 Standing Against Shifty

Can anyone stand against Shifty and all the damage he’s creating?

1.) Make sure the bricks are standing up in the pan of soil and the pan of

sand. Slowly shake each pan, one at a time. Which held better? Which

tumbled?

2.) Why do you think one didn’t fall as quickly and as easily?

Station 4Mountain Building

Shifty has made a mess creating mountains! Complete the activity below,

then answer the question.

1.) Take two pieces of rectangle clay and push them together end for end.

Draw what occurred.

2.) How is mountain building related to Shifty Crust?


Catch Crust

Year Location Magnitude Deaths

2012 Philippines 6.7 113

2011 Japan 9.0 20,896

2010 Haiti 7.0 316,000

2009 Indonesia 7.5 1,117

2008 China 7.9 87,587

2007 Indonesia 8.5 25

2006 Indonesia 6.3 5,749

Station One Earthquake Chart

Source: USGS http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php


Catch Crust

Station One Earthquake Map

Source: http://www.iss.k12.nc.us/schools/wms/WorldVolcanoes.JPG

This map shows where most earthquakes occur in red.


Catch Crust

Station One Mountain Map

Source: http://www.eoearth.org/view/article/154714/

This map shows where mountains are located.

The darker the color, the higher the elevation.

Compare this map to the earthquake occurrence map.

What do you notice?.


Catch Crust

Station Two ArticleThe earth is made of many plates like a puzzle that slowly floats

on top of the mantle. These pieces, called tectonic plates,

sometimes slide past one another or collide. When this occurs,

an earthquake happens!

The boundaries of these plates have jagged edges and stick to

one another like Velcro. Since the plates are always moving, they

store up energy and when they finally unstick, that energy

releases. It is a lot like a game of tug-of-war. If you and a friend

are both pulling on the rope and suddenly he lets go, what

happens? All your energy from pulling releases and wham! You

fall.

When the plates release, it creates waves that ripple out into the

earth, very much like a pebble when it’s thrown into a pond.

These waves are the trembling of the earth that we feel.

Scientists measure these waves to determine the size of the

earthquake (called magnitude) using a seismograph.

When the tectonic plates are floating around, they can cause an

earthquake underwater, on the ocean floor. When this happens,

large waves are created and it is called a tsunami. Sometimes

these waves will work their way to land and destroy towns and

cities along the coast.

In addition to earthquakes happening, when some plates

collide they are pushed together causing the crust to

build up and form mountains or volcanoes. Volcanoes

can also happen when the plates are pulled apart and

magma seeps out.


Station 1 Where Has He Been?Shifty is hard to catch because he is always moving around! Explore the

various files and answer the following questions about Shifty Crust to

complete his profile on where he has been.

1.) Name a location where Shifty Crust has been. Write the date next to it

too.

2.) Look at the two different maps. One shows where Shifty usually visits.

The other shows where mountains are found. What can you conclude?

3.) Does it seem like Shifty ever takes a vacation? Why or why not?

Station 2Shifty’s Accomplices

1.) How does Shifty commit his crimes? (How does an earthquake

occur?)

3.) How are volcanoes and tsunamis related to Shifty Crust?

2.) Bend the plastic ruler back. (Careful not to break it). How does the ruler

relate to the earth’s crust? What happens when the earth’s crust “snaps?”

Who is a known as an accomplice of Shifty? Who is involved in Shifty’s

series of crimes? Determine who else can become involved.

KEY

Answers may vary. Any of the following are acceptable: 2012 –

Philippines; 2011 – Japan; 2010 – Haiti; 2009 , 2006, 2007 –

Indonesia; 2008 - China

That mountains in this region where earthquakes are commonly

occurring form the mountain ranges.

No, because earthquakes occur every day around the world in various

places, sometimes multiple times a day.

Tectonic plates slide past one another or collide.

The ruler has pressure on it very much like the plates of the Earth. When the

pressure is too great, it releases cause it to break. On the Earth, when it

breaks, it creates waves that ripple out.

Volcanoes happen when plates pull apart and magma seeps out. Plates

on the ocean floor collide, creating large waves (tsunami).


Station 3 Standing Against Shifty

Can anyone stand against Shifty and all the damage he’s creating?

1.) Make sure the bricks are standing up in the pan of soil and the pan of

sand. Slowly shake each pan, one at a time. Which held better? Which

tumbled?

2.) Why do you think one didn’t fall as quickly and as easily?

Station 4Mountain Building

Shifty has made a mess creating mountains! Complete the activity

below, then answer the question.

1.) Take two pieces of rectangle clay and push them together end for end.

Draw what occurred.

2.) How is mountain building related to Shifty Crust?

The soil should hold the building in place better and longer than the sand

which should tumble quickly and easily.

The sand is loosely packed and thus has room to move around when

shaking into empty pockets. The soil is packed tighter leaving no room

for it to wiggle around.

Drawings vary, but should demonstrate that the middle part of the clay

crumpled and pushed up against one another.

Mountains are created when two plates collide. Shifty Crust is the

movement of these plates- therefore, the plates are always moving and

creating mountain building.


Earth Science Journal Question

You move to California on the steep side of a hill. You discover

that your house is sitting mostly on sand. Your friends say that

California is known for earthquakes. Are you safe? Explain.

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Name __________________________________



Do the continents still move today? Explain your reasoning.

What are the results of these plates moving?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Name __________________________________



How are earthquakes harmful? How are earthquakes beneficial?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Name __________________________________


Exploding with Cause and Effect- Lesson Plan

1.) Review with students how when one of the plates of the crust slides under

another, it creates volcanoes. Discuss (or review) cause and effect.

2.) Have students read the article about volcanoes.

3.) Have students create a cause and effect booklet. They can fold the

booklet and (cut it down the middle if desired) inside write cause on one side

and effect on the other.

Of course, for fun, you can always make your own volcanoes.

*cone shaped cups *clay

*Plaster of Paris *Baking Soda

*red food coloring *Vinegar

1.) Have students roll a small piece of clay into a ball and place at the bottom

of

a cone shaped cup.

2.) Using a Plaster of Paris mixture, pour into the cup on top of the clay.

3.) After allowing ample time to dry, peel the cup and remove the clay ball.

4.) Have students pour a small amount of baking soda into the sunken hole (I

have these prepped ahead of time in a solo cup).

5.) Mix red food coloring with vinegar. (Again, I have these prepped in a solo

cup ahead of time.) Pour on top of the baking soda.

6.) Watch it explode!

*I love to do the Mentos and Diet Coke explosion! The kids get a HUGE kick out

of that!

Materials*Explosion Text *Cause and Effect Flip Book

Directions

Materials

Directions

Exploding Volcanoes (for fun)


When the crust of the Earth has weakened cracks, part of the

melted rock in the mantle creeps out. This melted rock is called

magma. Magma is found inside a mountain that builds up around

an opening of the Earth’s crust called a volcano. When magma

moves up through a volcano it can EXPLODE… or just slowly seep

out.

Think about a tube of toothpaste. If you were to poke a small hole

in the tube and press gently, the toothpaste would just slowly ooze

out because there isn’t much pressure. If you were to squeeze

really hard, it would shoot across the room! How much pressure

building up inside the Earth’s mantle determines the kind of

eruption the volcano has.

Once this melted rock is on the land, it is called lava. Lava piles up

on the Earth, along with ash and rocks. The lava then hardens and

over time becomes a mountain.

Volcanoes can be very destructive by damaging land and buildings

around it. One major eruption occurred in 79 AD and buried the

ancient Roman city of Pompeii. Two thousand people died when

they were covered with a thick carpet of volcanic ash.

On the other hand, volcanoes can be a good thing too! For

instance, volcanoes provide important nutrients for the surrounding

soil. Even more beneficial, volcanoes help create new land over

time, such as the Hawaiian Islands.


and


Exploding Changes Causation Cards

One fun activity I like to do with my students after exploring volcanoes is

the exploding changes causation cards. I pass out cards to random

students but I hold on to card number one. I explain to students that the

part written in red is the last thing said by the person in front of them. This

is what they should be on alert for. The part in black is what they actually

say, and the part in orange is the action they do while saying their part.

I like to make it a little fun by doing a run through and then seeing if we can

beat the amount of time it took to do it.

If the card has anything in blue in the bottom right corner, it needs a prop

to go with it. For instance, one card requires a popsicle stick, while another

will need a balloon partially blown up. The balloon should not be sealed

because the student will need to release it so it will shoot across the room.

I would laminate these cards for durability.


Ex

plo

din

g C

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ge

s

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s

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sC

ard

1

Ca

rd 2

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rd 3

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rd 4

Th

e e

arth

co

nta

ins th

ree

layers

,

the

cru

st, th

e m

an

tle, a

nd

the

co

re!

the

co

re…

Th

e c

rust s

hifts

and

cra

cks

(bre

ak th

e p

op

sic

le s

tick in

ha

lf)

sh

ifts a

nd

cra

cks…

(ju

mp

and

sa

y)

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co

me

s th

e m

ag

ma

!

the

ma

gm

a…

It exp

lod

es o

ut o

f the

vo

lca

no

,

sh

oo

ting

hig

h in

to th

e s

ky!

(rele

ase

the

air-fille

d b

allo

on

tow

ard

the

ce

iling

)

Popsiclestick

Partiallyfilledballoon-nottied.Clipw

ithaclotheslineclip.


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5

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sid

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f the

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…

bu

t wh

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the

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co

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, it form

s a

sp

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d o

f rock c

alle

d ig

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s

(era

se

the

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ca

lled

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me

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ad

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f ash

and

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(form

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od

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to a

ba

ll to

rep

rese

nt a

rock)

ash

and

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…

(go

to th

e b

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w a

tall

bu

ildin

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me

rocks fro

m th

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are

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d

in ta

ll bu

ildin

gs.

into

the

sky…

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is la

va

run

s d

ow

n th

e s

ide

of th

e

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lca

no

(go

to th

e b

oa

rd a

nd

dra

w a

vo

lca

no)


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s

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s

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ard

9

Ca

rd 10

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Ca

rd 12

use

d in

tom

bsto

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So

me

rocks a

re u

se

d in

sta

tue

s a

nd

mo

nu

me

nts

.

(era

se

the

co

rners

of th

e b

uild

ing

on

the

bo

ard

and

brin

g th

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es to

a p

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t.

Write

the

wo

rds, W

ash

ing

ton

Mo

nu

me

nt

next to

it)

and

mo

nu

me

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…

So

me

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lca

no

es a

re u

nd

er w

ate

r

(sw

im to

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rd th

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nd

era

se

it)

are

und

erw

ate

r…

Th

ese

vo

lca

no

es m

ay fo

rm is

land

s!

(Go

to th

e b

oa

rd a

nd

dra

w a

n is

land

with

a p

alm

tree)

use

d in

bu

ildin

gs…

So

me

of th

ese

rocks a

re u

se

d in

tom

bsto

ne

s

(fall d

ow

n a

nd

pla

y d

ea

d)


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13

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rd 15

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rd 16

form

ed

from

vo

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Haw

aii is

kn

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n fo

r the

ir hula

da

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the

hula

da

nce)

the

hula

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…

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oth

er p

op

ula

r vo

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no

is M

oun

t

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int H

ele

ns! It is

very

exp

losiv

e!

(Ju

mp

and

Sa

y: K

ab

oo

m!)

very

exp

losiv

e…

Ka

bo

om

!…

Mo

un

t St. H

ele

ns e

xp

lod

ed

ba

ck in

198

0 a

nd

thre

w a

sh

all o

ver n

ea

rby

tow

ns.

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to th

e b

oa

rd a

nd

dra

w a

city

with

ash

“rain

” fallin

g o

n it.)

ma

y fo

rm is

land

s…

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aii is

an

isla

nd

form

ed

from

vo

lca

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es

(go

to th

e b

oa

rd a

nd

ad

d s

ma

ller

isla

nd

s in

a ro

w n

ext to

the

larg

er

on

e)


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plo

din

g c

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ge

s

Ca

rd 17

Ca

rd 18

Ca

rd 19

Ca

rd 2

0th

e s

hiftin

g c

rust…

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all k

now

tha

t if the

cru

st s

hifts

an

ea

rthq

ua

ke

ma

y o

ccu

r

(Tip

over a

ch

air c

are

fully

and

act

like

an

ea

rthq

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occu

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ea

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ua

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ma

y o

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vo

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an

de

stro

y th

e e

arth

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ch

yo

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t into

yo

ur o

ther

ha

nd

)

de

stro

y th

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arth

…

bu

t vo

lca

no

es c

an

als

o c

rea

te n

ew

ea

rth.

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eer fo

r the

vo

lca

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the

ne

arb

y to

wn

s…

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to s

um

ma

rize, v

olc

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ca

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d b

y s

hiftin

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rust

(da

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hiftin

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ack a

nd

forth

–to

the

righ

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the

left)

Ex

plo

din

g c

han

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sEx

plo

din

g c

han

ge

s

Ex

plo

din

g c

han

ge

s



How are volcanoes harmful? How are volcanoes beneficial?

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Name __________________________________


While earthquakes, volcanoes, landslides, and floods cause

quick, dramatic changes to the earth’s surface, there is another

team at large that changes the earth so slowly, they often go

unnoticed. This is team weathering and erosion.

Weathering is the process of breaking down rocks on the earth’s

surface to much smaller pieces. It often takes millions of years, but

nonetheless, it creates the rocks and sand we are used to seeing.

There are two different types of weathering: physical and chemical.

This means that sometimes weathering occurs from simple physical

movement, while other times it is based on chemicals like acid rain.

Weathering has many friends that assist in breaking down

rocks. For instance, water is a best friend of weathering. Water

likes to carry rocks that scrape against other rocks as it moves.

This slowly wears them down. It also likes to seep into cracks and

when it freezes (turning to ice) it has to expand, thus cracking

rocks. Another friend to weathering is wind. Much like water, wind

picks up small rocks and blows them against the terrain. This

beating definitely breaks it up.

Once weathering has committed the crime of breaking the

earth’s surface down, erosion takes it away from the crime scene.

Erosion has some friends that also help just like weathering. Water

in rivers, streams, and even ocean waves picks up rocks and sand,

moving it to a new spot. When it drops this sediment in a new

place, it is called deposition. Another friend of erosion is wind. Just

like with weathering, wind picks up rocks and transports them.

Glaciers, large masses of ice, move very slowly across land. When

gravity pulls the glacier downhill, it picks up and drops off rocks

along the way.

Did you know that you also help team weathering and erosion?

Living things are always uncovering rocks as they create

development and moving them to new locations too.

Team Weathering and Erosion



Weathering and erosion work together. How is it like a never-

ending cycle?

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Name __________________________________



Why is weathering and erosion important?

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Name __________________________________



The Grand Canyon is a product of weathering and erosion.

Theorize more specifically how the Grand Canyon was formed.

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Name __________________________________



Evaluate which is more destructive, weathering or erosion.

Explain your reasoning.

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Name __________________________________


Washing Away

Materials

*4 paint roller pans (4, one per group) *play sand

*mini-houses (like found in a Monopoly game) *watering can

or small wooden blocks that can represent *water

houses (found in craft stores) *pebbles

*blocks (like from the game Jenga) *pretend money

*soil (with grass intact if possible) *grid paper

*popsicle sticks for fencing *rocks of multiple sizes

*directions sheet & reflection sheet *drinking straw

Directions

Erosion Discoveries Lab Teacher’s Guide

1.) Set up the stations as preferred.

2.) Instruct the students that they will be engineers and need to solve the

neighborhood problem of erosion. Each group will be given supplies to

complete this task. The supplies will be:

-a cup of sand -a cup of pebbles

-a block - a “town” (scene)

-$200.00 -grid paper for planning

3.) Have students plan out how they will “prevent” erosion and then

purchase more items if needed. (Have extra items on hand and price

them expensive.)

4.) After 15 minutes test their structure by blowing sand around (using a

drinking straw), splashing water up on the beach, pouring water down

the river (watering can) and moving the glacier down hill. I try to make

sure that the houses/land is destroyed, as erosion cannot actually be

stopped. (It can only be slowed.)


Washing Away

Using the paint roller pans, choose from the various scenarios to

represent. You will likely have to duplicate depending on how many

groups you want.

a) a beach scene. Place sand at the top of the roller and water along the

bottom- the part that would hold paint. Place a few houses along the

“ocean front.”

b) a river scene. Place soil along the top of the roller pan, but then run a

groove down the middle toward the bottom portion to represent a

river running through it. Place houses along the side of the river.

You’ll add water later to this one.

c.) a sand dune scene. Place sand in all of a paint roller pan. Place

houses at the bottom of the roller.

d.) a glacier scene. Place sand or soil in all of a paint roller pan. Place

ice cubes along the top of the pan. Add houses.

Set-Up

Erosion Discoveries Lab Teacher’s Guide


Congratulations! You have just been hired as an

engineer to solve the neighborhood erosion problem.

They have noticed in the area erosion has been playing

a part! Some area houses are near danger of falling

into rivers, being drawn into the ocean, being washed

away by the glaciers, or having sand blasting into their

yards! We need to QUICKLY determine a way to prevent

erosion from destroying these homes. What can we do?

As a group you are to work together and complete the

following:

1.) Create/sketch a plan on paper to solve the erosion

problem. This plan must be approved by the building

inspector (your teacher!). You have 10 minutes to plan,

be approved, & purchase supplies.

2.) Determine what supplies you will need. (You will be

provided with some supplies and some funding, but

once you are out, you are out!) Realistically, in the

world, you don’t have unlimited funding.

3.) After approval for the building of your “erosion

preventor,” you will need to build your new invention.

Keep in mind that the new creation MUST be appealing.

Neighbors don’t want to look at a “trashy”

neighborhood. People pay good money to have land on

a beach overlooking the sea, etc. You will have only 15

minutes to build. Timelines are realistic in the real

world!

4.) After the teacher tests your erosion model, answer

the questions on the reflection sheet.


1.) What was your plan to solving the erosion problem?

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2.) Was your plan successful? Why or why not?

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3.) What did you notice about other people’s erosion prevention plans?

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Stopping Erosion Reflection

Name____________________________


4.) Can erosion ever be prevented? Explain your thinking.

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5.) Since erosion can only be slowed down, what examples can you think of

today that are in place to slow down erosion?

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Weathering Through It- Lesson Plan

Materials

*Weathering student sheets *dropper

*small plastic containers *vinegar

*water *graham crackers

*sandpaper *sugar cubes

*student goggles *paper cups

*small plastic jar/container *pebbles

*clay *blocks of wood

Directions

1.) Review with students what weathering is. If you have taught the

difference between physical and chemical weathering, review that as

well.

2.) Depending on your preference, have students work through the lab

sheets provided to explore the various agents of weathering that

occurs.

3.) Have students predict before performing the lab demonstration.

4.) Have students see the connection between the demonstration and

weathering in real life.

**Based on your preference, you can do each of these on separate

days, or have each group perform their own demonstration and report

back to the class. You can also pick and choose which you do together

as a whole group and which you choose to demonstrate yourself.


through it

1.) Label your group’s container

2.) Fill it completely to the top and seal.

3.) Place the container in the freezer overnight.

4.) Answer the questions below before and after

removing the container from the freezer the next day.

Predict

What do you think will occur?

Results

What actually happened?

How does this relate to rocks when water freezes in its cracks?

Weathering by Ice

Directions:


through it

1.) Using the clay provided, create three rounded balls.

2.) In your jar of small pebbles and water, add the three

rounded balls of clay.

3.) Complete your prediction below

4.) Shake the jar and record the results.

Predict


Results


How does this relate to water rushing over rocks?

What would happen if you shook the jar 50 times?

Weathering by Water

Directions:


through it

Predict

What do you think will

occur?

Results


How is this like sand blowing against rock over time?

1.) Put on the goggles to protect your face.

2.) Predict below what you think will happen.

3.) Rub the sandpaper against the blocks of wood.

4.) Complete the questions below.

Weathering by Wind

Directions


through it

Predict


Results


What happened to the soil? Did it protect the bedrock?

How does this relate to underground caverns?

1.) Line the bottom of a cup with sugar cubes.

2.) Pack tightly on top of the sugar cubes graham crackers.

The sugar cubes represent limestone while the graham

crackers represent the soil.

3.) Predict what you think will happen once you squeeze the

vinegar on the graham crackers.

4.) Using the dropper, squeeze one dropper full of vinegar

(acid rain) on the soil until it’s empty.

5.) Complete the questions below.

Chemical Weathering- Sinkholes

Directions:


through it

Predict


Results


How does this relate to our statues being destroyed by acid

rain?

1.) Fill one cup with water and another cup with vinegar.

2.) Label each cup with your name and if it is water or

vinegar.

3.) Place a piece of chalk in each cup and leave it overnight.

4.) Complete the questions below on day one and again the

following day.

Chemical Weathering- Limestone

Directions:


Earth

Ch

an

ge

s Ch

art

Typ

e o

f ch

an

ge

-

Fa

st o

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w?

Wh

at is

it?

(de

finitio

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Wh

at c

au

se

s it?

How

do

es it

ch

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the

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su

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__________________________________________

Co

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014

Slider FrameDirections

1. Copy the pattern for the slider frame

on

to cardstock for durability, if desired.

2. Using the pattern for the slider frame,

cut out the two windows and the

thumb notch.

3. Fold back along the dotted lines.

4. Tape the two edges together on the

back.

5. Fold the slider page in half.

6. Place the slider in the pattern frame.

7. Read the question or definition in

window #1. Answer in your head or

out loud.

8. Move the slider to next window (#2)

to check your answer.

9. Continue until finished.


Vocabulary ReviewSlider Frame

cut

outcut

out

Name___________________

Co

pyrig

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am

my D

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, The O

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eacher 2

014

Fo

ld b

ack a

nd

tap

eFo

ld b

ack a

nd

ta

pe

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

10

10

magma

volcano

erosion

deposition

core

The earth’s

thinnest layer

crust

The earth’s

hottest layer

This layer is

like putty- both

solid and

melted.

mantle

earthquake

The sudden

movement of

the earth’s

crust.

A mountain that

builds up around

an opening in

Earth’s crust.

Melted rock

found inside a

volcano.

lava

Melted rock

found outside a

volcano.

weathering

The breaking

down of rock

into smaller

pieces.

The movement

of weathered

rock.

The dropping

off of

weathered

rock.

Co

pyrig

ht T

am

my D

eS

haw

, The O

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eacher 2

014

A SpecialThank You!

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do and so little time, along with being limited on your

resources. I am here to help by creating products

that help you take back your weekends, without sacrificing quality teaching!

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Changes Earth’s Surface Lesson Plan Unit€¦ · Exploring the Earth’s Layers- Lesson Plan 1.) Introduce students to the three layers of the earth- crust, mantle, and core by

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