AS THE EARTH TURNS

Grade Level: Fourth Grade Presented by: Marsha Bellinger, Kelley Holdman, Mary Graham Converse Elementary, Converse, Texas Length of Unit: Seven Lessons I. ABSTRACT This is a Science unit on the earth and its changes designed to take between ten to twelve class periods. The unit will provide the student with experiences in concepts in the Fourth Grade Core Knowledge Sequence about the layers of the earth, plate tectonics, earthquakes, and volcanoes. The students will use discovery methods to learn about these concepts in a variety of ways. Some of these ways will include cooperative groups, constructing models to demonstrate their learning, simulations, and conducting experiments. While reinforcing basic skills, the students will see a connection between the concepts taught and the physical world. OVERVIEW A. Concept Objectives 1. The students will understand the earth is a system whose components are related to each other and create patterns. 2. The students will understand that theories are based on what happens next depends a large extent on what has happened in the past. 3. The students will develop a sense of historical empathy and see events through the eyes of people who were there. B. Content covered from Core Knowledge Sequence 1. Crust, Mantle, Core (Outer and Inner) 2. Movement of crustal plates 3. Earthquakes: measuring intensity and seismograph, Richter Scale, faults 4. Volcanoes: magma, lava and lava flow 5. Theories of how the continents were formed; Pangaea and Continental Drift 6. Volcanic, folded, fault-block, and domed shaped mountains C. Skill Objectives 1. Skills taught are identify, compare, observe, draw conclusions, analyze, classify, recall facts and details, locate and list information, synthesize data, explore feelings and point of view.

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III. BACKGROUND KNOWLEDGE A. For the teacher 1. Hirsch, E.D. Jr. What Your Fourth Grader Needs to Know 2. W. H. Freeman and Company. Continents Adrift 3. W. H. Freeman and Company. Volcanoes and the Earths Interior B. For the student 1. Study of Earth and rocks from First Grade, Fourth Grade Core Unit on Rocks, review of Earth Changes from Scott Foresman Science Textbook IV. RESOURCES A. Billings, Henry and Billings, Melissa Stone. True Tales of Shifting Ground B. Silver, Donald M. and Wynne, Patricia J. The Amazing Earth Model Book for Grades 36 C. Lewis, Thomas P. Hill of Fire D. Ling, Judy. Escape from Mount Api Eruption. E. Burke, Melissa Blackwell. Think Like a Scientist F. Ward, Pat and Barbara. Geology: Students Explore our Planet Earth
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V. LESSONS Lesson One: Will the Layers of Earth Stay Together? A. Daily Objectives 1. Concept Objectives a. The student will understand the earth is a system whose components are related to each other and create patterns. 2. Lesson Content a. crust b. mantle c. inner core d. outer core 3. Skill Objectives a. The students will be able to identify the layers of the earth. b. The students will be able to compare the layers of the earth by their characteristics. B. Materials 1. Hard-boiled eggs 2. Divided paper plate (3 sections) 3. Clear Straws 4. Knife (for teacher demonstration) 5. Transparency of Word Splash Appendix A 6. Transparency of Key Vocabulary with definitions 7. Student handout to write vocabulary on (Appendix B) 8. Reading Passage (Appendix C) 9. Eggsperiments Guide sheet (Appendix D) 10. Modeling Clay (four different colors) 11. Toothpicks 12. Plastic knives 13. Overhead Projector C. Key Vocabulary 1. crust Earths cool outer layer of mostly solid rock 2. mantle Earths vast middle layer 3. outer core liquid layer made up of melted iron and nickel 4. inner core layer made up of solid iron and nickel 5. sphere a round object whose curved surface is the same distance from the center at all points. 6. internal of or on the inside; within 7. structure the way in which something is built or put together 8. model a miniature representation that allows the holder of the model to predict events D. Procedures/Activities Grade level teachers will be collaborating with the art teacher throughout the unit to reinforce student learning and create enthusiasm for the Layers of the Earth unit. Teachers will begin by covering a wall in the hallway with butcher paper to create the backdrop for an interactive mural. The lower part will be brown for the layers of the earth. The mid-section will be black and the upper section will be blue. After each lesson, a selected fourth grade class participating in the unit of study will be responsible for adding parts to the wall that reinforce the concepts presented. Students will use construction paper and other media to build upon the concept: constructing and labeling the mural beginning with the Earth's layers and culminating with a replica of an active volcano. The students will invite other grade levels to tour their hallway. Fourth grade students will explain the concepts learned.
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Using Eggsperiment Sheet (Appendix D), teacher demonstrates cutting boiled egg in half showing the different parts inside the egg. (Do not relate this to the earths layers at this time.) Separate the eggshell, the egg white, and the egg yolk into the 3-section paper plate and discuss how the whole becomes very different parts, yet all the parts are related to the whole in an important way. 2. Word Splash Use transparency (Appendix A) to display vocabulary words in a random fashion. Solicit the students background knowledge by asking if they can tell how these words are related to each other. Continue to question students until they conclude that these words are related to the earth and its layers. 3. Using transparency of Key Vocabulary, have students copy words and definitions on their vocabulary handout (Appendix B) while teacher discusses each meaning. This will be the beginning of a vocabulary book the students will keep throughout the unit, adding vocabulary words with appropriate lessons. 4. Pass out handout of the Reading Passage (Appendix C). Class will read aloud and discuss. 5. Eggsperiment #2 Sheet In pairs, students will follow the procedures as outlined on Eggsperiments Guide Sheet (Appendix D). The teacher can write steps on board or overhead for students to follow in order to take a core sampling from an egg. The teacher may also want to model this experiment while students follow steps. 6. After experiment, discuss results as a whole group using discussion questions on Appendix D. Evaluation/Assessment 1. The students will demonstrate their understanding of the earths layers by creating a 3-D model of the earth using clay, cutting in half, labeling, and describing layers.

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Lesson Two: Stay Tuned to Find the Secret of the Black Box! A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past. 2. Lesson Content a. Theories of how the continents were formed 3. Skill Objectives a. The student will be able to observe, predict, draw conclusions, and show understanding by creating a model. a. The student uses critical thinking skills and scientific problem solving to make informed decisions. B. Materials 1. Black box for each group of students (The teacher will need to prepare the black boxes in advance.) a. Ask a department store for a donation of boxes. Women's wallet boxes work great. Approximately 8in x 5in x 2in. b. Using popsicle sticks, glue 1 to 1 1/2 sticks to the inside of box. This makes the maze. The teacher may want to draw a key of the maze so she can gage how close the students come to the correct model. c. Put a marble in the box. d. Cover the box with black butcher paper. 2. Mystery Black Box handout (Appendix E) 3. Black Box Lab Activity handout (Appendix F) 4. Dry Erase Boards and Expo Markers (Could use paper and pencils) 5. Unit Vocabulary Booklet (Appendix B)
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Key Vocabulary 1. physical model a model made of material things that can be tested to see if they comply with expectations 2. conceptual model explanatory ideas that are expressed in words and mathematics 3. maze a confusing network of passages 4. Black Box Theory any system that cannot be seen directly such as atoms energy 5. explore to investigate, study, or analyze 6. sensory relating to the senses 7. technology Science put to work to serve people in practical ways Procedures/Activities (This activity was adapted from an elementary science lab course from Southwest Texas State University, San Marcos, Texas. Dr. Karen L. Ostlund, Professor) 1. Introduce the black box by asking children if they can predict what is inside. Solicit responses from students encouraging use of the senses such as sound, sight, and feel. 2. Teacher writes key vocabulary words on board without definitions. Pass out Mystery Black Box handout (Appendix E). Read aloud together as a class and discuss Black Box Theory building vocabulary definitions as appropriate. 3. Pass out Lab handout (Appendix F) and a covered black box to each group of four students. Students will individually complete the lab handout using the focus questions. Teacher will model expectations for lab behavior such as: the boxes will remain closed; no writing on the boxes; no violent shaking. 4. Once the students have completed their individual lab activity, the group must come to a consensus on the diagram of the maze inside their box. The group recorder will draw their model on a dry erase board to present to the class. Recorder will also list three senses the group used to determine the model. 5. As each group leader shares their predictions, the teacher will facilitate discussion about the differences in predictions. Students will not be allowed to open the box to determine their findings. This confirms the Black Box Theory that some things in science are unable to be proven. 6. Students will add vocabulary words and definitions from the board to their unit vocabulary booklet. Evaluation/Assessment 1. Teacher will assign the following reflection questions: a. What black boxes do you encounter in your life? A black box is any system or device that works in mysterious or unknown ways. List three black boxes. b. In what ways are video games and black boxes alike? Describe two ways. c. How did you feel when you werent allowed to open the black box at the end of the activity? Explain. d. Homework Assignment: The students will research Alfred Wegeners theory of Pangaea and be ready to share their findings the next day.

Lesson Three: Will Pangaea and the Continental Drift Reunite? A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past. b. The student will understand the earth is a system whose components are related to each other and create patterns. 2. Lesson Content a. Theory of how the continents were formed b. Movement of the crustal plates 3. Skill Objectives a. The student will analyze scientific explanations.
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The student will identify and observe effects of events that require time for change. The student will identify the cause and effect relationship in the Continental Drift Theory.

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Materials 1. KWL Chart 2. Post-It notes 3. Transparency of Key Vocabulary Words and definitions 4. Geology: Students Explore Our Planet Earth pg. 17-19 5. Puzzle Pieces (available at session only) 6. Poster Instructions (available at session only) 7. Map Colors, scissors, and glue 8. Construction paper 9. Continental Drift Demonstration (Appendix I) 10. Pyrex glass container (9x13) 11. Water 12. Food coloring 13. Orange peels (decorative bark chips can be used) 14. Stand for container (books work fine) 15. Votive candle 16. Eyedropper 17. Matches 18. Overhead Projector 19. Unit Vocabulary Booklet (Appendix B) Key Vocabulary 1. Pangaea a super continent existing millions of years ago 2. drift to become driven or carried along by a current of wind, water, or air 3. convection current the uneven heating of the ocean from the core of the earth that causes movement 4. Continental Drift Theory the idea that the large continent of Pangaea split up and eventually drifted apart forming the seven continents we have today 5. evidence something that furnishes proof 6. landmass a large area of land 7. support to uphold or defend as valid Procedures/Activities 1. Using a KWL Chart, the teacher can solicit the students prior knowledge about Pangaea (from Lesson Two homework assignment) and the Continental Drift Theory, writing on chart under "K". The students will write things they want to learn on Post-its. Each student will read their item and place on board under the What I Want to Know (W) part of the KWL Chart. (KWL Chart will be completed at end of Lesson 4.) 2. On a transparency, have the key vocabulary words and their meaning. Place on overhead covering the definitions. Ask students to predict the meanings of the words. Then uncover, discuss, and students will transfer the words and definitions to their unit vocabulary booklet. 3. Pass out reading passage, from Geology: Students Explore Our Planet Earth , class will read and discuss information. Next day, students will use the puzzle pieces (Appendix Gavailable at session only) to recreate Pangaea. (They may work in pairs and refer to poster, Appendix H-available at session only-provided by teacher.)Students will color and cut out pieces to manipulate. Once they have the puzzle complete, they will glue on to a piece of construction paper. 4. To illustrate the relationship between convection currents and continental drift, the teacher will perform a demonstration using Appendix I. (It would be wise to have a
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parent or aide to help with this by preparing the materials while the teacher is conducting the first part of this lesson.) Evaluation/Assessment 1. The student will put stages of Continental Drift Theory into correct sequence and label. On the back, the student will write a sentence explaining the cause and effect for the theory of Continental Drift. 2. Extension: The students will draw their prediction of the location of the continents in one million years.

Lesson Four: Whose Fault is Plate Tectonics? A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past. b. The student uses critical thinking and scientific problem solving to make informed decisions. c. The student will understand the earth is a system whose components are related to each other and create patterns. 2 Lesson Content a. crustal plate movement b. faults 3. Skill Objectives a. The student will classify the different types of faults. b. The student will use a model to observe and identify the effects of Earth plate movement. c. The student will recall facts and details from a reading passage. B. Materials 1. Windows on Science, laser disc 2. Laser Disc Player and Television 3. Geology: Students Explore Our Planet Earth 4. Sentence strips 5. Graham Cracker Lab Sheet (Appendix J) 6. Graham Crackers (2 whole crackers for each student) 7. Paper towels 8. Styrofoam (one for each student, cut to size of cracker) 9. Small cup of water 10. One foil square for each student 11. Cake frosting 12. Index Card 13. KWL Chart from Lesson Three 14. Post-Its for KWL (if desired) 15. Unit Vocabulary Booklet (Appendix B) C. Key Vocabulary 1. lithosphere the crust and the upper ridge layer of the mantle 2. asthenosphere lower layer of the mantle; layer that flows and moves the plates of the earth 3. spreading zone area where plates would spread away from each other, occurs on the ocean floor 4. fracture or fault zone where plates slide past each other 5. converging zone where two plates come together; in one case the lower plate is forced down towards the mantle usually creating deep earthquakes and deep volcanoes; in the other case two plates meet, collide and fold creating folded mountain ranges
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6. fault a long crack in the earths crust 7. ridge -a line where two sloping surfaces meet Procedures/Activities 1. Use Windows on Science (laser disc) to review continental drift showing from Pangaea through the Continental Drift Theory. After viewing, discuss by relating to previous days lesson. 2. Teacher will prepare questions for a group reading activity using P. 21 and 23 from Geology: Students Explore our Planet Earth. Write two questions on a large index card. Teacher will pass out Reading passage from Geology: Students Explore our Planet Earth, P. 20 and 22, along with one index card per group. Students will read in groups and recall facts from passage to answer their assigned questions. Students will be asked to share findings with whole class. 3. Teacher will prepare key vocabulary words and definitions on sentence strips. Teacher will then cut apart the words and definitions to use as a whole group matching activity. Place words on one side of the chalkboard and definitions randomly on the other half of the chalkboard. Teacher will randomly call on students. The student will go to the board and select a word they think they know the definition to and move the word next to the definition. Continue until every word is defined, checking accuracy. When activity completed, students will transfer the words and definitions to their ongoing vocabulary booklet. 4. Students will complete an experiment using Graham Crackers. Procedures and materials are listed on the Lab Sheet (Appendix J ) which the students will use to complete and answer questions individually. 5. Using KWL chart from Lesson Three, teacher and students will complete the What We Have Learned " (L) section of the chart. Evaluation/Assessment 1. Teacher will evaluate students learning through verbal responses during class discussion of lesson. 2. Teacher will evaluate students responses from Graham Cracker experiment orally.

Lesson Five: Whose Mountain Is It? (Lesson will take minimum of 2 days) A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past. b. The student will understand the earth is a system whose components are related to each other and create patterns. c. The student will develop a sense of historical empathy and see events through the eyes of people who were there. 2. Lesson Content a Volcanic mountains b. Folded mountains c. Fault-block mountains d. Dome-shaped mountains e. Undersea mountain peaks and trenches 3. Skill Objectives a. The student will locate and list information regarding specific types of mountains. b. The student will compare the different types of mountains. c. The student will synthesize the data collected in a creative format. B. Materials 1. Book, True Tales of Shifting Ground
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2. Resources for research information (books, etc.) 3. Poster board 4. Markers or crayons 5. Unit Vocabulary Booklet (Appendix B) Key Vocabulary 1. domed mountains mountains that occur when molten rock cannot break through the earths surface; it spreads out in layers and causes the earth to rise like a blister 2. folded mountains mountains that occur when plates are forced upwards and sideways to form folds in the earths surface 3. fault/block mountains mountains that occur when the earths crust has been broken, bent, and crumpled into huge blocks 4. volcanic mountains when lava, rock, ash, and gases erupt through a crack in the earths crust and many layers build up to form the mountains Procedures/Activities 1. Teacher will activate prior knowledge by asking students questions such as: Who has lived on a mountain? Has anyone climbed a mountain? etc. 2. Read story, Trouble at Big Four Mountain from True Tales of Shifting Ground, aloud to students. 3. Next, teacher will put the four types of mountains on the board. Students will add words to their vocabulary booklet and are responsible for filling in definitions during research assignment. Teacher will then explain the group assignment. Each group will draw from a can a specific mountain/mountain range that they must research and report back to the class. Teacher should have resources available for student use in the classroom (library books, internet, encyclopedias, etc.) Allow students class time to do research. The following are possible names of mountains and mountain ranges that students could draw from. a. Dome: South Dakota 's Black Hills, Adirondack Mountains b. Folded: Ural Mountains, Appalachian Mountains, Himalayas, Rocky Mountains c. Fault/Block: Sierra Nevada, Grand Teton Mountains, Basin and Range ProvinceRange d. Volcanic: Cascade Mountains, Mt. Stomboli, Mt. Fuji. Mt. Shasta, Mt. St. Helens Mt. Ranier 4. (May take two days.) The students will be given the following questions to guide their research: a. Tell the characteristics of the mountains you have been assigned and draw an illustration showing how this type of mountain forms. b. Where are they located? c. How old are they? How can you tell? d. What is the elevation? e. Is there vegetation and/or life on or near the mountains you have been assigned? f. Give two additional interesting facts about your mountains. 5. After completing research, each group will creatively compile their information on poster board to present to the class. Evaluation/Assessment 1. The teacher will evaluate students learning through observation of final projects.

Lesson Six: Earthquakes-Breaking Up is Hard to Do (Two day lesson) A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past.
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The student will develop a sense of historical empathy and see events through the eyes of people who were there. 2. Lesson Content a. Earthquakes b. Measuring intensity; seismograph and Richter Scale 3. Skill Objectives a. The student will recall facts and details regarding earthquakes. b. The student will create and analyze a model of a scientific tool for measurement. Materials 1. Book, Earthquakes 2. White paper, 2 sheets for each student 3. Scissors 4. Book, True Tales of Shifting Ground 5. Blank Flow Chart, Appendix K 6. Scotts Foresman's Science Instructional Resource, pg. 87 & 88 7. Book, Think Like a Scientist 8. 1 quart jar with lid for each pair of students 9. felt tip pen with wide point per pair of students 10. rubber band 11. masking tape 12. wax paper 13. ruler 14. tap water 15. Unit Vocabulary Booklet (Appendix B) 16. Index cards Key Vocabulary 1. earthquake movement or shaking of Earths crust 2. epicenter the place on the earths surface directly above the focus 3. pressure putting a strain or stress on something 4. Richter Scale scale used to identify the strength of an earthquake 5. seismograph a graph showing the length and severity of an earthquake 6. survival living through an event 7. seismic waves waves caused by the rapid release of energy caused by movements in the earths crust 8. focus place in the earths crust where an earthquake occurs, usually found deep under the surface of the earth. 9. magnitude measurement of the intensity of an earthquake Procedures/Activities 1. Review prior knowledge about kinds of faults by having students physically recreate the direction each plate moves. Teacher will provide an index card with brief instructions. Give students a few minutes to prepare. Students will be placed into groups and will come up with a creative way to show how different faults move and present to class. This review will lead the students into the fact that faults and plate movements cause earthquakes. 2. Brainstorm ideas and concepts using a web on the board. Students will supply their prior knowledge while teacher ensures all necessary concepts are covered, such as: causes, effects, locations, types of seismic waves, and how earthquakes are measured. Students will also write web on white paper to use later in lesson. 3. Teacher will read aloud Earthquakes to students. If necessary, students will add additional information to their concept web.

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In pairs, students will create a flip book with six sections. The student will create six questions that can be answered from the information they have acquired on their concept web and the read aloud. 5. When flip book is complete, the teacher will call on students to ask a question they created and have another student answer. 6. Teacher will read aloud Survivors in the Rubble, from True Tales of Shifting Ground. After reading story, pass out blank copy of Flow Chart (Appendix K) to each student. As a whole group, teacher will guide the students in completing the Flow Chart with effects of an earthquake. 7. Teacher will discuss what a seismograph is and why it is called the Richter Scale. Students will complete experiment, How Can Earthquakes Be Measured? This experiment is found in Think Like a Scientist, p. 16. While students complete experiment, teacher will place vocabulary and definitions on the board for students to copy in their Vocabulary booklet. 8. Extension: During Math, play Earthquake Game from School to Home Activities: McGraw Hill Science. Then have students create a model to test for an earthquake. This activity is located in Cross Curricular Projects: McGraw Hill Science, Shake-Proof Skyscrapers. Evaluation/Assessment 1. The teacher will evaluate the students learning by listening to their questions and answers from the flip book. 2. The learner will demonstrate understanding of a measurement tool by performing an experiment. 3. The teacher will evaluate the students learning by assigning Quake Meters" pg. 87-88 in Scott Foresman's 4th grade Instructional Resource for independent practice.

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Lesson Seven: The Birth of the Volcano! (Lesson will take a minimum of 3 days ) A. Daily Objectives 1. Concept Objectives a. The student will understand that theories are based on what happens next depends a large extent on what has happened in the past. b. The student will develop a sense of historical empathy and see events through the eyes of people who were there. 2. Lesson Content a. Volcanoes b. Magma c. Lava and lava flow 3. Skill Objectives a. The student will use a model to demonstrate the sequence of the steps in the development of a volcano. b. The student will compare the characteristics of the three types of volcanoes. c. The student will explore their feelings from the point of view of the main character in a story. d. The student will locate and identify the interior parts of a volcano. B. Materials 1. Baking soda 2. Coffee mugs 3. Liquid dish soap 4. Red food coloring 5. Vinegar 6. The Amazing Earth Model Book Grades 3-6 7. Hill of Fire, by Thomas P. Lewis
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8. Colors 9. Scissors 10. Ruler 11. Tape 12. Geology: Students Explore our Planet Earth 13. 1 sheet of colored paper per student 14. Eruption, by the Wright Group 15. Tube of toothpaste, half-full 16. Pin 17. Teacher created vocabulary chart (Appendix L) 18. Vocabulary list with definitions 19. Software (Grolier Multimedia) or Internet site (volcano.und.nodak.edu/vwdoc/movies/) 20. Unit Vocabulary Booklet (Appendix B) Key Vocabulary 1. dike an intrusion of magma that becomes a passageway for magma 2. sill horizontal crack that holds hardened magma 3. lava magma that comes to the surface from a volcano; after cooled and hardened 4. fissure a long crack in the surface of the earth that allows magma and gases to reach the surface 5. magma chamber a large mass or magma usually located far under the surface of the earth 6. cone-shape formed by volcanic material 7. crater bowl shaped pit at the top of a volcano where lava flowed or blew out 8. magma melted rock under the earths surface 9. conduit the main passage for magma 10. basalt volcanic rock that doesnt hold much gas; therefore it is runny, not explosive, when it erupts 11. Ring of Fire the area around the Pacific Ocean where many volcanoes erupt and earthquakes occur 12. ash very fine particles of exploded rock that can drift in the atmosphere for days Procedures/Activities 1. As an introduction to volcanoes, have students view a volcanic eruption from an Internet site or Grolier. See materials list. 2. To preview vocabulary words, the teacher will create a chart with four columns labeled as follows: Word; I Know What This Word Means; I Have Seen Or Heard This Word; I Dont Know What This Word Means. (Appendix L) Give each student a copy of the chart to indicate their familiarity with each vocabulary word using a check mark. Due to the scientific nature of the words, the teacher will distribute a copy of words and definitions to discuss. 3. The teacher will pass out copies of Hill of Fire to read together as a class. After completing the book, the students will grow a volcano by first coloring, cutting, out, and taping the pattern pieces together. Next, the teacher will read Birth of a Volcano while students place the layers of the volcano as indicated during the reading. This activity, including the reading passage, can be found in The Amazing Earth Model Book for Grades 3-6, pg. 18-20. (Suggestion: End of Day 1) 4. As an introductory focus, the teacher will demonstrate magma movement. The teacher will explain that hot magma under the Earths surface is under pressure. It pushes up through a volcano, changing the earths surface. To do this, you place a half-full tube of toothpaste (with a cap on) on a desk. Ask students to imagine that the tube is the surface of the earth. The toothpaste inside is the hot magma underground. Distribute the toothpaste evenly in the tube. Then use a pin to make a tiny hole near the bottom. Ask students what the hole might represent. (a volcanos opening) Press down on the tube
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near the cap. Ask students what this action might represent. (magma under pressure) What happens? (The magma oozes out of the volcano.) This activity is from The Amazing Earth Model Book for Grades 3-6, pg. 17. 5. The teacher will present expository text by using pg. 55 in Geology: Students Explore our Planet Earth. This page may be copied and distributed for the students to read together as a class. Using pg. 57 in the same book, the teacher can guide the students in making a Dinah Zikes pyramid. They will color the outside to look like a volcano. On three interior sides, they will name the types of volcanoes and their characteristics under each. The teacher will display this information on the board or overhead to facilitate learning. Instructions for pyramid: a. Fold a piece of paper into a "taco" forming a square. Cut off excess paper strip formed by fold. b. Open the folded 'taco' and refold it the opposite way forming another 'taco' and an X fold pattern. c. Glue one flap under another flap, forming a pyramid. d. Write information, answers to questions, descriptions, etc. inside the pyramid to correspond with illustrations or labels on the outside of each of the three sides. 6. In small groups, the students will perform an experiment similar to a volcano erupting. a. Place a large spoonful of baking soda into a clean coffee mug. b. Add one cup of liquid dish soap and 5 drops of red food coloring into the mug and stir. c. Place the mug into the sink or a plastic tub and add vinegar until the red foam runs over the sides of the mug. (Suggested End of Day 2) 7. Teacher will pass out copies of Eruption. (If only one copy available, teacher can read aloud.) Read Escape from Mount Api, found in the back of the book. Use questions in the story while reading to guide comprehension. 8. Students will write an empathetic response to the story by describing how they would feel if they had been Jose in the story, Escape from Mount Api. Another choice the students could write about is a time when something traumatic has happened to them or their family. 9. When students complete writing response, the teacher will explain that they will explore the inside of a volcano by creating a Volcano Anatomy Booklet. This activity is located in The Amazing Earth Model Book, pgs.21 25. This booklet will be a model that shows the parts of an erupting volcano. Evaluation/Assessment 1. The teacher will evaluate the students learning by observation during the lesson and through the finished products. (Birth of a Volcano model, pyramid, writing response, and the Anatomy of a Volcano booklet.) HANDOUTS/WORKSHEETS Appendix A- Word Splash Appendix B- [available at session only] Appendix C- Reading Passage Appendix D- Eggsperiments Directions Appendix E- Mystery Blackbox Handout Appendix F- Black Box Lab Exploration Handout Appendix G- available at session only Appendix H- available at session only Appendix I- Continental Drift Demonstration Directions Appendix J- Graham Cracker-Earth Crust Handout Appendix K- Effects of and Earthquake Flow Chart
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BIBLIOGRAPHY American, Scientific. Continents Adrift. San Francisco, CA: W.H. Freeman and Company. 1972. 0-7167-0858-2 American, Scientific. Volcanoes and the Earths Interior. San Francisco, CA: W.H. Freeman and Company, 1982. 0-7167-1384-5 Billings, Henry and Melissa Stone. True Tales of Shifting Ground. Austin, TX: Steck-Vaughn, to be released in 2001. 0-7398-2392-2 Burke, Melissa Blackwell. Think Like a Scientist. Austin, TX: Steck-Vaughn Co., 2000. 0-7398-0863-X Deery, Ruth. Earthquakes &Volcanoes. Carthage, IL: Good Apple, Inc., 1985. 0-86653-272-2. Foresman, Scott. Science: Instructional Resources. United States of America: AddisonWesley Educational Publishers, Inc., 2000. 0-673-59335-5 Hill, McGraw. Science: School to Home Activities. New York, NY: McGraw-Hill, 1999. 0-02-27182-X Hill, McGraw. Science: Cross Curricular Projects. New York, NY: McGraw-Hill, 1999. 0-02-277723-7 Lauber, Patricia. Volcano: The Eruption and Healing of Mount St. Helens. United States Of America: Harcourt Brace & Company, 1997. 0-15-302224-8 Lewis, Thomas P. Hill of Fire. New York, NY: Harper Trophy, 1983. 0-673-81737-7 Ling, Judy. Eruption: Escape from Mount Api. The Wright Group. Bothell, WA: Lands End Publishing, Inc., 1999. 0-322-00542-6 Silver Burdett, Windows on Science. Correlation to Silver Burdett Grade 5 Earth Science Laser Disc, Video Side/Frame 2/17716-18800 Volcanoes, 6/17967-18406 Volcanoes, 2/18801-19832 Earthquakes, 6/14317-14323 San Andreas Fault/San Francisco, 1987 Silver, Donald M. and Wynne, Patricia J. The Amazing Earth Model Book. New York, NY: Scholastic, Inc., 1997, ISBN 0-590-93089-3 Simon, Seymour. Earthquakes. United States of America: Harcourt Brace & Company, 1997, ISBN 0-15-302262-0 Ward, Pat and Barbara. Earthquakes & Volcanoes Mark Twain Media. United States of America: Carson-Dellosa Publishing Company, 1994, ISBN 0-4422211659-0 Ward, Pat and Barbara. Geology: Students Explore Our Planet Earth. Mark Twain Media. United States of America: Carson-Dellosa Publishing Company, 1994, 0-4555221659-1

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As the Earth Turns, Grade 4

2001 Conference

19

As the Earth Turns, Grade 4

2001 Conference

20

As the Earth Turns, Grade 4

2001 Conference

21