E a r t h ’ s L a y e r s & i t s S ur f a c e Ro c k s , M i n e r a l s , & F o s...

• Earth’s Layers & its

Surface • Rocks, Minerals,

& Fossil Fuels

• Plates, Boundaries,

Faults, & Seismology

Homecourt Publishers Greenville, SC

Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,

and much more!

Copyright 2010 by Homecourt Publishers

Can I really make copies of these pages to use as handouts? Yes. That’s why we made them. Please feel free to make copies of the handouts so that your students can learn and enjoy the material. Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the material in these handouts as your own original work, as they are protected by all relevant copyright laws. Every effort has been made to make these handouts as complete and accurate as possible. However, there may be mistakes, both typographical and in content. Therefore, this material should be used only as a guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor responsibility to any person or entity with respect to any loss or damage caused by the information contained in these handouts. Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!! For information or comments, contact:

Homecourt Publishers 2435 East North St., #245

Greenville, SC 29615-1442 [email protected]

www.homecourtpublishers.com (864) 877-5123

Managing Editor - Ben Bache [email protected] Lead Editor – Alissa Torzewski Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project. Additional contributions made by Nancy Rechtman and Audrey Cook. Cover illustration by Zach Franzen. Copyright 2010 by Homecourt Publishers

Table of Contents

Section 1 — Favorites 5

Rock Types (Original Poem) 6 Classifying Minerals (Song Parody) 8 Earth’s Surface Cheer (Call & Response) 10 Earth’s Processes (Classroom Game) 12

Section 2 — Information Overload 14

Earth Layers & Seismic Waves 15 Earthquakes 16 Rocks, Minerals, & Fossil Fuels 17 Plates, Boundaries, & Faults 18 Imagery & Geology 19

Section 3 — Pocket Activities 20

Journey to the Center of the Earth 20 Playing With Dirt 21 How is the Earth’s Surface Moving? 21 A Little Humor (Jokes) 22

Section 4 — Language Arts Integration 23

Let’s Build Something 23 The Lost City: Pompeii 24 Rapidly Changed Surfaces 25

Section 5 — Printouts, Puzzles, & Games 26

Properties of Minerals (Cryptoquote) 26 Rocks & Soil (Reverse Crossword) 28

Section 6 — 3-D Templates 30

The Rock Cycle (Hands-on Study Sheet) 31

“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is

hammering on cold iron.”

—Horace Mann (1796-1859) “The Father of American Public Education”

Over the next few pages I will share some of my personal classroom secrets that are sure to engage and excite your students!

Here’s how it works:

The left-hand page includes

the song parody, activity, poem, game, etc. for

you to share with your students.

The right-hand page includes my

personal commentary, including the

reasons I’ve had success with this exercise, any key

directions, and other tid-bits that might be helpful.

***The exercises on the next few pages are great to use for this topic area, but you can easily modify them to use for other topics and even subject areas.

The simple format and extra notes that are provided will really help with this!

Original Poem

Three Types of Rocks

Description: A poem to review the different types of rocks.

Instructions: Use to introduce the subject, and also as a review tool.

When I look at rocks I divide them by their kind

There are 3 types altogether So I have to use my mind

Igneous is the first It once was very hot

It melted and it cooled And now is called granite rock

Sedimentary is a rock With granules pressed in strata

Fossils lay inside From which scientists collect data

Metamorphic rock Is a type that went through change

Heat and ground pressure Caused it to rearrange

Our great planet earth Has 3 different types of rock

If you classify them right You won’t have a mental block!

Poems are always great tools for students to integrate science with ELA content. Aside from studying rocks, students are learning about rhyming schemes and stanzas. From a science point-of-view, this is an easy way to learn about rock types and how they are formed (something that they will revisit time and time again in multiple grades).

My students first hear this poem when I introduce the lesson about rock types, and they hear it LOTS of times afterwards. We do it again at Morning Meeting the next day and also at transition times. I used it later for review, when we put it on the overhead and took it one verse at a time.

I also used it as a choral reading where girls and boys alternate verses. This makes it more fun, thus increasing the amount your students remember it. You can also come up with different hand motions to go with each stanza (having your students do this helps give them a sense of ownership).

Don't forget to hang up everything you do as an “anchor chart”. Use the ceiling if you are running out of room! You'd be surprised how often students really do refer to these charts throughout the year. Since this poem addresses not only science terms but also elements of poetry for ELA, it is definitely one that should be seen!

Description: A song used to help students understand the properties of minerals Instructions: Sung to the tune of “Twinkle Twinkle Little Star”

Song Parody

Minerals (To the Tune of “Twinkle Twinkle Little Star”)

Minerals are everywhere. Some are common, most are rare. Gemstones, salts, and metal ores,

Diamond, talc, and different quartz. Rocks are just a mix of these,

Don’t confuse them, if you please.

Minerals are crystalline, Soft and hard and in between.

Talc is soft and powdery, Cut it with a knife, you’ll see.

Diamond can’t be scratched at all, It’s the hardest mineral.

Minerals are each unique,

Colors such as black or pink. Some are shiny, some are dull,

Pearly, glassy, colorful. All these properties we see On the identification key.

Acids such as vinegar On a mineral might stir.

Fizz and bubbles on calcite Break down carbon dioxide.

Minerals are strange, it’s true, Some with sheets that split in two.

Luster, hardness, color, size,

Properties we utilize. Minerals in all we do,

In our houses, cars, and food. Minerals are crucial for

Everything we need and more. (continued)

Talking about earth’s materials is one thing, but I always see the eyes glaze over when I introduce the properties of minerals. I wrote this song to help ease the transition from “basic facts” to “complex concepts” (this is an extremely difficult jump that students are constantly being asked to make).

After going through examples of minerals (diamond, talc, quartz, etc.), we read through the song. I always recommend “reading” the songs before singing. This allows struggling readers to make sure they know the words and gives students a chance to ask questions about any vocabulary they need to know before singing. After all, the purpose of this song is to help students understand specific terms within the science standards.

Reading it as a class also allows you to address poetic language in the songs and integrate those ELA standards. We reviewed the song as a poem, discussing stanzas, rhythm, and rhyming scheme — all ELA standards. We then sang it, and it became our poem of the week. By doing so, it became a subtle reminder throughout the day about what we were learning in science class.

After a lesson on minerals, I have my students pick out a mineral and research its various properties (hardness, color, etc). By doing this exercise and singing the song a few more times (at random throughout the year), I think they were all very comfortable with the topic.

Call & Response

Teacher and students say these very S L O W L Y to show that they are examples of slow processes.

Teacher and students say these very QUICKLY to show that they are examples of rapid processes.

Description: An interactive cheer about the changes to the earth’s surface Instructions: The teacher shouts out the question lines and students respond to the call in a cheer

format. Enthusiasm is important in this exercise!

W h e n r o c k s c r a c k & b r e a k o v e r t i m e…

I T ’ S W E A T H E R I N G !!!

W h e n w a t e r & w i n d c a r r y a w a y r o c k & s o i l…

I T ’ S E R O S I O N !!!

W h e n r o c k & s o i l p i l e u p i n o n e p l a c e…

I T ’ S D E P O S I T I O N !!!

When rock & soil slide down a slope or a cliff…

IT’S A LANDSLIDE !!!

When a volcano shoots from the earth & becomes new rock…

IT’S A VOLCANIC ERUPTION !!!

When water overflows its banks & covers the surrounding land…

IT’S A FLOOD !!!

When the earth’s surface shakes, rolls, opens, & cracks…

IT’S AN EARTHQUAKE !!!

This is a great way to help students group together certain terms (i.e. “weathering” = slow change ; “earthquake” = rapid change , etc.). It can also serve as a “strong cup of coffee” when it comes to getting students to pay attention in the middle of a long day.

To introduce this cheer, I put it on an overhead and reveal one line at a time and assess who knows the proper response. You can even have them write their answers on pieces of paper and hold them up before you reveal!

After we’ve reviewed it line by line, we call out the responses as a class. Students come up with motions for each response. It works at any time of day—class opener, transition time, a lining-up cheer, or end-of-the-day packing-up cheer.

I’ve found that it works best when everyone’s eyes are getting heavy and you need to wake them up!

As a follow up, I have students create their own call and response cheer! You can do this on-the-spot with just about any subject area.

Classroom Game

Crust

Ore

Metamorphic

Seismic

Mantle

Fossil Fuels

Divergent

Deposition

Core

Sedimentary

Convergent

Weathering

Mineral

Igneous

Strike-Slip

Erosion

Students draw 16 boxes on their paper, and then write these terms randomly into the boxes.

Description: A version of Connect 4! to review the properties of light Instructions: Students fill out a 16-space board (at random) with terms you give them. You call out

clues and they mark the appropriate term until they mark four spaces in a row or column. It is best described as “Connect 4! meets “Bingo”.

ANSWER KEY (Call these out in random order):

1) The outermost layer of the earth is called the __________. (crust)

2) The thickest layer of the earth is the __________. (mantle)

3) The hottest part of the earth is located in the __________. (core)

4) A _________ is a natural, solid material that was never alive. (mineral)

5) Humans mine __________ because of its usefulness. (ore)

6) For energy, humans burn __________ , which are made of decayed organisms. (fossil fuels)

7) Rocks made of mineral grains cemented together are called __________. (sedimentary)

8) Rocks that were once very hot and then cooled are called __________. (igneous)

9) Rocks that change from heat or intense pressure are called __________. (metamorphic)

10) A __________ boundary is where two plates move apart. (divergent)

11) Mountains are created when two plates run into each other at a __________ boundary. (convergent)

12) A transform boundary creates a __________ fault. (strike-slip)

13) Earthquakes send __________ waves throughout the land. (seismic)

14) When streams transport sediment to a different location, it’s called __________. (deposition)

15) Rocks experience the process of __________ and break down over time. (weathering)

16) The wearing-down effects of wind and water on rock is__________. (erosion)

Students love to play games—it’s as simple as that. It’s always great when you can find a game that ties in with the standards! This particular game is modeled after “Connect 4” and my students enjoyed playing it. It also allows you to cover a lot of ground in a short time.

As you list specific terms, students randomly fill in the blocks on their game boards. When you call out the questions (also in random order), the students mark the correct place on their board. The object of the game is to connect four spaces in a row or column. Make sure you check the board of the student who raises his or her hand!

You can also write all of the questions on strips of paper and put them into a hat. Have students take turns drawing and reading a question (like drawing a number in “Bingo”).

This game can be played first in class and then students can bring home their game boards (with answers written in) to use as a study guide.

It may seem like a small thing, but have plastic bags on hand for game pieces! I have tried using envelopes to save some money – but they just don't work as well.

Ok, here’s the deal. My name is Mel, but my close friends call me “Messy Mel.” I think it’s their way of showing respect. I’m a construction worker by day and a scientist by night (well, an “honorary” scientist, anyway).

I know that science is full of fancy terms, concepts, and theories. And that’s just the basics.

Well, I’m about as basic as

you can get. Let me break down some of that scientific jargon in way that’s easy to understand and remember.

Like I said, I’m no rocket scientist (for what it’s worth, my dear Mother used to tell me I had rocks in my head), but I might be just what you need!

The next few pages feature detailed review sheets for your students to study key topics. Messy Mel will serve as the narrator and walk students through a wide variety of terms and concepts (with his special brand of humor).

Feel free to make copies of these “Information Overload” sheets to distribute to your students.

Okay, let’s assume that nobody has actually drilled to the center of the earth (except for me, of course). So how do we know the make-up of

each layer?

I’m glad you asked. You see, the earth is always moving and shifting and grinding. That’s what causes earthquakes, which in turn sends

vibrations and seismic waves in all directions.

These waves, come in different forms (please refer to my pretty diagram). The primary waves move the fastest; the secondary waves move slower. Primary waves go through

solids and liquids; secondary waves travel only through solid rock. Sometimes—but not always—these waves make it onto the land and we can feel them. Those are called surface waves.

So, measuring the speed and direction of these seismic waves as they travel through the earth helps us determine the material, density, and composition of the layers. Could it be any easier?

Don’t mind me… I just happen to be drilling to the center of the earth. I figure that there’s no better way to explain to you about the different layers of

the earth. Enjoy the trip!

Crust • Outermost layer • Thinner under the oceans; thickest under land • Least dense overall (more dense under the ocean than under land) • Made up mainly of solid rock (oceanic crust = basalt ; continental crust = granite) • Crust and the top of mantle is called the lithosphere

Mantle • Middle layer • Thickest layer • Density increases as depth increases • Hot softened rock; mainly iron and magnesium • The top portion is called the asthenosphere

Core • The innermost layer • Made up of two parts—the inner & outer core • The most dense layer with the heaviest material • Made up mostly of iron & nickel • The outer core is slow-flowing liquid • The inner core is rock solid

EARTH LAYERS & SEISMIC WAVES

I’m not feeling very good right now. It’s like my insides are twisting and turning, and I’m trying my best to keep last night’s dinner safely hidden in my stomach. So, please don’t get too close.

I’m guessing that this must be how the earth feels right before an earthquake. You know, with all

of those tensile, compression, and shear forces building up along the fault lines.

Eventually, something has to give. Then bam! The earth loses its lunch. I mean, then there is an earthquake.

To put it simply, an earthquake is caused by breaking rock.

Somewhere along a fault line, the pressure and stress becomes too great, and it must be relieved. As a result, something has to break.

The location of this break is the epicenter of the earthquake (the point right above it on the earth’s surface is the “focus” of the earthquake). Immediately, vibrations and seismic waves shoot out in all directions.

Sometimes these waves cause the earth to shake, destroying roads and buildings.

Sometimes they aren’t that strong, but they can still be measured on a seismograph

machine.

When several seismograph stations take readings of an earthquake, a

technique called triangulation can be used to locate the epicenter.

EARTHQUAKES

But what are all of these rocks good for?

To the untrained eye, it might look like I’m playing with a box of rocks. But I can assure you that these rocks are more than ugly paperweights. In fact, each one of them took a very long time to end up in my little box. You’ve heard about the “Circle of Life”, but have you ever heard about the “Circle of Rocks”? If not, you’ll love my Rock Cycle diagrams:

• Metamorphic Rock—rocks formed from great heat & pressure

• Igneous Rock—rocks formed when molten rock (magma) cools

• Sedimentary Rock—rocks formed when sediments (shells, mineral grains, rock pieces) are compacted or cemented together

“Unabridged” Version

My Simplified Version

I admit it. I might not be able to sell my rock collection for a million dollars. But that doesn’t mean that you should underestimate the value of the raw materials that the earth has to offer.

Allow me to explain as I work in this mine to add a few more prized items to my rock collection.

All rocks are made up of minerals. These have certain physical and chemical properties that can be very valuable (hardness, luster, ability to burn, radioactivity, etc.). Some rocks contain minerals that make

them very handy. Rocks that are useful to humans are called ore, and there are lots of examples (gold, iron, nickel, platinum, zinc, copper, just to name a few).

And then there are the fossil fuels (gasoline, oil, coal, etc.). These materials give off energy when they burn, which is why they have become the centerpiece of our industrial society. Not bad, huh?

ROCKS, MINERALS, & FOSSIL FUELS

Divergent B

oundary

(creates a

Normal Fault)

This is where two plates are moving

apart due to tension fo

rces. As a result,

new crust is formed because magma slips

into the new opening & hardens (this is

usually on the ocean floor).

Convergent Boundary (creates a Reverse Fault)

This is where two plates come together due to compression forces. As a result,

the land buckles and pushes up into mountain ranges.

What’s that? You want me to tell you everything I know about the Theory of Plate Tectonics?

Well, certainly.

You see, the earth is always moving. And I’m not just talking about spinning

on its axis. The actual ground your standing on is moving right now, slowly drifting in the ocean (don’t worry, it’s

not moving too fast—maybe a few centimeters per year).

Anyway, it’s believed that the continents were all pushed together

into one “supercontinent” (named Pangaea) over 200 million years ago. Since that time, they’ve been on the

move. The result has been stressed-out fault lines, new mountains and

volcanoes, and quite a few earthquakes.

Theory of Plate Tectonics The continents were together at one time, and

have spread apart over millions of years.

I know what you’re thinking. If the continents are moving only a couple of centimeters per year, then how can they be creating mountains, volcanoes, and craters? The answer: very slowly.

It takes some time for the movement of plates to have an impact on the earth’s surface, but a lot can happen over a few million years. Below are a few different scenarios of how the plates might move against one another, and the results. The areas along the plates where the rock breaks due to the pressure is called a fault.

Of course, there are faster ways to change the earth’s surface. The big one is a volcanic eruption. The magma (or lava when it reaches the earth) that spills out of the volcano will cool down, harden, and instantly create a new land form. So, yes, I am a little concerned about that volcano exploding right outside my window.

Transform Boundary (creates a Strike-Slip Fault) This is where two plates move past each other due to shear forces. No new land is created, but

earthquakes often occur here.

PLATES, BOUNDARIES, & FAULTS

Aerial Photograph A simple camera image of a region. Notice that you can see specific buildings, roads,

and plots of land.

You should check out the view from up here.

Have you ever heard the expression, “You can’t see the forest for the trees”? Well, that works very well when it comes to geology and geography. Sometimes, if you’re standing too close, it’s hard to tell a mountain from a foothill, or a lake from a pond. But when you’re way

up here, it’s easy to see how everything fits together. Can’t you tell how excited I am?

Satellite Image Taken from outer space, and can cover a large area (this

one shows a section of the East Coast). This allows you to

view entire rivers and mountain ranges.

Topographic Map This uses symbols collected from other sources to give

information about the landscape. The contour lines show very specific changes in elevation.

Like everything else, modern technology has changed the way we study the earth’s surface. Through pictures, sensors, and nifty computer software, a satellite orbiting hundreds of miles away can give more detail about a specific location than has ever been gathered before. This is

especially true when it comes to dangerous, remote, and hard-to-get-to places.

Of course, sometimes we still need to get into the nitty-gritty to find the answers we’re looking for (a satellite can’t tell us the texture of the mud in a swamp in Central America). And this technology is only a tool, not the answer itself. Still, you might want to take advantage of a

few of these resources when you want to get a feel of the land:

IMAGERY & GEOLOGY

Activity - Journey to the Center of the Earth

Where will the next major breakthrough in exploration take place? Most people think the answer will relate to space exploration.

However, outer space is not the only area that has not been completely explored. Human

beings still haven’t been able to take a journey to the center of the earth. It would actually be a daunting task to try to travel to the earth’s core. See if your students

can give reasons why it would be so difficult. Consider: • Rock is extremely dense at the earth’s core • Molten rock & high heat throughout the mantle • Gravity & magnetic pull increases as you approach the core

Even though nobody has been to the center of the earth, scientists are pretty sure about what we’d find (solid iron at a temperature over 4000 ° F) . As a class, discuss how scientists are able to predict the conditions of the Earth's interior, even though no person has ever been. Consider: • The study of seismic waves moving through the Earth • The study of magnetic fields coming from the Earth's core • The movement of landforms on the Earth's surface • The study of rock layers and features near the Earth's crust

Based on the predicted findings, as well as the obstacles of travel, ask your students whether it is worth the effort to make the journey to the center of the earth. Why or why not?

These are quick activities that can be used for class-openers, ice-breakers, attention-grabbers, and so on.

We’ve also added a few jokes to have in your pocket when you’re

really trying to keep students from staring out the window!

Activity - Playing with Dirt

Go outside and collect several soil samples from different areas around the school. If possible, try to collect samples that have a different color and texture.

When your students come back into the classroom, see if they can identify the soil type. Below is

a quick (very simple) chart that they can use as a reference:

In most cases, the soil will not be so easy to identify. If there is a mixture of different types of soils, you can use a more detailed classification chart (easily found with an Internet search). Help your students walk through the process of identifying a soil type.

At the end of the exercise, discuss your results. How would the results have changed if your

school was located in a different part of the country, or on an island, or in a canyon, or at the rim of a volcano? What does the soil type tell you about the geography of your area? Activity - How is the Earth’s Surface Moving?

Ask your students to consider this question:

How is the surface of the earth moving right now?

Your students might point out that the earth is always rotating and revolving around the sun. Students might overlook the fact that the earth’s surface is moving in a way that is much easier to see and measure from the ground. Discuss some of the following possibilities: • There is activity along plate boundaries, causing earthquakes and seismic activity • The earth’s oceans are moving, and the currents and tides are actually shifting the ocean over time

(exposing more land) • Wind and precipitation are shaping the land through weathering and erosion • Major events such as earthquakes, tidal waves, floods, and volcanic eruptions can rapidly change the

earth’s surface.

As a class, discuss the changes that result from this movement of the earth’s surface (i.e. new landforms are created, ecosystems are created and destroyed, etc.)

Earth’s Materials & Changes

Q: Why did the sedimentary rock become a metamorphic rock while taking a test in the classroom?

A: Because there was too much pressure.

(a great joke to review the three types of rock—sedimentary, metamorphic, and igneous) “True” definition of a Volcano – A mountain with hiccups

(it’s worth a sympathy laugh, and you can use this joke when reviewing land features) Q: What’s a geologist’s favorite type of music? A: Rock music, of course.

(it’s predictable, but it will help your students remember that geologists study the earth’s surface) A man wants to become a farmer, but things aren’t going as he planned. One day, he is in a local agricultural store, and he asks the owner, “What am I doing wrong?” The owner inquires, “Have you taken into account the soil type? Maybe there are too many rocks, or you’re not getting the correct drainage. It’s very important to consider all of the geological features of the land.” The farmer shakes his head and says, “No, that’s not it.” “Well, what are you trying to grow?” asks the bewildered store owner. To this, the farmer replies, “I’m trying to grow chickens. Maybe I’m just planting them too close to one another.”

(there’s not too much instructional value in this one, but it will lighten the mood) Several scientists are working together to drill a deep hole into the surface of the earth. After drilling down 50 meters, they discover bits of copper. “That’s strange,” says one of the scientists, “I wonder if there was a civilization over 25,000 years ago that had copper telephone lines.” After drilling down another 50 meters, they come upon bits of glass. “Wow,” says another scientist, “I think this glass was part of a fiber optics network from 50,000 years ago.” They continue down another 50 meters and come upon absolutely nothing. This prompts one scientist to exclaim, “Can you believe it? Over 100,000 years ago they must have been using cell phones!”

(very silly, but it can be used when you are preparing to discuss the layers of the earth)

Let’s Build Something A look at how some of earth’s materials can be perfect construction ingredients

You may have heard the popular story about the “Three Little Pigs.” Each pig builds a house. The first builds his out of straw because it’s the easiest way. The second, not quite as lazy, builds his house out of sticks. The third little pig, a hard working fellow, constructs his house with bricks. Later, when the “big, bad wolf” comes to town, he is able to blow down the flimsy houses of the first two pigs. The wolf’s plans are foiled when he tries to blow down the sturdy brick house of the third little pig. The moral of the story is to always do things the right way—not the easiest. The moral could also be to always use proper materials in construction. A building is only going to be as strong as its components. Early man built with whatever he could find—sticks, stones, or animal furs. To keep his contraption from falling apart, he tried to connect the various parts any way he could. The Assyrians, Egyptians, and Babylonians started to have better results when they learned to make mortar out of clay or gypsum. They used the mortar to join together large stones and form individual bricks. The Romans expanded on this idea when they invented an early concrete made up of volcanic ash, lime, and small stones. This concrete enabled the Romans to build faster and fancier than their predecessors. For centuries, the Romans used concrete to construct amazing buildings, roads, and bridges, many of which are still standing. Then a funny thing happened—everyone forgot how to make concrete. After the fall of the Roman Empire, the process of making concrete was lost. During the Middle Ages, it was back to the drawing board as more primitive construction techniques were once again used. In 1756, British engineer John Smeaton finally rediscovered the technique (2,000 years after the Romans had done it). In 1824, Portland Cement was invented, which is the key ingredient to the strong concrete that is still use to make buildings, bridges, dams, sidewalks, highways, and other structures.

The next few pages include passages that focus on this scientific topic, but can also be used for practice with

Reading Comprehension and other Language Arts skills. Please feel free to make copies.

Fast Fact!!!

The key ingredients to modern concrete are water, cement

(usually Portland Cement), aggregate (small stones), and sand.

***Steel reinforcing rods are added to the concrete during construction to

increase its tensile strength.

The Lost City Mt. Vesuvius destroys Pompeii

Many science textbooks will tell you that it takes millions of years to make small changes to the surface of the earth. Shifting plate tectonics can form mountains, flowing rivers can shape canyons—but not in the blink of an eye. Or, for that matter, in a single lifetime.

Then again, there are certain events that can change the earth’s surface in a matter of moments. Consider tidal waves, floods, earthquakes, and—of course—volcanoes. Here’s the story of one of the most infamous volcanic eruptions in the history of the world:

It was impressive even by today’s standards. The city of Pompeii was a sort of “resort” town for

the Roman Empire over 2,000 years ago. Located in the south of Italy, at the foot of Mount Vesuvius, Pompeii had been around since the 8th century BC, but it really took off when the Romans claimed it over 600 years later. Within a century, Pompeii had nearly 20,000 inhabitants and sported neatly paved walk-ways, a huge city forum for town meetings, and a magnificent stadium for gladiator events. Perhaps even more breathtaking was the great architecture and elegant paintings that were common in the buildings and houses. To an average traveler at the time, Pompeii certainly must have seemed to be a picture of perfection.

Unfortunately, the city was plagued with a little bad luck. After spending years building the prosperous town center, an earthquake nearly leveled the city in 63 AD. The damage was extensive, but it didn’t break the spirit of the community. What needed to be rebuilt was rebuilt, and life went back to business as usual.

By 79 AD, there was no reason for the people of Pompeii to show any concern. Undoubtedly they were meeting in the forum to trade, gossip, and simply enjoy life in the great city. The future seemed bright for Pompeii. Then, on August 24th, a slight rumbling sound came from nearby Mount Vesuvius, which had always been a peaceful sight rising up in the horizon. The rumbling was soon replaced by noisy explosions. A gas cloud rose from the volcano, and hot ash began to fall down its sides.

Mt. Vesuvius had erupted and, though they may not have realized it quite yet, the people of Pompeii were doomed. Within a few hours, in the middle of the afternoon, total darkness covered the city. The dark gas cloud that hung over Pompeii began to rain down hot ash and pumice. Before it was all over, over seven feet of ash covered Pompeii.

Early the next morning, the largest explosion came from the once tame mountain and, within moments, Pompeii was no more. All of the citizens that had been in the city at the time were dead. Besides Pompeii, the eruption of Mount Vesuvius destroyed the neighboring cities of Herculaneum and Stabiae.

Obviously, this was long before the days of television or newspapers. That’s why the buried city of Pompeii was literally forgotten about after many years had passed. Vegetation grew over the layers of ash that had settled onto the earth, and the ground looked as if it had never been disturbed. It wasn’t until 1,500 years later that Pompeii resurfaced.

In an excavation in 1748, the ruins of the once great city were found buried under layers of volcanic rock. The volcano had managed to “mummify” the remains of Pompeii, enabling archaeologists to uncover items in near perfect condition. Many of the paintings still had their original color and the interior of the buildings were just as they had been at the time of the eruption. As a result, important clues were uncovered about life in the Roman Empire. And, as it turns out, the ancient civilization was more impressive than most people can imagine.

So you’ve heard of a landslide… but what about a garbage-slide? A large landfill in the Philippine capital Manila had long stood as a symbol of extreme poverty. The destitute were known to live in shanty-towns at the foot of mountains of trash. On July 11, 2000, heavy rains from a typhoon loosened the soil at a large dump site, causing the ground to give way and tons (literally tons) of garbage tumbled down. The garbage-slide destroyed the shanty-towns and injured 90 people. Soldiers and volunteers worked through the night to rescue people buried in the trash, though some missing persons were never found.

Asteroid: For years, scientists have worked on building theories about what it was exactly that killed the dinosaurs. While much evidence has leaned towards a flood as the event of extinction, scientists have also considered the impact of an asteroid as a possible cause. The massive Chicxulub crater in the Gulf of Mexico near the Yucatán Peninsula (measuring 24 miles deep and 125 miles wide) provides a great landscape to study the asteroid theory. The asteroid that caused the crater would have measured 6 miles across and is believed to have hit the earth at a speed of around 43,000 miles per hour with blast energy equal to 100 million megatons of TNT. Pressure waves from such an impact could blow down forests in North America and produce shock waves great enough to cause extreme magnitude-11 earthquakes. In short, it would have quickly made the world a tough place for the dinosaurs to live.

Earthquake: The Great Chilean earthquake of May 22, 1960 was the most powerful earthquake in recorded history with a magnitude rating of 9.5. The shock wave spurred a tsunami that hit places as far away as Hawaii, Japan, and Alaska. Many old Spanish-colonial forts were destroyed, cities were flooded, and all of the water supplies turned brown from landslide sediment and debris – even entire houses were reported to be seen floating down the Cruces River. The death toll quickly climbed to the hundreds and then to the thousands.

Volcano: The Tambora Volcano on the island of Sumbawa in Indonesia erupted in 1815. It is the largest and most deadly eruption in recorded history. It had an “explosivity” rating unmatched by any other volcanic eruption since the year 180 AD. The eruption caused the deaths of at least 71,000 people. The eruption wiped out the island’s plant and animal life, so most of the deaths were due to starvation and disease. The Northern Hemisphere experienced extreme weather conditions, and 1816 became known as the “Year Without a Summer” due to reports of snow and frost during June. Temperatures dropped around the globe, causing crops to fail and livestock to die, which led to the world’s worst famine of the 19th century. The island of Sumbawa has since been given the name “Pompeii of the East.”

Landslide: In 1965, a landslide completely rearranged the face of a mountain in Canada. An earthquake under the mountain triggered a small avalanche—but that was just the beginning. The shock from the earthquake loosened the soil foundation, and the entire southwestern side of the mountain came rushing down. A stampede of mud and rocks (some the size of delivery trucks) slid 6,000 feet, trapping victims in their cars. The event claimed four lives, though there are rumors of some unlucky witnesses who are still entombed in their vehicles under the rubble. The bare, rocky southwestern side of the mountain that remained for years continued to be a vivid reminder of the “Hope Slide.”

Famous Examples of

Surfaces

A chart used to give information about the properties of minerals:

1. Use the clues to fill in the terms. Some letters have been given. 2. Copy the letters in the numbered cells to the other cells with the same number to find out the secret phrase!

1. A substance found in nature that has never been alive:

2. Minerals are not man-made but ______.

3. All minerals are _____ and formed in nature.

4. A mineral can be identified by a physical ______.

5. How shiny a mineral is determines its:

6. A mineral’s surrounding ______ affects its properties.

7. Whether a mineral can be scratched determines its:

8. A visual property used for identification:

9. ______ properties include things like magnetism and reactions to chemicals.

S

V

S

C

Feel free to make copies of the puzzles to distribute to your students for review

Enjoy!

Properties of Minerals

A chart used to give information about the properties of minerals:

1. A substance found in nature that has never been alive:

2. Minerals are not man-made but ______.

3. All minerals are _____ and formed in nature.

4. A mineral can be identified by a physical ______.

5. How shiny a mineral is determines its:

6. A mineral’s surrounding ______ affects its properties.

7. Whether a mineral can be scratched determines its:

8. A visual property used for identification:

9. ______ properties include things like magnetism and reactions to chemicals.

S O L I D

E N V I R O N M E N T

H A R D N E S S

S P E C I A L

M I N E R A L

N A T U R A L

P R O P E R T Y

L U S T E R

C O L O R

I D E N T I I C A T I O N E Y

Across 1 This soil _______________________________. 5 This is another name for ________. 7 This rock was changed by ________. 8 This soil _______________________________. 9 This soil _______________________________. 10 This soil _______________________________.

Down 2 This rock ______________________________. 3 This can often cause minerals to _________. 4 This rock ____________________________. 6 This element is easily held by the soil called ______.

Crossword Puzzle—in reverse!

Directions: Based on the words in the crossword puzzle, finish the “clues” in your own words.

1 2 3

4

5

6

7

8 9

10

Feel free to make copies of the puzzles to distribute to your students for review.

Rocks & Soil

Sample answers:

Across 1 This soil is made up of decayed organisms. 5 This is another name for lava. 7 This rock was changed by heat. 8 This soil feels like powder. 9 This soil has large grains. 10 This soil becomes sticky when wet.

Down 2 This rock is made up of tiny sediments. 3 This can often cause minerals to change. 4 This rock was once hot then cooled. 6 This element is easily held by the soil called clay.

1 2 3

4

5

6

7

8 9

10

The Rock Cycle

This template is a great way to recall the steps in the Rock Cycle, and to understand the conditions necessary for each step. Once completed, the 3-D Template will make a great review sheet!

The template is provided on the next page. Make copies to hand out to your students.

Why 3-D Templates? Our 3-D Templates give students a hands-on way to interact with information.

This kinesthetic technique engages the learner while the information is being presented, and also helps in the processing and cognitive organization of it. To put it another way:

Step 1: Students fold the template along the dotted lines, until it is one long strip. On the front of the strip, they hand-label the words: “The Rock Cycle”

Step 3: Students unfold the rest of the template, and write specific details for each section in the cycle. Once completed, the template becomes a great review sheet.

The Rock Cycle

High tem-peratures melt the

rock, which turns into a liquid form known as “Magma”

High tem-peratures melt the

rock, which turns into a liquid form known as “Magma”

Students repeat this step for each section in the template.

Step 2: Students begin to unfold the template. In each section, they write details about that stage of the rock cycle.

Fold 1

Fold 2

Fold 3

Fold 4

Magm

a

D

escribe this stage in the Rock C

ycle, and the steps that took place to get here.

Igneous Rocks

Describe this stage in the Rock

Cycle, and the steps that took

place to get here.

Sediments



place to get here.

Sedimentary

Rock



place to get here.

Metam

orphic R

ock



place to get here.

Ecosystems, Habitats, & the Environment

Plants

Animals

The Human Body & Heredity

Cells & Living Things

Heat & States of Matter

Energy & Electricity

Light & Sound

Astronomy

Weather

Earth’s Materials & Processes

Earth’s Biological History

Landforms & Oceans

Chemistry & the Periodic Table

Forces & Motion

Exploration

Settlement

The American Revolution

A New Nation

Westward Expansion

Slavery in America

The Civil War

Reconstruction Era

Late 1800s & Early 1900s

“Roaring Twenties” & Great Depression

The World Wars

Cold War Era

Modern Times

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Science Social Studies

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would like materials to be shipped:

Ecosystems

Plants

Animals

Human Body

Living Things

Heat & Matter

Energy

Light & Sound

Astronomy

Weather

Earth’s Materials

Biological History

Landforms & Oceans

Chemistry

Forces & Motion

Exploration

Settlement

American Revolution

A New Nation

Westward Expansion

Slavery

Civil War

Reconstruction Era

Late 1800s / Early 1900s

1920s & 1930s

World Wars

Cold War Era

Modern Times

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