School In The Park Curriculumschoolinthepark.net/SITP/SITP Curriculum 10_11/NH_Rot_2...School In The Park Curriculum 2010-2011 San Diego Natural History Museum Rotation 2 Grade: 4

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School In The Park Curriculum 2010-2011 San Diego Natural History Museum Rotation 2 Grade: 4 Topic: Landforms California State Standards Addressed Science Earth Science 5a, 5b, 5c Waves, wind, water, and ice shape and reshape Earth’s land surface.

• Some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions and earthquakes.

• Freezing and thawing and the growth of roots cause rocks to break down into smaller pieces.

• Moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Investigation and Experimentation 6a, 6b Science progress is made by asking meaningful questions and conducting careful investigations.

• Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.

• Measure and estimate the weight, length, and volume of objects. Reading/Writing Reading 2.0 Reading Comprehension Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

• Evaluate new information and hypotheses by testing them against known information and ideas.

Writing 1.0 Strategies 1.1, 1.3

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Students write clear coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose.

• Select a focus, an organizational structure and a point of view based upon purpose, audience, length, and format requirements.

• Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

Listening and Speaking 1.0 Strategies 1.1, 1.2, 1.5-1.8 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

• Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

• Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

• Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.

• Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, posing and answering a question).

• Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

• Use details, examples, anecdotes or experiences to explain or clarify information. Listening and Speaking 2.0 Speaking Applications 2.2 Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

• Make informal presentations: a. Frame a key question b. Include facts and details that help the listeners to focus c. Incorporate more than one source of information (e.g., speakers, books,

newspapers, and television or radio reports). Mathematics Number Sense 1.1, 1.2, 2.2 Students understand the place value of whole numbers and decimals to two decimal places.

• Read and write whole numbers in the millions. • Order and compare whole numbers and decimals to two decimal places. • Compute difference between decimals to two places.

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Overview Earth is a dynamic place. Great forces continually reshape the face of the planet. Students will learn that Earth’s uneven surface is composed of landforms that are reshaped by weathering and erosion, deposition, eruptions, and crustal movements. Students will compare and contrast physical and chemical weathering and receive a brief introduction to Plate Tectonics. Students will be asked to identify landforms and the factors involved in shaping them. While at the San Diego Natural History Museum, students will be junior geologists. These junior geologists will conduct investigations, explore gallery exhibits, and tour Balboa Park. These activities will illustrate and allow students to see first-hand how our planet is constantly changing. Vocabulary Alluvial Fan: a fan-shaped pile of sediments on land Beach: the sediment covered area along the coast Butte: a hill with steep sides and a small, flat top Caldera: a large crater formed by a volcanic eruption Canyon: a valley with steep sides Chemical Weathering: the process by which a rock or mineral is changed by chemical reactions Cliff: a high steep wall of rock Delta: a fan-shaped pile of sediments where land meets a body of water Deposition: the process by which weathered and eroded pieces of rock are laid down in a new place Earthquake: the shaking of Earth’s surface caused by movement within the earth Erosion: the process by which weathered pieces of rock are moved from one place to another Eruption: the release of lava, ash, and gas from a volcano Geology: the study of the Earth Glacier: a huge piece of ice that forms on land and moves very slowly Hoodoo: a tall column of rock formed by weathering and erosion Island: a piece of land surrounded by water Landform: a natural feature in the earth’s surface that has a specific shape, such as a mesa, mountain, or valley Landslide: the sudden movement of rock downhill Lava: melted rock at the earth’s surface Magma: melted rock inside the earth Mesa: a large hill with steep sides and a flat top Moraine: a mound of rocks and soil deposited by a glacier Mountain: a landform with a peak or summit approximately 300m (1000 ft) above the surrounding area Peninsula: a piece of land that sticks out and is almost surrounded by water Physical Weathering: the process by which rocks break into smaller rocks Plateau: a high area of flat land Sand dune: a hill of wind-blown sand Sea arch: an arch in the ocean created by ocean waves Sediments: weathered and eroded pieces of rocks

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Tsunami: a huge ocean wave(s) caused by an earthquake within the sea floor U-shaped valley: a valley with steep walls and a broad or U-shaped floor, carved by a glacier Volcano: a mountain, or hill, where molten (melted) rock, ash, or gas erupts V-shaped valley: a valley with steep walls and a narrow or V-shaped floor, carved by a river or stream Weathering: the process by which rocks break down into sediments Daily Schedules and Activity Descriptions MONDAY Concepts – Landforms make up the surface of the Earth. Earth is dynamic and its landforms are continually undergoing change. Students will look at a few landforms today and observe how the landscape of San Diego has changed over millions of years. Vocabulary – geology, landforms, mountain, volcano, cliff, canyon, plateau, butte, mesa, hoodoo, sea arch Purpose – to be able to define landform and identify landforms that can be seen from Balboa Park Outcome – by describing features of landforms from murals in the museum and illustrating them in your journal, you will be able to describe how the local landscape has changed over millions of year. Daily Lesson Plan/Activities 9:00 Classroom Business Facilitator – seating arrangements, sprouting students, name tags, pencils, journals, writing exercise, etc. Facilitator – Pretest Collaborate with classroom teacher 9:25 Monday Lesson

• PowerPoint Landforms introduction What are landforms? Features that make up the surface of the Earth

• Google Earth landform exploration 9:40 Build-A-Landform Pencil Holder

• Each student will sculpt a landform to hold their pencil Salt dough (make 3 batches) Bake after class for 2 hours at 350°F 10:00 Museum Activity

• Gallery exhibit – entire class o Fossil Mysteries

Salt Dough Recipe - 4 cups flour - 1 cup salt - 1½ - 2 cups hot water (tap) - 2 tsp vegetable oil (optional) - Mix flour and salt together. Gradually add water until elastic.

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o Journal Title: San Diego 75 million years ago. Students will sketch the San Diego landscape during the Cretaceous Period.

o Is the ocean a landform? No. However the deep waters of the oceans hide from view, mountains, plateaus, volcanoes, and trenches.

• Museum Roof o Journal Title: San Diego today o Students will sketch landforms in view from the rooftop of the museum.

When students return to the classroom, they will compare and contrast the landscape from 75 million years ago and today. 10:45 Monday Lesson Continued

• PowerPoint • Slides showing different landforms and brief discussion on how they were formed • Plateau, mesa, butte, hoodoo, mountain, volcano, cliff, and sea arch

11:05 Writing Exercise

• Scientific Journal • Students will sketch and label a sea arch landform • Discuss with table partners how landform may have been shaped. • Each student will write three sentences describing how landform was shaped. • Share sentences with the rest of the class.

11:20 Thoughts from today

• Students will write one sentence in their writing journals describing how they felt when they were in the gallery exhibit.

TUESDAY Concepts – Earth’s surface can change rapidly. Geologists study the causes and effects of varying earth movements Vocabulary – beach, caldera, earthquake, eruption, island, landslide, lava, magma, peninsula, tsunami, volcano Purpose – to understand that Earth movements can reshape landforms rapidly Outcome – by manipulating tectonic plate exhibit displays, you will be able to distinguish how different plates move and change the surface of the Earth. Daily Lesson Plan/Activities 9:00 Writing Exercise with Facilitator and Teacher Collaboration 9:10 Pass out baked landform pencil holders 9:15 Review

• Earth’s surface is covered by landforms that are always changing. • Students name landforms presented on PowerPoint.

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9:30 PowerPoint Earth’s structure

• Earth has layers like a Peanut M&M • Crust (candy shell), Mantle (chocolate), Core (nut) • Draw and label Earth’s interior in your scientific journal

9:45 Plate Tectonics Introduction

• Earth’s crust is broken into pieces called plates • These plates are moving around on the warm interior causing them to

bump into each other, grind past each other, smash together, pull apart, and push underneath each other.

• A boundary is where two plates meet. • The study of plates and how they move is called Plate Tectonics

9:55 10:25 – Earthquakes, Landslides, Tsunamis, and Volcanoes

• Using PowerPoint slides and videos, students will be able to see how these movements can cause rapid change in landforms.

10:30 Rotations (From 10:30-11:30, the class will split into two groups. Each group will complete the following two rotations in 30-minute segments). Rotation 1 – Classroom Activity – Volcano anatomy

• Power Point o Volcano anatomy

• Pass out volcanic rock samples – pumice, obsidian, scoria, ash, etc. • Show the Sand Volcano Model video clip:

o http://dsc.discovery.com/videos/krakatoa-volcano-of-destruction-eruption-reconstruction.html

• Conduct Volcano Eruption Investigation • Sketch investigation plan and label materials in scientific journal. • Draw and label before and after pictures (include: balloon, sand, etc)

• Emphasize what a caldera looks like and how it is formed. • Use cauldron as a reference. • Caldera – a hole that forms when the top of a volcano blows off or when

magma below is emptied and empty space below is not strong enough to support the weight of the volcano.

Before Eruption After Eruption

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Rotation 2 – Gallery Exhibit in Fossil Mysteries – Plate Tectonic displays

• Students will work with a partner: o Explore the Miocene portion of the Fossil Mysteries Exhibit. o Watch the transformations occur on the Omni Globe. o Students will interact with and manipulate Plate Tectonic Displays

Subduction Zone Divergent/Spreading Centers Transform Faults

o Complete the activity she 2. Pick one type of plate movement from the boxes above and describe how the surface of the earth moves and changes. ___________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

transform fault

1. Using the information from the exhibit, fill in the empty boxes below:

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WEDNESDAY Concepts – Moving water, ice, and wind weathers the land and changes the surface of the earth. Weathering can occur by physical or chemical changes to a landform. Vocabulary – chemical weathering, deposition, erosion, physical weathering, sediments, u-shaped valley, weathering Purpose – to identify 4 forces that cause weathering and describe the differences between physical and chemical weathering Outcome – by locating and identifying different types of weathering in Balboa Park, you will be able to distinguish the differences between chemical and physical weathering. Daily Lesson Plan/Activities 9:00 Writing Exercise with Facilitator and Teacher Collaboration 9:10 Weathering, Erosion, and Deposition Recall the hand trick from the previous rotation to review.

Weathering and erosion hand trick Have students use their fingers to remember weathering “W” and erosion “E”. Snake arm back and forth during erosion.

Illicit answers from students defining weathering, erosion, and deposition. Weathering – breakdown of rock or soil Erosion – transport/movement of rock that has been weathered Deposition – weathered and eroded sediments that have settled. W/E/D are processes that create change. 9:30 Four forces that cause landforms to weather and erode PowerPoint slides Have students take notes in their scientific journal to help them recall 4 forces:

Four forces that cause landforms to weather 1. wind – hoodoos 2. waves – sea arches 3. water – canyons 4. ice – u-shaped valleys

rock weathering erosion

breaks transport

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9:50 Physical and Chemical Weathering • PowerPoint slides • 2 types of weathering; both break down rock but in chemical weathering

there is a chemical reaction that takes place; something new is formed from this reaction.

• Compare and contrast statue pictures (rain water, chemical) • Mention statue is the same but years have passed. What caused this

statue to change? (acid rain) What causes acid rain? (pollution) • We’re going to see how that statue changed by speeding up the process.

Acid rain isn’t as strong as in this example: o What you need to know: the rock is limestone and the liquid is

vinegar; vinegar is acidic so we are using that in place of the acid rain.

Demonstrate the chemical reaction between acid rain and statues by putting some acid rain (vinegar) in a cup with some pieces of statue (limestone).

Each table should pass around a cup or two and see if they observe a reaction.

Do you remember any properties about limestone? It is a sedimentary rock comprised mostly of the mineral calcite. Calcite is an abundant mineral on Earth. Limestone and marble are two rocks that contain calcite. Calcite reacts (changes) with acids (vinegar/acid rain)

Students should know that the mineral calcite is what limestone is made out of. Reference the mineral test from rotation 1.

A chemical reaction took place in this demonstration. The fizzing was carbon dioxide. Carbon dioxide wasn’t there before; it is new; it was created with vinegar came into contact with the mineral calcite. The statue is made of limestone or marble.

More examples of physical and chemical weathering:

• Tree roots in rock - (physical) Does it look like there was a chemical reaction like we saw with the statue? Rock is being weathered. Do we see anything new occurring?

• Oxidation/rust - (iron in rock and oxygen in air, react with each other, new added, rust, chemical weathering); iron or steel; Uluru is in Australia; standstone; but iron content in this rock reacts with the oxygen and it looks like it is rusting just like the car. There is so much iron in the ground the land literally looks like it is rusting.

• Ice wedging - (ice, physical); We’re going to look at this in detail later; ice is a force of weathering; physical or chemical?

• Cave - (physical AND chemical); outside of the cave looks like physical weathering (maybe wind); go inside the cave and we have all of these things growing!; watch this video; explain video; limestone in ground; water in the

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ground; raining; what mineral did we say was in limestone? (calcite); the water is breaking down limestone, reacting with the calcite and forming stalactites and stalagmites. Inside of cave is chemical.

10:15 Rotations (From 10:15-11:00, the class will split into two groups. Each group will complete the following two rotations in 20-minute segments). Rotation 1 – Classroom Activity – Rock Freeze Investigation

• Fake rock represents a magnified open space inside a rock that is filled with water. What happens when water inside a rock freezes? Have a real rock out to make connection between egg and rock.

• Have students discuss with a partner what they think will happen when the water inside the model rock is frozen.

• Complete hypothesis and initial observation in journal • Complete “after” observation on Day 4

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***Show Bentonite investigation if there is enough time left in the rotation.*** • Bentonite is a soft rock composed of clay. It is formed by the chemical

alteration of volcanic ash. • Bentonite is found in various locations within San Diego County. • Pass out a couple of pieces of Bentonite to each table. • Have students describe how it feels, looks, etc • Ask students what they think will happen if the Bentonite soaks in water • Select a couple pieces of Bentonite to drop into a cup of water/table. • Give Bentonite a few minutes to begin to dissolve. • Take observations from students • Show slides of St. Francis dam pictures in Santa Clarita, CA. Dam

construction finished in 1926 and collapsed in 1928. • Bentonite is super absorbent. It can be used in cement, ceramic, and cat

litter. Rotation 2 – Balboa Park Scavenger Hunt – Chemical and Physical Weathering As walking around the park, discuss how manmade things are changed and how that applies to earth.

• Example: tree roots breaking sidewalk would have a similar effect on rocks, ground, soil, etc

• Review weathering, erosion, and deposition in the park. Any signs of deposition? • Have students draw diagram in their journal. • As students locate signs of weathering in the park, have them list cause/effect

and type of weathering in their journal.

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Effect (evidence) Cause Type of Weathering

broken sidewalk growing tree roots physical

Writing prompt for Rotation 2:

• Under their diagram, have students write a sentence about what they observed in the park.

• “Today in the park, I noticed….” THURSDAY Concepts – Great forces continually reshape the face of the planet. Students will be asked to identify specific factors involved in shaping landforms. Vocabulary – alluvial fan, delta, glacier, moraine, sand dune, v-shaped valley Purpose – to be able to explain the forces behind landform formations Outcome – by reading articles and writing a paragraph about what you read, you will be able to identify the forces involved in shaping landform. Daily Lesson Plan/Activities – 9:00 Writing Exercise with Facilitator and Teacher Collaboration 9:10 Review four forces that cause weathering 9:15 Check the Frozen Rock Model

• Pass out the frozen rock model to each table. • Have students talk about what they observe. • Finish Investigation from previous day. • Have students write a conclusion at the bottom of the page. • Why did the rock expand?

Error! Objects cannot be created from editing field codes. 9:30 Review two types of weathering: physical and chemical 9:40 Rock Soak Investigation

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• To further illustrate the effects of water and physical weathering, ask students to hypothesize what they think will happen when a piece of sandstone soaks in water.

• Students will work in small groups • Illicit thoughts from students • Have students write the following in their scientific journals:

10:00 Rotations (From 10:00-11:20, the class will split into two groups. Each group will complete the following two rotations in -minute segments). Rotation 1 – Classroom Activity – Landform Formations

• Split students into four groups. • Assign each group a landform to investigate. • Each group will be given worksheets to read and study. • Students must write a paragraph explaining how their landform was shaped,

when it was shaped, where the landform is located, etc. • In addition, students will be asked to research an additional fact or bit of trivia on

their landform. Students will use computers in classroom to complete this research.

• Students will read their paragraphs to the class on Day 5 • Each group will be assigned one of the following landforms:

o Grand Canyon o Grand Tetons o Mount St. Helens o Hawaiian Islands

1. Hypothesis: If I soak the rock in water, I predict….. 2. Data (evidence) (facts-very careful)

Weight Before Weight After

3. Weigh dry rock on scale and record in chart. 4. Soak rock 5. Observations

• Draw a picture of what you see happening and label (cup, water, air bubbles, rock)

• Describe what you observed 6. Weigh wet rock on scale and record weight in data chart. 7. Conclusion: I think the rock got heavier after I soaked it in the water because…

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Rotation 2 – Museum Activity – Landform Photography Exhibit Aerial portraits of the American West by John Shelton Glue sheet into scientific journal In the exhibit, search for these landforms; work with a partner to decide how they were created/shaped, re-shaped, and record in your journal.

Read and study the activity sheets and pictures you have been given. Discuss what you have read with your group. Each person in the group should contribute to the discussion. When writing your paragraph, you will have to answer the following questions:

1. What is the name of your landform? 2. Where is this landform located? 3. How old do geologists date this landform? 4. How was this landform shaped? You may need to write a few sentences

when answering this question. 5. Using the classroom computers, research an additional fact or bit of

trivia on your landform.

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Landform Photographs

Find this landform:

How was it formed? - weathering and erosion - deposition - crust movements - eruptions

moraine

San Andreas Fault

Mt. St. Helens

cinder cone

braided streams

sand dune

meandering river

mud debris flow

alluvial fan

canyon

butte

mesa

hoodoo

11:20 Landform PowerPoint Review Show slides of various landforms and have students respond with the “force” that shaped each landform.

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FRIDAY Concepts – Students recognize many factors are involved in the shaping of our planet. Vocabulary – review Purpose – to be able to understand the information on your landform worksheet and paraphrase in your own words Outcome – by then end of today, you will be able to describe how your assigned landform was shaped by reading aloud the paragraph you have written. Daily Lesson Plan/activities 9:00 – Writing Exercise with Facilitator and Teacher Collaboration 9:10 – PowerPoint of landforms found in California and/or San Diego County 9:20 – Students finish paragraph from previous day; use computer if necessary 9:30 – Students read paragraphs describing their assigned landform from the group activity on Day 4 9:50 – Ice Cream Mountain

Observe the weathering, erosion, and deposition of Ice Cream Mountain in front of our eyes!

• Upside down cup with a scoop of ice cream on top. Magic shell chocolate fudge with small rocks on top.

• Hit the mountain with a spoon to get weathering going. • Draw Ice Cream Mountain in your journal and label where you see

weathering, erosion and deposition. Do not label “stones, ice cream, chocolate or cup.”

• Where are weathering, erosion, and deposition happening? At the top, middle, or bottom?

Each student receives an edible sample of Ice Cream Mountain after their test! 10:10 – Review Game

• This is an exciting and highly interactive review game using a PowerPoint

• Students will be divided into 4 teams • Each time a question is prompted on the screen, teams will discuss the

question and write their answer on a whiteboard at their table • Answers will be verified after every question • The game is given a point system to generate a fun end of week

competition. 10:55 – Post Test

• Each student will complete a 5-question multiple choice and 2-question short answer test.

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• See attached. 11:10 – Landform Relief Map Using clay (Crayola Model Magic), and a cardboard base, sculpt landforms Color with markers ASSESSMENT – Post-test POWER WRITING: Think about the following words: weathering, earthquake, and mountain. Choose one word to write about. You may use the words from the word bank to help you write your sentences. You will have one minute to write as much as you can. Write as well as you can.

SENTENCE WRITING: Imagine you are a junior geologist working for the San Diego Natural History Museum. You have been asked to write about a landform found in California. Pick at least one of the words in bold from the Word Bank and write your first sentence.

Now write one more sentence about the California landform.

WORD BANK

sediments

erosion

deposition

ice

water

geology

wind

waves

landform

glacier

valley

volcano

cliff

peak

Plate Tectonics

plates

shaking

rain

movement

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MULTIPLE CHOICE 1. _______________________________ is the movement or transport of weathered pieces of rock. a. b. c. d. 2. Acid rain reacts with calcite in limestone. What type of reaction is this?

a. deposition b. chemical weathering c. physical weathering d. erosion

3. Deposition is the settling of ______________________________.

a. plates b. geology c. sediments d. money

4. The freezing and thawing of water inside rocks can cause _________________.

a. chemical weathering b. glaciers c. earthquakes d. physical weathering

5. Which landform is not shaped by moving water?

a. v-shaped valley b. dune c. canyon d. delta