Unit 5 Overview

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SAMPLE Unit of Study: Science Grade 4

Earth Changes and Features

Overview

Unit Description

In this unit, students will make observations and measurements to provide evidence of the effects of

weathering, or the rate of erosion by water, ice, wind, or vegetation. Students will analyze and interpret

data from maps to describe patterns of the Earth’s features. In addition, students will generate and

compare multiple solutions to the impacts of natural processes on humans. They will develop a model of

waves to describe patterns in amplitude and wavelength and to show that waves can cause objects to

move. Students are also expected to define problems and design solutions. They will plan and carry out

tests, identify failure points, and find ways to improve models or prototypes that they design.

In this unit, the fourth-grade performance expectations include ESS2, ESS3, PS4, and ETS1 disciplinary core

ideas from the National Research Council’s Framework for K–12 Science Education. This unit integrates

three dimensions: scientific and engineering practices, disciplinary core ideas, and crosscutting concepts.

Students ask questions, develop and use models, plan and carry out investigations, analyze and interpret

data, construct and design solutions, engage in arguments from evidence, and obtain, evaluate, and

communicate information. Throughout this unit, students are expected to use these practices to

demonstrate understanding of the disciplinary core ideas. Additional information about the Next

Generation Science Standards (NGSS) are available to teachers, parents, and school administrators.

Big Ideas

Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller

particles and move them around.

Weathering is the breakdown of rocks on the Earth’s surface.

Erosion is the process by which the Earth’s surface is worn down by water, wind, or ice.

Mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur

in patterns.

Most earthquakes and volcanoes occur in bands, often along the boundaries between continents

and oceans. Major mountain chains form inside continents or near their edges.

Maps can show Earth’s different land and water features.

Waves, which are regular patterns of motion, can be made when the water’s surface is disturbed.

Unit 5 Overview

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Waves of the same type can differ in amplitude (the height of the wave) and wavelength (the

spacing between wave peaks).

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, and volcanic

eruptions). Humans cannot eliminate the hazards, but we can take steps to reduce their impacts.

Testing a solution involves investigating how well it performs under a range of likely conditions.

Essential Questions

How can water, ice, wind, and vegetation change the land?

What causes the Earth to look the way that it does?

Has the Earth’s surface looked the same since the beginning of time?

What is erosion?

What is weathering?

What causes erosion?

How much changes due to weathering and erosion?

What causes big rocks to break down into smaller rocks?

How do weathered rock pieces move from place to place?

What can humans do to minimize erosion?

What patterns of the Earth’s features can be determined from maps?

How can we represent different elevations of landforms?

How do topographic maps depict mountains?

What are waves?

What are some things waves can do?

How are earthquakes formed?

Where do earthquakes occur?

What happens when earthquakes start?

How can humans design earthquake-resistant structures?

What is a wave?

How do you measure waves?

How do you locate an earthquake?

Key Standards

The following focus standards are intended to help teachers be purposeful and strategic in what to include

and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students

are exposed to a number of key ideas in each unit. As with every rich classroom-learning experience, these

standards are revisited throughout the course to ensure that students master the concepts with an ever-

increasing level of rigor.

Unit 5 Overview

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Make observations and/or measurements to provide evidence of the effects of

weathering or the rate of erosion by water, ice, wind, or vegetation.

4-ESS2-1

Analyze and interpret data from maps to describe patterns of Earth’s features. 4-ESS2-2

Generate and compare multiple solutions to reduce the impacts of natural Earth

processes on humans.

4-ESS3-2

Develop a model of waves to describe patterns in terms of amplitude and

wavelength and that waves can cause objects to move.

4-PS4-1

Define a simple design problem reflecting a need or a want that includes specified

criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

Plan and carry out fair tests in which variables are controlled and failure points

are considered to identify aspects of a model or prototype that can be improved.

3-5-ETS1-3

Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

W.4.1

Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.

RI.4.1

Model with mathematics. MP.4

Recommended Structures

The unit outline included in this document provides a framework for weekly instruction, practice, and

assessment. Each week of instruction includes digital lessons that students will complete independently,

as well as opportunities for whole-group and small-group teacher-led instruction.

The unit outline will use the following icons.

Preparation for Weekly Instruction Modifications for Special Populations

Learning Goals

Supporting English Learners

Edgenuity Digital Lessons

Work for Early Finishers

Additional Instructional Support

Developing Writing Skills

Social-Emotional

Learning Connections

Common Misconceptions

and Reteaching Strategies

Supporting Foundational

Science Skills

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Week 1 – Weathering Unit 5: Earth Changes and Features

Learning Goals This week, students will:

Identify and describe characteristics of the process of weathering and erosion, such as the weathering of

landforms and the erosion of soil.

Understand how different kinds of weather can change the shape and texture of rocks and soil over time.

Edgenuity Digital Lessons Weathering and Erosion:

34012 (Digital Lesson)

34002 (Digital Lesson)

Vocabulary weathering, landform

Week at a Glance

Day 1 Introduce the unit by asking students if they have ever wondered if mountains will last forever. Ask students to

think about whether artificial structures such as the Egyptian or Mayan pyramids will last forever. Use Google

Maps to show students aerial views of Mount Everest and the Mayan pyramids.

Have students think about and write similar questions on the class Wall of Wonder. Post chart paper around the

classroom and provide markers for students to write their questions. Encourage students to jot down any

questions they have. Then, allow students to move around the classroom to read questions from their

classmates. Have students put a star or checkmark next to any new questions they have after reading other ones.

Then, read aloud some of the intriguing questions students wrote on the Wall of Wonder.

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Set up the unit’s purpose. Tell students that they will learn about how a solid rock breaks apart into small pieces

through a process called weathering. Students will learn how this process changes landforms and the Earth.

Close the lesson by playing the slideshow about weathering to get students excited about the unit.

Developing Writing Skills

End the lesson by asking students to write in their personal science notebooks. Have them write “Wall of

Wonder” at the top of a page in their notebook, then tell students to select one question to write on the page.

Have students write what they think the answer might be. Encourage students to write an answer, even if they

do not know if it is correct. Remind students that asking simple questions and constructing explanations is a

practice done by many scientists and engineers.

Day 2 Whole-group instruction: Use digital lesson 34012, “Weathering Heights.”

Before starting the digital lesson, display the five questions to help students remember their knowledge of

weathering and to gauge their understanding of this concept. Have students turn and talk to a classmate to

answer the five questions.

Tell students the learning goals of the lesson. Begin the digital lesson. Use your discretion to stop the lesson as

needed to check for student understanding, answer questions, or restate information from the lesson.

Use the questions below to review what the digital lesson has covered. Record the information on an anchor

chart while students copy the information into their science notebooks. Use the arrows to go back to find

answers as needed.

What is weathering?

What effect does weather have over time?

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Why does weather change landforms?

What happens to a cracked rock when water expands in the crack?

Can wind change a landform? If yes, how does it change?

Where do sand and soil come from?

What is sand made of?

Do the rest of the mini activities in the lesson as a class. After the lesson, play the video about weathering. Stop

the video at any time to check for student understanding or answer any questions.

Developing Writing Skills

End the lesson by asking students to write a summary of what they learned from the lesson in their science

notebooks. Encourage students to draw examples of weathering in their notebooks.

Day 3 Start the lesson by selecting a few students to share their findings from the day before with the class.

Then, begin the weathering lab using coated candy. Provide water droppers, water, coated candy, pans, and

teacher-supplied worksheets. Do not tell students about the concept that they will observe during the lab.

Have students use a water dropper to squeeze drops of water on coated candy from a distance of about six

inches. Then, have students record what happens to the coat on top of the candy pieces. Tell students to draw

pictures. Next, squeeze out 20 drops of water, then 30, then 40, and finally 50. Students should continue drawing

their observations and recording what happens to the coated candy. At the end of the lab, ask, What concepts

are we trying to demonstrate? Have a class discussion about the lab.

After the lab, ask, How does weathering change landforms? Have students turn and talk to a partner. Write

students’ answers on an anchor chart, and post it in the classroom.

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Whole-group instruction: Use digital lesson 3554, “Weathering and Erosion.”

Go through the digital lesson together. Students may follow along on their own devices. Complete the mini

activities together, and check for student understanding by completing the “What on Earth?” true/false activity.

At the end of the lesson, have students write the following vocabulary words and definitions in their notebooks:

weathering, particles, erosion, and deposition.

Common Misconceptions and Reteaching Strategies

Students might have difficulty understanding the concept of weathering. Use slideshows,

demonstrations, video clips, or age- and grade-level–appropriate websites to help students learn more

about weathering.

Day 4 Review what students did and learned in the first three days. Encourage students to look back at their personal

science notebooks to help them participate in the short discussion.

Have students circulate through the science stations (centers). There will be several stations for students to

complete with a partner or work on independently.

One station will set up for students to demonstrate weathering using sugar cubes. Students will shake sugar

cubes in an airtight plastic container and complete a teacher-supplied worksheet.

Another station is a cloze-reading activity. The station will include a teacher-provided reading passage related to

weathering and landforms. Students will fill in the blanks in the passage with the correct words from a word

bank.

An additional station will be set up for students to create paper foldables about weathering facts. Students will

write three facts about weathering and include drawings for each one.

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Use a portion of this day to check for student understanding and identify any misconceptions or stumbling blocks.

You may need to clarify vocabulary, provide additional examples, restate information, or summarize big ideas.

Refer to the Work for Early Finishers for those who have completed the required work.

Developing Writing Skills

End the lesson by asking students to write a summary of what they learned from the sugar cube activity.

Day 5 Have students begin the inquiry-based lab. Pose the questions, How are canyons formed? How does water

change our land? Generate a list of students’ answers on chart paper.

Then, begin the weathering lab. Make sure to review safety rules and procedures with the class.

Provide cups, spoons, binder clips, plates, a ruler, tape, and cornmeal. Give students the following directions to

complete the lab:

Make five or six hills by filling the cups with cornmeal and emptying them on a plate. Then, push the hills together

to make a landform. Place extra cornmeal in the center, and smooth it out to make the landform more solid.

Next, place an empty plate on top of the plate with the landform, and slightly tilt the plates. Use the clips to clip

one side down so that the plates are held at an angle. Place one cup upside-down to the plate right of the plate.

Then, place the other cup upside-down to the left of the plate. Cut a small hole in a third cup. Tape this cup to a

ruler such that the hole will be able to drip water. Lay the ruler across the top of the two outside cups. Start

dripping water on the landform, and observe what happens to the landform. Look at the particles that have

fallen along the side. Record your observations and findings on the teacher-supplied lab sheet.

If time permits, play this video to help students learn more about weathering. Pause the video to answer any

questions students might have.

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After the video, encourage students to think about a project they would like to do during Genius Hour. This time

is offered to students who want to tackle science-related projects that reflect their personal interest or passion

in science.

Developing Writing Skills

End the lesson by asking students to summarize what they learned from the lab in their personal science

notebook.

Modifications for Special Populations

Supporting English Learners Low Proficiency High Proficiency

Use teacher and student question cards that help

students formulate responses in science. For

example, a question card might read, What is an

example of ____? The student response card would

be, An example of a _____ is _____. Add questions

throughout the year, and keep the cards on a ring

for easy access during science discussions.

Teacher Note: Giving students opportunities to

speak in science class by providing sentence stems

helps English language learners develop

communication and language skills. Developing

speaking skills will support students across content

areas.

Use a vocabulary organizer (e.g., the Frayer model)

to help students develop their understanding of

new academic words in science. Have students

complete four quadrants (e.g., the definition, a

sentence using the vocabulary word, a synonym

and antonym, and a picture). Quadrants can also

include facts, characteristics, or non-examples.

Teacher Note: Using graphic organizers such as the

Frayer model is a strategy for vocabulary building.

In science, students are exposed to a number of

academic terms. Using this instructional strategy

will help them learn unfamiliar words and make

connections to concepts.

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Work for Early Finishers Literature: Have students read suggested literature related to the lesson.

Weathering and Erosion by Torrey Maloof

What Shapes the Land? by Bobbie Kalman

U.S. Landforms by Dana Meachen Rau

Engineering: Have students pretend they are engineers who are designing and constructing a bridge

that allows people to travel through the mountains. They will use popsicle sticks to make bridges. Have

students test their bridges using different loads (e.g., toy cars or other small toys) and stress. Have them

think about solutions to improve their bridge designs. Encourage students to research the construction

of modern-day bridges to observe how beams, external frames, symmetry, and geometric figures such

as triangles are used in bridge designs.

Supporting Foundational

Science Skills

Present activities that develop students’ basic understanding of weather.

Book activity: Review different types of weather with students. Describe how different types of weather

can cause changes. Have students use their cause-and-effect thinking. Provide students with a paper

folded book in which they can write the types of weather, their definitions, and descriptions of the

weather’s causes and effects.

Social-Emotional

Learning Connections

Classroom community: Discuss the importance of working together as a class. Talk about the benefits

of working together in science, math, art, physical education, or any other school subject. Have students

draw a rainbow on a piece of construction paper. Between each color of the rainbow, students can

write ways to help build community in their classroom. Students can use a different colored pencil for

each sentence. For example, a student might write in red, “I can become a study buddy with someone

who needs help with science vocabulary,” then write another statement in orange. Post the completed

classroom community rainbows to remind student of what they can do to build classroom community.

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Week 2 – Erosion Unit 5: Earth Changes and Features

Learning Goals This week, students will:

Identify and describe characteristics of weathering and erosion, such as the weathering of landforms and the

erosion of soil.

Understand how different kinds of weather can change the shape and texture of rocks and soil over time.

Edgenuity Digital Lessons Weathering and Erosion:

3555 (Digital Lesson)

Weathering and Erosion (Lesson Quiz)

Vocabulary erosion, soil

Week at a Glance

Day 1 Review what students did and learned about weathering in the previous week. Have students turn and talk with

a classmate. They can use their personal science notebooks to help them participate in the discussion.

Next, play the video to get students excited about the concept they will be studying next. After the video, tell

students that they are going to learn about erosion.

Whole-group instruction: Use digital lesson 3555, “Changing Earth’s Surface.”

Begin the digital lesson. Stop the lesson as needed to check for student understanding, answer questions, or

restate information from the lesson.

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Use the questions below to review what was covered in the digital lesson. Record the information on an anchor

chart while students copy information into their personal science notebooks. Use the arrows to go back to find

answers as needed.

What is erosion?

What causes erosion?

What evidence of erosion can be found in the Grand Canyon?

At the end of the lesson, have students draw examples of erosion (e.g., glaciers, sand dunes, landslides, or beach

erosion) in their notebooks.

Developing Writing Skills

End the lesson by asking students to write in their notebooks 3–5 things they learned about erosion. If time

permits, select a few students to share their findings with the class.

Day 2 Begin the lesson by asking, How can water, ice, wind, and vegetation change the land? Have students turn and

talk with a partner.

Next, take a walk around the school to look for examples of how water, ice, wind, or vegetation has changed

the school or its surroundings. Examples might include cracks in the sidewalk, shifting in the playground mulch,

exposed tree roots, or damage or cracks in buildings. Have students sketch their findings in their personal

science notebooks.

Return to the classroom and have students share their findings. Write students’ answers on an anchor chart,

and generate a list of inquiry questions. As the answers to some of the inquiry questions arise during the unit,

write the answers on the anchor chart.

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Next, have students pair up to research and sketch the profile of a mountain. They can use topographic maps

from the USGS website.

Provide colored pencils and have students complete the activity in their personal science notebooks. Explain

that a topographic map is a tool that allows people to view landscapes such as mountains and valleys on a flat

piece of paper. Ask, What are some reasons why scientists and engineers might use topographic maps in their

work?

When students are finished with their sketches, begin the clay topographic map activity. Pass out clay,

cardboard, dental floss, rulers, plain white paper, pencils, and toothpicks. Next, have students shape the clay

into a mountain on the cardboard. The mountain does not have to be perfectly shaped, but it needs to have a

flat bottom. Students should use a pencil to poke a hole through the center of the whole mountain. Then, they

can use the ruler to mark where to slice the clay mountain. Starting with the top of the mountain, students

should use dental floss to create slices. Students should place the slice from the top of the mountain on the

white paper, then trace around the slice. Students should use toothpicks to poke two holes through the slice so

they can line up the rest of the layers to trace them. Next, students should cut another slice and trace the slice

over the first slice, using the toothpicks to line it up. Students should continue this process until they have sliced

and traced the entire clay mountain. When students are finished, have them observe the lines from the

mountain and compare them to the topographic maps from their online research.

Close the activity with a class discussion. Have students discuss how weathering and erosion can change a

mountain over time.

Developing Writing Skills

End the lesson by asking students to write about whether or not humans can stop erosion. Select a few students

to share their responses with the class.

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Day 3 Have students circulate through the science stations (centers). There will be several stations for students to

complete with a partner or to work on independently.

One station is focused on vocabulary and reading. Supply students with a vocabulary-based game and a cloze-

reading activity related to weathering and erosion. Students will play the vocabulary game and use their

knowledge to fill in the blanks in a passage with the correct vocabulary words.

Another station will be set up for students learn more about types of erosion. Students will select one of the

following videos to watch, then complete a teacher-supplied worksheet.

Power of Water Erosion

Water Erosion, Rivers, and Deltas

Water Erosion in Hawaii

An additional station will be set up for students to create model drawings of how erosion can be stopped.

Students may work in pairs to discuss solutions. Have students draw models in their personal science notebooks.

Teacher decision-making: Use a portion of this day to check for student understanding and identify any

misconceptions or stumbling blocks. You may need to explain information in chunks or use graphic organizers

to organize information in chunks for students.

Refer to the Work for Early Finishers for those who have completed the required work.

Day 4 Have all students independently complete the lesson quiz, “Weathering and Erosion.” Monitor students who

are struggling, and provide individual attention as needed. Review completed lesson quizzes to make

instructional adjustments.

Have students begin the inquiry-based lab, then pose the question, Can you stop erosion?

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Tell students that they will find ways to stop erosion. Provide dirt, sand, water, rectangular buckets, baking

pans, blue food coloring, small toy houses, fake grass, and a variety of small blocks, pipe cleaners, popsicle

sticks, and any other materials that could act as barriers. Have students create solutions to stop erosion near

beaches and rivers. Avoid providing too much guidance; instead, allow students to explore erosion and solutions

to stop erosion.

Ask the following questions:

What will the waves near the beach do to the homes?

How does the blowing sand affect the homes?

When you poured water to act as the river, were the homes destroyed?

How did you stop the water?

What did you construct to stop it?

What are real-life examples of things that humans have designed to stop erosion and destruction?

As a class, review the big ideas from digital lesson 3555, “Changing Earth’s Surface.” Have students make

connections to what they learned from the lab and the lesson.

Developing Writing Skills

End the lesson by asking students to write about their interest in pursuing a career as an environmental

engineer, mechanical engineer, or chemical engineer. Encourage students to write any questions they might

have about these careers or other careers related to science.

Day 5 Use the data from the lesson quiz, “Weathering and Erosion,” to identify students who did not pass the quiz.

These students will be Group A. Students who passed the quiz will be Group B.

During the first part of the class period, pull Group A together for reteaching while Group B students work on

the activity listed below. For the remaining time, work with students individually or in small groups as needed.

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Common Misconceptions and Reteaching Strategies

Students may confuse weathering and erosion. Have students create a paper foldable that defines

weathering and erosion. Have students draw their own pictures. Refer to the paper foldable as needed

when students struggle with their understanding of weathering and erosion.

Group A: Students will continue to examine examples of weathering and erosion that can strengthen their

understanding of both concepts. Provide a list of landforms such as the Grand Canyon, monuments such as

Mount Rushmore, and different regions or landscapes. Have students use the internet to locate photographs of

these landforms and monuments. Discuss evidence of weathering and erosion in each example.

Group B: Students will design and create their own model of weathering and erosion using materials around

the classroom, donated items, or recycled items. Have students conduct online research on some ideas, such

as a stream table or an erosion table. After they create their models, provide time for students to demonstrate

how their models of weathering or erosion work. During the demonstrations, encourage the class to ask the

presenters questions. Display the models in a classroom science gallery.

Developing Writing Skills

End the week with a writing activity. Have students write in their personal science notebooks as they reflect on

what they have learned about weathering and erosion in the past two weeks.

Modifications for Special Populations

Supporting English Learners Low Proficiency High Proficiency

Develop grammar and spelling of singular and

plural nouns related to the science unit. Generate

science word lists with students. For example,

Develop prefixes, suffixes, and root words that are

frequently found in science. For example, you can

mention that -logy means the study of. Generate

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begin with science words that end with only -s,

such as waves. Then, use words that end in -es,

such as volcanoes. Have students keep a list of

these words in a personal dictionary.

Teacher Note: It is important to spend time

developing grammar and spelling. However, it is

also necessary to look beyond errors in spelling and

grammar to focus on the meaningful thoughts in

students’ science writing.

word lists with students, focusing on words that

share prefixes, suffixes, or root woods related to

science. For instance, a word list might include the

names of different scientific disciplines, such as

biology, geology, and archaeology. Have students

keep a list of these words in a personal dictionary.

Teacher Note: Opportunities to read, spell, and

write in science class can help students develop

communication and language skills.

Work for Early Finishers Literature: Have students read suggested literature related to the lesson.

Erosion by Robin Koontz

Cracking Up: A Story about Erosion by Jacqui Bailey

Writing: Have students respond to the prompt below in their notebooks. They should include examples

and drawings in their response.

Earth is constantly changing because of wind and water. Do you think that humans are changing

the Earth’s surface? Explain your reasoning.

Web-based activity: Have students read, play games, do crafts, or view media from NASA. Encourage

students to begin with the Earth section. In this section, students will learn about weathering, erosion,

earthquakes, and volcanoes.

Supporting Foundational

Science Skills

Present activities that develop understanding of cycles.

Rock-cycle activity: Provide cards that illustrate the rock cycle of different types of rocks. Have students

organize the cards to show the correct order of the rock cycle. Ask students to describe each stage in

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their own words. Then, complete a graphic organizer of the rock cycle with arrows. Have students label

each stage or write a short description about what happens during each stage.

Social-Emotional

Learning Connections

Bullying: Discuss and define bullying with students. Explain to students why people bully others. Ask

students who feel comfortable to share their stories of how they stood up to bullies. Read the book One

by Kathryn Otoshi to the class. Then, have students use watercolors to re-create art from the book and

write their own messages about standing up to bullies.

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Week 3 – Factors of Surface Changes Unit 5: Earth Changes and Features

Learning Goals This week, students will:

Understand that the Earth’s surface can be changed by forces such as earthquakes, glaciers, and volcanoes.

Describe how the Earth is constantly changing because of forces such as earthquakes, glaciers, and volcanoes.

Edgenuity Digital Lessons Factors of Surface Changes:

34003 (Digital Lesson)

3548 (Digital Lesson)

3549 (Digital Lesson)

Factors of Surface Changes (Lesson Quiz)

Vocabulary earthquake, glacier, volcano, force

Week at a Glance

Day 1 Begin the lesson by having students explore the science behind earthquakes, volcanoes, tornadoes, and

hurricanes through an interactive game. Students will look at maps, photos, and three-dimensional animations.

Students will also have an opportunity to make their own model. Encourage students to write inquiry-based

questions in their personal science notebooks as they explore.

Inform students of the learning goals for the week. Have students read some of the intriguing inquiries to the

class.

Whole-group instruction: Use digital lesson 34003, “Forces That Change Landforms.”

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Before starting the digital lesson, display the five questions to help students activate background knowledge.

Have students turn and talk to a classmate to answer the questions.

Begin the digital lesson. Stop the lesson as needed to check for student understanding, answer questions, or

restate information from the lesson.

Use the questions below to review what was covered in the digital lesson. Record the information on an anchor

chart while students copy information into their personal science notebooks. Use the arrows to go back to find

answers as needed.

• What causes the Earth’s surface to change?

• What is an earthquake?

• What kinds of structures can be formed from earthquakes?

• How do volcanoes create new landforms?

• What happens when glaciers get too heavy?

At the end of the lesson, students will be presented with a series of multiple-choice questions about forces that

change landforms. Have students work in small groups to discuss the answers. Use these questions as an

opportunity to check for student understanding.

Developing Writing Skills

End the lesson with a writing activity. Have students reflect on what they learned from today’s lesson in their

personal science notebooks.

Day 2 Begin digital lesson 3548, “The Changing Planet.”

Have students use their personal science notebooks to identify the cause of earthquakes and draw a map that

shows where the San Andreas Fault is located. Discuss how earthquakes occur in California.

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Next, discuss volcanoes and the fact that many of the Hawaiian Islands were formed because of volcanoes.

Explain how volcanoes change the Earth’s surface. Ask students to draw what an aerial view of a volcano might

look like.

Finally, have students describe what a glacier is and explain how glaciers carve out large bowls on the sides of

mountains or entire valleys. Then, use Google Earth to view some photographs of glaciers.

Next, begin digital lesson 5568, “Focus of Change.” Students will learn more information about earthquakes,

volcanoes, and glaciers. Do the vocabulary flash cards as a class at the end of the lesson.

Post three sheets of chart paper around the room. Title each chart paper with one of the following words:

Volcanoes, Glaciers, or Earthquakes. Have students walk around the room and write things they learned from

today’s lesson. At the end of the activity, select three students to share with the class what they wrote on each

chart paper.

Developing Writing Skills

End the lesson with a writing activity. Ask, What do you think causes the most changes to the Earth’s surface:

earthquakes, volcanoes, or glaciers? If time permits, select a few students to share their responses.

Day 3 Begin the activity about glaciers. Provide ice cubes, sand, clay, trays, and teacher-supplied worksheets. Have

students explore how glaciers (the large ice cubes with sand) weather the Earth's surface (the clay) and create

U-shaped valleys. Use the trays as a working surface. Tell students that the clay represents the Earth’s surface.

Observe as students place the ice cubes against the flat surface of the clay. Direct students to move the ice

cubes back and forth while applying a slight downward pressure. Have them do the same with a sandy ice cube

on another piece of clay. Allow students time to re-create this naturally occurring change to the Earth’s surface.

Have students compare the two pieces of clay, sketch pictures, and write down their findings.

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Common Misconceptions and Reteaching Strategies

Students may struggle with applying sequence and cause-and-effect skills in science. Provide

opportunities to practice applying sequencing (e.g., the life cycle or the rock cycle) and cause and effect

(e.g., What causes a rock to become smooth?). Use picture cards to help students develop these skills.

Refer to the Work for Early Finishers for those who have completed the required work.

Developing Writing Skills

End the lesson with a writing activity. Ask, Why are glaciers important to the Earth? Have students write their

responses in their personal science notebooks. Select a few students to share their responses, if time permits.

Day 4 Review what students did and learned in the first three days. Encourage students to look back at their personal

science notebooks to help them participate in the discussion.

Have all students independently complete the lesson quiz, “Factors of Surface Change.” Monitor students who

are struggling, and provide individual attention as needed. Review completed lesson quizzes to make

instructional adjustments.

Have students circulate through the science stations (centers). There will be several stations for students to

complete with a partner or work on independently.

In one station, students can use a folded flip-book to demonstrate their understanding of fast changes to the

Earth’s surface. The flip-book will focus on cause and effect on the Earth.

Another station will be set up for students to create a folded flip-book related to earthquake vocabulary.

Students will include pictures and definitions of words.

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An additional station will be set up for students to write an opinion piece and support their point of view with

reasons and information. Students will respond to the following prompt: Do volcanoes destroy or save the

world?

Teacher decision-making: Use a portion of this day to check for student understanding and identify any

misconceptions or stumbling blocks. You might interview students one-on-one to assess their understanding of

the concepts they have studied so far.

Developing Writing Skills

End the lesson by asking students to summarize what they learned from the stations. Encourage students to

write additional inquiry questions in their personal science notebooks.

Day 5 Before beginning the volcanic eruption activity, review it at TeachEngineering.org. The materials, procedure,

and safety issues are available to read in advance. This activity will require additional time to complete.

Have students turn and discuss the following questions with a partner: Why does a volcano grow before it

erupts? How can engineers detect volcanic eruptions?

Tell students that they will build a representation of a volcanic eruption. Start the lesson by discussing the

expectations for building the representation of a volcanic eruption. This activity has been adapted so that the

teacher handles most of the tasks. It is important to review lab safety and materials with students.

Inform students that they will identify elements of a volcano, explain how the magma chamber fills, and

describe how engineers create devices to predict volcanic eruptions. Tell students that this activity allows them

to plan and carry out tests and to consider how they could improve the model.

Then, begin to construct the representation of a volcanic eruption with students. Have them use their personal

science notebooks to sketch the volcano demonstration setup available online.

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Proceed with the next steps as outlined. Use the questions below, provided by TeachEngineering.org, to assess

student understanding throughout the activity.

Before the eruption: What are signs that a volcano is active or going to erupt?

After the mountain has risen: Why do you think the mountain grew?

After the eruption: Why did a crater form?

After the eruption: How can an engineer help us find out when a volcano will erupt?

Developing Writing Skills

End the lesson by asking students to summarize what they learned from the activity. Encourage students to

write additional inquiry questions in their personal science notebooks.

Modifications for Special Populations

Supporting English Learners Low Proficiency High Proficiency

Use visuals to teach the academic vocabulary and

concepts related to the lessons about changes,

earthquakes, glaciers, and volcanoes. You might

use pictures, drawings, videos, slideshows, or

graphic organizers.

Teacher note: Visuals clarify content for students

and make it easier for them to remember science

content.

Predetermine and target science words that

students must know. Have students create their

own flash cards. Flash cards may be bilingual. Allow

students to practice these during class and at

home.

Teacher note: Have students be accountable for

their science vocabulary learning by teaching them

how to create and use flash cards. These flash cards

can be used later for language-based games.

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Work for Early Finishers Literature: Have students read suggested literature related to the lesson.

Volcanoes by Anne Schreiber

Volcanoes! by Cy Armour

Glaciers by Colleen Sexton

Interactive game: Have students explore the science behind earthquakes, volcanoes, tornadoes, and

hurricanes by playing the interactive game. Students will also look at maps, photos, and three-

dimensional animations. Students will have an opportunity to make their own model.

Supporting Foundational

Science Skills

Present activities that develop vocabulary related to the Earth and landforms caused by forces.

Sticky-note activity: Have students use sticky notes to label the layers of the Earth and parts of a volcano.

Then, have students draw their own labeled diagrams in their personal science notebooks.

Social-Emotional

Learning Connections

Working as a team: Discuss the importance and benefits of working as a team, then discuss the

disadvantages of working alone. Have students apply this to science. Discuss when and why it is

important to work with others. Next, present the cups-tower challenge to students. Provide 5–7 cups

with no handles (preferably plastic drinking cups), 1 rubber band that fits around a cup, and 5 pieces of

string. Divide students into groups of five. Tell groups to use the cups to build a tower. They must work

together, and they cannot touch the cups with their hands. Allow students to explore different ways

and solutions to work together. Close the activity by asking to students to share effective ways to work

with others.

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Week 4 – Earthquakes Unit 5: Earth Changes and

Features

Learning Goals This week, students will:

Identify the characteristics of a wave.

Understand how waves travel in earthquakes.

Identify the effects of earthquakes on the environment.

Generate a model and compare multiple solutions to reduce the impacts of earthquakes on humans.

Edgenuity Digital Lessons Measuring an Earthquake:

5606 (Digital Lesson)

5607 (Digital Lesson)

Measuring an Earthquake (Lesson Quiz)

Vocabulary earthquake, wave, wave height, wavelength, wave period

Week at a Glance

Day 1 Begin the lesson by asking, What is an earthquake? What causes an earthquake? What happens during an

earthquake? What do people feel when an earthquake occurs? Have students turn and talk to a partner. Then,

record their answers on an anchor chart. Have students use their personal science notebooks to write notes

about earthquakes.

Introduce earthquakes and play this video. After the video, ask students to describe what happens to the

structure of the Earth during and after an earthquake and how earthquakes affect humans.

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Then, discuss how earthquakes occur in different parts of the word. Display the interactive map for students

to see where significant earthquakes have occurred. Discuss whether earthquakes occur where you live.

Whole-group instruction: Use digital lesson 5606, “Earthquake Waves.”

Begin the lesson. Stop it when necessary to provide additional information or answer students’ questions.

Do the activity to demonstrate waves. Have students fill bowls of water and drop different-sized rocks into

the bowl. Ask students to describe the types of waves they see. Tell students to turn and talk to a partner to

answer the question, How does this relate to earthquake waves? Summarize the activity by telling students

that earthquakes move in wavelike patterns away from the area where the pressure was released.

Resume the lesson and discuss measuring earthquakes. Have students take notes in their personal science

notebooks, making sure to include important vocabulary words and definitions. Use Google Maps to show

aerial views of the San Andreas Fault.

At the end of the lesson, have students complete the five review questions to check for student

understanding.

Developing Writing Skills

Encourage students to list science tools and uses in their personal science notebooks. Have students include

the seismometer. Ask students to reflect on why tools like the seismometer are created in the first place.

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Day 2 Start the lesson by asking, What are waves? What are some things they can do? Have students turn and talk

with a partner. Then, show students a Slinky®. Have two students hold the ends of the Slinky as the class

watches the Slinky’s motion. Have students describe what they see.

Next, show students a wave simulator. Use the simulator to explore wave heights, wavelengths, and wave

periods. Have students write the definitions for each word in their personal science notebooks.

Regroup students and begin digital lesson 5607. Pause the lesson at any time to answer students’ questions.

After students learn about the Richter scale, play this video to further demonstrate how the scale works.

Briefly discuss what a tsunami is and what happens underwater when one occurs.

At the end of the lesson, have students complete the five review questions to check for student

understanding.

Following the questions, have students design an earthquake detector like a seismometer, which is the tool

that scientists use to record earthquakes. Explain how a seismometer uses waves, vibrations, and motion to

measure the strength of an earthquake. Play the video about the seismometer. After the video, talk about

how students will construct a similar device.

Then, provide the following materials: shoebox, paper cup, pencil, scissors, string, tape, and paper. Have

students work in small groups. Give students the following instructions:

First, make two holes in the top of the shoebox. Next, make a hole in the center of the bottom of the paper

cup and two holes on either side of the top of the cup. Then, push the pencil through the bottom hole. Make

sure it is secure. About two centimeters of the pencil should be poking through the bottom. Thread the string

through the two holes in the cup and then through the holes in the box and tie securely. Make sure the cup is

dangling down inside the box. Tie the string so the pencil rests on the bottom of the box. Make a slit on either

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side of the bottom of the box. Cut paper that will pass through the slits. Then, thread the paper through the

slits. Finally, place the seismometer on a flat surface. Have someone shake the box while another person pulls

the paper through. Try different movements and notice the waves being drawn.

Developing Writing Skills

End the lesson by asking students to summarize what they learned in today’s lesson about seismometers,

waves, and earthquakes. Encourage students to write additional inquiry questions in their personal science

notebooks.

Day 3 Have students circulate through the science stations (centers). There will be several stations for students to

complete with a partner or work on independently.

One station is a cloze-reading activity. The station will include a teacher-provided reading passage related to

causes of earthquakes. Students will fill in the blanks in the passage with the correct words from a word bank.

Another station will be set up for students to learn about how to prepare for earthquakes. Students will look

through a box of supplies and construct an emergency kit for someone who lives in an area prone to

earthquakes. Students will discuss with a partner why the kit should contain certain items. The kit should

include a first aid kit, a can opener, a flashlight, batteries, and a battery-operated radio. Other items that do

not belong in the emergency kit should be included to engage students in discussion.

An additional station will be set up for students to research famous earthquakes and their devastating effects

on humans and the Earth. Students can create a slideshow of pictures and basic information about each

earthquake, such as its magnitude and location, and the damage it caused to structures or land.

Teacher decision-making: Use a portion of this day to check for student understanding and identify any

misconceptions or stumbling blocks. You might need to explain information in chunks or use graphic

organizers.

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Developing Writing Skills

End the lesson by asking students to think about the importance of being prepared in the event of a natural

disaster such as an earthquake, hurricane, tornado, or flood. Discuss the roles they can play in helping their

family, school, and community.

Day 4 Have all students independently complete the lesson quiz, “Measuring an Earthquake.” Monitor students who

are struggling, and provide individual attention as needed. Review completed lesson quizzes to make

instructional adjustments.

After the lesson quiz, have a discussion about any natural events that affect humans. Go to National

Geographic and have students explore preparing for extreme natural events. Have students share their

experiences with and feelings on a natural event they have faced.

Ask the following questions:

What natural event did you experience?

What kind of emotions or feelings did you have?

How did you protect yourself?

How did your family keep safe?

What did your community or city do to help protect you?

What are some things you can do to help others after a natural disaster?

Discuss the earthquake that happened in Haiti in 2010. Go to 2010: Earthquake Devastates Haiti and read the

information to the class. Discuss the effects on homes in Haiti.

Then, explain to students that the more prepared people are, the less they need to worry in the event of a

natural disaster. Discuss how scientists and engineers work together to plan and construct structures that are

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resistant to natural events such as earthquakes. Read about Afroz Ahmad Shah, who has contributed to

earthquake research, and discuss how his research can help people in certain parts of the world survive these

natural events.

After the discussion, explain the earthquake-resistant–structure project below and have students begin the

project. Students should work in small groups or pairs to engage in science and engineering practices.

Project: You want to help people who live in areas where earthquakes occur. Design a model of an earthquake-

resistant structure that can help people in these places. Make sure to test your model through a series of trials

to ensure that your earthquake-resistant structure either fully stands after an earthquake or sustains minimal

damages after an earthquake.

Have students start by a drafting a simple design of their earthquake-resistant structures in their personal

science notebooks. They should include criteria for it to be successful (e.g., withstands shaking and waving

tests) and constraints on materials (e.g., types of materials needed), time, or cost. Then, meet individually

with small groups to discuss their design plans.

Day 5 Have students continue to work on the earthquake-resistant–structure project during class. Allow students to

use the internet as a research tool, encourage students to discuss their designs together, have them create

model drawings of their structures (e.g., homes, buildings, schools, libraries, apartments, or stores), and

provide materials (e.g., logs, building blocks, connecting sticks, straws, toothpicks, tape, or clay). Use your

discretion on what materials students can use to make their structures.

When students have completed the project, do a “show and share” with the class. Have students talk about

their structures and the tests they used to see if their structure could withstand an earthquake. Encourage

students to use academic vocabulary when presenting to the class.

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Work with any students who struggled on the lesson quiz. Pull a small group together to review the answers

and allow students to correct their work. Have students review any digital lessons that might help them.

Refer to the Work for Early Finishers for those who have completed the required work.

Developing Writing Skills

End the week by having students complete a teacher-created exit ticket about their interest in careers related

to earth science and engineering. Include a space for students to write about what they learned from the

earthquake-resistant–structure project, problems they encountered, and their solutions.

Modifications for Special Populations

Supporting English Learners Low Proficiency High Proficiency

Use hand gestures or acting to help students with

the meanings of new vocabulary words. For

example, when teaching about waves, you can move

your hand in a wavelike motion.

Teacher note: Acting and using hand gestures are

engaging and helpful ways to support English

language learners in content areas such as science,

for which there are new academic vocabulary words

to know.

Reinforce vocabulary by creating science

mnemonics with students. This will help students

remember new vocabulary words. It will also help

students develop schema to organize categories

of science information and the relationships

among them.

Teacher note: Writing science mnemonics

together with students helps students develop

reading, writing, listening, and speaking skills.

Adding symbols and pictures can also support

English language learners’ vocabulary.

Work for Early Finishers Literature: Have students read suggested literature related to the lesson.

Earthquakes by Deborah Heiligman

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Earthquakes by Ellen Prager

Browser-based game: Have students explore Challenge: Robots!, which challenges students to take on

an engineering role. They will learn important concepts about the engineering process, parts of a robot,

and basic robotics programming.

Supporting Foundational

Science Skills

Present activities that help students develop science vocabulary related to Earth Science.

Landforms matching activity: Provide students with various picture cards of landforms. Have students

match each landform to its description. Then, discuss how each landform is formed.

Social-Emotional

Learning Connections

Helping others: Discuss the importance of helping others in your school and community. Have students

think of ways they can help kids in need of school supplies. Ask students to organize a school-supply

collection drive by creating flyers, collection boxes, school website information, and a list of supplies

that are needed. After the collection, have students write words of support or inspiration to the kids

who will be receiving them.