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Science 21 Grade 4 Unit 4

Curriculum Companion Reproducibles EDITION

Spring 2021

This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes.

We have created NEW student pages for the potential of school closure due to the COVID-19 pandemic. The new pages will be shown using a purple fill color in the upper right-hand corner.

Unmodified or the original student pages will show in yellow in the upper right-hand corner.

Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction.

Dear At Home Lesson Facilitator,

In the unfortunate event that students are learning from home for a period of time, as happened in the Spring of 2020, we have plans in place so that their science instruction will continue in a meaningful way. We have materials from our science kits that can be sent home with your student so that investigations can be conducted at home [with teacher support, with synchronous (“live, via video”) or asynchronous (“watch at any time”) video interactions]. However, there are several items that we may not be able to provide, so you may want to try to prepare to have these on hand.

Materials Needed: old magazines (to cut out images) an apple clay fishing line (or dental floss) graham crackers pudding baking pan (small and large) cardboard (or foam board) scissors aluminum foil construction paper disposable aluminum pan sand (or corn meal) salt (or sugar grains) string (or dental floss) paper clip sponge silly putty slinky coil spring toy 20 sugar cubes gelatin plastic wrap shoe box paper towels two boxes (or blocks) push pin small round balloon (to create water balloon) sample size toothpaste tube two bottles of seltzer (or club soda) glue (or tape)

a straw white and colored chalk vinegar metal nail jar (or cup) bowl measuring spoons (or measuring cups) rocks crayons (broken pieces) plastic container with lid flour salt white glue food coloring (red and yellow) resin (or clear nail polish) small objects (e.g., toy dinosaur or seashell)

Dear Parent/Guardian,

For our fourth science unit, we will be investigating forces that change the Earth’s surface. These forces build up as well as break down the Earth, resulting in (1) the formation of rocks, mountains and rivers; (2) earthquakes and volcanoes; and (3) weathering and erosion.

We will collect, observe and identify rocks for their physical properties. Your child may have some rock specimens or photographs that he or she would like to bring into class. We’ll take care of any materials that your child may want to share.

We’ll also relate this science unit to other subject areas, especially language arts, when we read and write about geological events and legends.

At home, go for walks and look for examples of erosion and weathering. Streams and the area surrounding construction sites provide many opportunities for these observations. If possible, take pictures, discuss and write about what you see. This may be a good time to start a rock collection. There are many books and field guides to help you identify the different specimens. There are many programs on television with exciting descriptions of volcanoes and earthquakes. If you have Internet access, do a search on these various related topics.

I wish you success in encouraging your young scientist at home.

Sincerely,

Student Name: Grade 4 Unit 4 Organization of the Earth

Word ListGLOSSARY ~ Words I Used During This Unit

Word Definition

Lesson Facilitator Notes Science 21 – Organization of the Earth

G4 U4 L0 – Introductory LessonBackground Information:To make the lesson more reality-based, students need to know that many of the objects that are a part of their house or apartment originally came from the Earth. By having students become aware of this fact, they realize that Earth itself is a natural resource for many of the things surrounding us and that we use each day. Through group discussion, students will conclude that many of the objects from a house originated from rocks and minerals found in the Earth. This introductory lesson serves as a springboard to the study of the basic structure of the Earth’s core, the events that build up or tear down the Earth’s surface, and the three basic rock types that make up our Earth.You will need:

Student Journal Pageso Household Items (The Earth Around Us)

Readings About Scienceo n/a

Materials to gather at home:o Old magazines with color images that student can cut out

Instructions: Provide a copy of the Student Journal Page, “Household Items” (The Earth Around Us) Provide old magazines with color images that student can cut out. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 1: Model EarthInvestigating Household Items and the materials from which they are made.Here are items you should be able to find around your house:

Telephone Window Electrical wiring Interior Walls

Sewer Pipes Roof Fireplace Gutters

Toilet Bowl Plumbing Fixtures Exterior Walls Wall InsulationThink about the raw materials from which each of these was made. What do they have in common?

What questions do you have?


G4 U4 L1 – Model EarthBackground Information:Scientists have never seen the inside of the Earth, but they think it is made of the following main layers: the inner core, outer core, mantle, and crust.

The center of the Earth is called the core. It is divided into two parts: the inner core and the outer core. Both of these cores are made of the elements iron and nickel. The inner core, at the very center of the Earth, is solid iron. The outer core, just outside the inner core, is molten iron and nickel. These two cores together are 3,540 km (2,200 miles) thick.

Surrounding the core is the largest region, which is called the mantle. The mantle is made of thick, solid rock that contains the following elements: silicon, oxygen, aluminum, iron and magnesium. It is 2,900 km (1,800 miles) thick. The mantle, the middle layer of the earth, is very hot and under a lot of pressure from the land and seas above it. Most geologists think that the top and bottom parts of the mantle are rigid rock, and between them there are red-hot rocks that sometimes act like a solid and sometimes flow like a thick liquid. The core, beneath the mantle, is under even greater pressure and is even hotter.

The part that we live on is called the crust. The crust, which varies in thickness from (8-40 km), is mostly rock. It is located above the mantle and is the easiest to investigate. It is made primarily of oxygen, silicon and aluminum. It is made up of three major layers: topsoil, subsoil and bedrock. Since we live on the crust, we know more about it than the more interior areas of earth. Geologists have drilled into the crust to gain greater understandings. The deeper they drill, the hotter it gets.

If you compare the earth to an apple, the crust of the Earth is like the skin of the apple. It is very thin in comparison to the rest of the Earth. Even though the crust is thin, it is still thick enough that scientists cannot drill through it into the mantle. Though no one has yet drilled to the bottom of the crust, the deeper people dig, the hotter it gets. Using the apple, the seed area or core represents the inner core; the outer part of the apple’s core is the outer core; the flesh of the apple is like the middle or the mantle; and the skin of the apple is the crust.You will need:

Student Journal Pageso Apple Structure of Eartho Layers of the Eartho Reflections of Model Earth

Readings About Scienceo The Layers of the Earth

Materials to gather at home:o An apple (cut in half from top to bottom)

o Clay or play dough (4-5 colors)o Fishing line or dental floss (to cut through clay or colored play dough)

Instructions: Cut an apple from top to bottom so that your student can see the inner core, the outer core, the flesh, and the skin. Provide 4-5 colors of clay or play dough for your student to create her/his own model of the Earth, then assist your student in

slicing through the sphere using fishing line or dental floss to make a “clean slice” through, much like the apple, and view the four layers of the Earth model.

Optional: if you do not have clay or play dough at home, here are two websites with recipes to make your own! https://domesticsuperhero.com/best-homemade-playdough-recipe/ or https://stayathomeeducator.com/absolutely-perfect-no-cook-scented-play-dough-recipe-without-cream-tartar/

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about the layers of the Earth, and to answer the questions

that follow the reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

https://stayathomeeducator.com/absolutely-perfect-no-cook-scented-play-dough-recipe-without-cream-tartar/

https://stayathomeeducator.com/absolutely-perfect-no-cook-scented-play-dough-recipe-without-cream-tartar/

https://domesticsuperhero.com/best-homemade-playdough-recipe/


Lesson 1: Model EarthWhat is the Structure of the Earth?

What I Know What I Want to Know What I Learned

Label each part of the apple with the part of the Earth’s layers that it represents.

Draw, label and describe your plan as to how you will use clay to represent the layers of the Earth.

Student Name:Grade 4 Unit 4 Organization of the Earth

Lesson 1: Model EarthLayers of the Earth

1. Write the following labels on the diagram below:mantle crust inner core outer core water land forms2. Color the Earth Layers Key using the same colors as your clay model.3. Color the Earth drawing using the same colors as your key.Earth Layers Key


Lesson 1: Model Earth“Model Earth” Reflections

Reflections Science Drawings1. What surprised you during this investigation?

2. How would you make your clay model more accurate?

3. Your thoughts and comments?

Name Science 21 – Organization of the EarthG4 U4 Reading in the Content Area:

Passage 1The Layers of the Earth

Scientists have never seen the inside of the Earth, but they think it is made of the following main layers: the inner core, outer core, mantle and crust.

The center of the Earth is called the core. It is divided into two parts: the inner core and the outer core. Both of these cores are made of the elements, iron and nickel. The inner core, at the very center of the Earth, is solid iron. The outer core, just outside the inner core, is molten iron and nickel. These two cores together are 3540 km (2200 miles) thick.

Surrounding the core is the largest region, which is called the mantle. The mantle is made of thick, solid rock that contains the following elements: silicon, oxygen, aluminum, iron and magnesium. It is 2900 km (1800 miles) thick. The mantle, the middle layer of the earth, is very hot and under a lot of pressure from the land and seas above it. Most geologists think that the top and bottom parts of the mantle are rigid rock, and between them there are red-hot rocks that sometimes act like a solid and sometimes flow like a thick liquid.

The part that we live on is called the crust. The crust, the thinnest layer of the Earth, varies in thickness from 8-40 km (5-25 miles), is mostly rock. It is located above the mantle and is the easiest to investigate. It is made of primarily oxygen, silicon and aluminum. It is made up of three major layers: topsoil, subsoil and bedrock. Since we live on the crust, we know more about it than the more interior areas of earth. Geologists have drilled into the crust to gain greater understandings.

If you compare the earth to an apple, the crust of the Earth is like the skin of the apple. It is very thin in comparison to the rest of the Earth. Even though the crust is thin, it is still thick enough that scientists cannot drill through it into the mantle. Though no one has yet drilled to the bottom of the crust, (about 40 km or 25 miles) the deeper people dig, the hotter it gets. Using the apple as a model, the seed area or core represents the inner core; the outer part of the apple’s core is the outer core, the flesh of the apple is like the middle or the mantle; and the skin of the apple is the crust.

Please answer the questions on the following page:

1. What is the name of the innermost layer of the Earth?

2. What is the innermost layer of the Earth made of?

3. Using the specific term used by the author in the article, what is the name of the layer of the Earth on which we live?

4. Why do you think this layer is the easiest layer of the Earth to investigate?

5. Why do you think it would be difficult to drill a hole into the center of the Earth?

6. How can an apple be compared to the layers of the Earth?


G4 U4 L2 – Do The Pieces Fit?Background Information:As students learned in Lesson 1, the Earth’s crust is a very thin layer made of lighter rock than the other layers of the Earth. Weather and land movement is constantly altering the crust. The crust of the Earth cracks due to movement in the Earth’s mantle, which then causes plates to form. The movements in the mantle are so powerful that in some places they have made the Earth’s crust crack into gigantic pieces called plates. There are eight large plates and about 12 smaller ones, which fit together like the pieces of a huge jigsaw puzzle. These plates are in constant motion. The plates are named from the continents, oceans and geographic areas that are above the plates.

The plates move at rates of 2 to 15 centimeters (1-4 inches) a year, about as fast as our fingernails grow in a year. At this rate, rocks that are almost 4 billion years old could have traveled all the way around the Earth 11 times.

The Continental Drift Theory originated in the early 20th century (1910-12) by Alfred Wegener. He developed the theory that all the continents seem to fit together like pieces of a jigsaw puzzle. He theorized that the continents were once joined in a single land mass called Pangaea, a Greek word meaning “all lands”. There is much scientific evidence to support this idea. Evidence from rocks, fossils, and climate of the various continents show that the continents had once been joined together. For example, rocks in Newfoundland, Canada are of the same kind and age as those found in Scotland and Scandinavia. Fossils of similar plants and animals have been found in Africa, Antarctica and South America. Rock in the Catskill Mountains is similar to rock in parts of North Africa. Wegener believed, that about 200 million years ago, the Earth was one big super continent (Pangaea). Slowly, Pangaea separated because of the pressure in the Earth, and the pieces began to “drift” away from each other. Over millions of years, the six main landmasses or continents we know today were formed. (See Movement of the Earth’s Plates.)

The Plate Tectonic Theory, developed in the 1960’s, states that the Earth’s crust is not one solid skin, but it is broken up into a series of giant moving plates. Most plates include both ocean crust and continental crust. The giant plates are like closely packed rafts floating on the Earth’s mantle. Adjoining plates move in three ways: they collide, pull apart or slide past each other. How they move determines what happens where they meet. The interactions between plates cause intense pressure, friction and crust melting. Most earthquake, volcanic activity and mountain building occurs along boundaries between plates. When two plates scrape together and one gets caught on the other, pressure builds up until it is finally released and felt as an earthquake. Earthquakes can occur with all three types of plate movement. Faults occur where the Earth’s plates join. One of the Earth’s biggest faults is the San Andreas Fault

(west coast of North America). When two plates move away from each other, they leave a gap between them. Magma from the Earth’s mantle oozes out through the gap. As a result, huge chains of volcanoes form on the edges of these plates. Over 50% of the volcanoes circle the Pacific Plate. This circle of volcanoes around the Pacific Plate is often referred to as The Ring of Fire. Plates can also collide and push up against each other, folding the land upward into mountains. This is usually a slow process; the Himalayan mountains started to develop 25 million years ago.You will need:

Student Journal Pageso Movement of Earth’s Plateso Breakup of Pangaeao Plates of the Earth

Readings About Scienceo Gigantic Jigsaw Puzzle

Materials to gather at home:o Graham crackerso Puddingo Small metal baking pano Scissorso Staplero Glueo Large Baking Pano Watero Foam board or cardboardo Aluminum foilo Construction paper (2 pieces)

Instructions: Prepare pudding and place it into a small metal baking pan (small enough to fit onto a hot plate or stove burner) with two

graham crackers close together. Show your student what occurs with the graham crackers when the bottom heats up. Make the connection for your student about the crust of the Earth moving as a result of internal heating.

Provide a copy of the Breakup of Pangaea Student Journal Page and assist your student in cutting out the 22 cards uniformly and stapling them on the left-hand side so that it can become a “flip-book” (like a time lapse movie).

Provide one or more copies of the Plates of the Earth Student Journal Page and assist your student in gluing the page to a foam board (or cardboard, which may become soggy) and cutting out the individual pieces (the adult may use a sharp utility knife) and placing them close together in the large baking pan filled 1/3 with water. Tap the sides and notice what happens to the individual pieces.

Provide a sheet of aluminum foil so that the student can trace the pieces from the last activity (Plates of the Earth), and again repeat placing them close together in the large baking pan filled 1/3 with water, and again tapping the sides and noticing what happens to the individual pieces (plates).

Provide two sheets of construction paper so that your student can glue the dry aluminum foil pieces (or freshly printed paper pieces from the last two pages of Plates of the Earth) to the construction paper and attempt to fit the pieces back together to replicate the original continent of Pangaea.

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about the Gigantic Jigsaw Puzzle, and to answer the

questions that follow the reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 2: Do the Pieces Fit?Movement of Earth’s Plates

Grade 4 Unit 4 Organization of the Earth Lesson 2: Do the Pieces Fit?

Breakup of Pangaea

Directions: Cut out the different frames (#1-22) Stack the frames in the proper numbered sequence, beginning with #1 on top Staple (or clamp) along the left side Flip through to see a “time lapse movie” of 240 million years of continental drift


Lesson 2: Do the Pieces Fit?Plates of the Earth


Passage 2A Gigantic Jigsaw Puzzle

The Plate Tectonic Theory, developed in the 1960’s, states that the Earth’s crust is not one solid skin, but it is broken up into a series of giant moving plates. The giant plates are like closely packed, gigantic jigsaw pieces floating on the Earth’s mantle. Adjoining plates move in three ways: they collide, pull apart or slide past each other. Earthquakes can occur with all three types of plate movement. When two plates scrape together and one gets caught on the other, pressure builds up until it is finally released and felt as an earthquake. When two plates move away from each other, they leave a gap between them, allowing magma from the Earth’s mantle to ooze out, forming volcanoes. Plates can also collide and push up against each other, folding the land upward into mountains.

Please answer the following questions:

1. What does the Plate Tectonic Theory tell us about the Earth’s crust?

2. Study the diagram. Name three continents that you think were formed from the tectonic plates shown.

3. How are earthquakes, volcanoes and mountains formed?

4. Describe how the Earth’s crust is like a gigantic jigsaw puzzle.


G4 U4 L3a – Shake, Rattle, & Roll

Background Information:In Lesson 2 we learned that the Earth’s crust is cracked into gigantic pieces called plates. Earthquakes occur in areas where the earth’s plates join. Adjoining plates move slowly in three ways: they collide, pull apart or slide past each other. Earthquakes can occur with all three types of plate movement.

The slow movement of the Earth’s plates causes great pressures to build up in the crust. When there is a sudden release of pressure, usually deep within the Earth, the crust shifts in one quick movement, and an earthquake occurs. An earthquake is simply a shaking movement of the Earth’s surface that occurs when energy is suddenly released. When rocks snap, they can release a tremendous amount of energy in a few seconds. The energy travels out in all directions from the earthquake center or focus. The waves travel through surrounding rocks. An earthquake is actually a trembling of the ground. Surprisingly, most earthquakes are barely noticeable to humans. Even today, the causes of these natural vibrations within the earth’s crust are not known with certainty.

An earthquake trembling is started by a sudden jar or shock occurring along a fault (the cracks where the earth’s plates join). The sudden movement of rocks along the fault plane generates a wave-like motion in the rocks. An earthquake originates deep in the Earth’s crust at a place called the focus. The place on the Earth’s surface that is directly above the focus is called the epicenter of the earthquake. Although earthquakes can occur any place over the Earth, most earthquake epicenters are found in areas where mountain building movements and/or volcanic activity are also present. About 80 percent of the world’s earthquakes occur in the Ring of Fire, made up of the Pacific coasts of North and South America, the Aleutian Islands of Alaska, Japan, Indonesia, and New Zealand. Over a million earthquakes occur every year, yet most are hardly ever felt.

Earthquakes are an especially noteworthy type of catastrophe because they strike suddenly, without warning and can cause much panic, loss of life and extensive property damage in a matter of seconds. Most injuries result from the collapse of buildings, bridges and other structures in heavily populated areas. Besides the damage caused to buildings by the movement of the earth itself, earthquakes can also cause fires. Broken gas and electrical lines start these fires. Following the earthquake, there are many changes in the surrounding landforms, which include landslides, avalanches, and sunken grounds. Earthquakes that occur beneath the ocean often cause giant waves called tsunamis. Some of these waves have been known to be as much as 61 meters (200 feet) high and travel at high speeds of over 160 km (100 mph).

The Richter Scale is a method to measure how weak or how strong an earthquake is. The scale ranges from 1-10, with 1 being the weakest, and 10 being the strongest. Each number on the Richter scale represents an earthquake that is 10 times stronger than the next lowest number. The strongest earthquake that has been measured was 8.9, occurring in Ecuador in 1906. The seismograph is the instrument used to detect and record earthquakes.

Students can create a model that shows how the vibrations of an earthquake can cause destruction. Vibrations are created by rubbing a string with the fingers or a wet sponge. These vibrations cause items to move on the model as they would in an earthquake.

You will need: Student Journal Pages

o Earthquakeso Shake, Rattle, Rollo Earthquake Termso Moving Plates

Readings About Scienceo Plates on the Move

Materials to gather at home:o Small aluminum (pie or loaf) pano Sand (or salt or sugar)o String (or dental floss)o Paper clipo Sponge (slightly moistened)

Instructions: Provide copies of the Student Journal Pages. Help your student to create a model that shows how the vibrations of an earthquake can cause destruction. Use the graphic

above and feed the string through a hole in the bottom of the aluminum pan (which does not need to be round) and a paper clip to keep the string attached to the pan. Use sand (or salt or sugar) in the pan to better notice the effect of drawing the moist sponge downward along the string below the pan (with a firm grip on the sponge).

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about earthquakes, and to answer the questions that

follow the reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 3A: Shake, Rattle, & RollEarthquakes

What I Know What I Want to Know What I Learned


Lesson 3A: Shake, Rattle, & RollShake, Rattle, & Roll

Question: How does an earthquake cause destruction? Prediction:

Materials: Pie pan; Paper clip; Sponge; String (about 2’ = 60cm); Masking tape; SandProcedure:

1. Push string through the hole in the bottom of the pie pan.2. Tie string to the paper clip and rest the clip at the inside bottom of the pie pan. (String should hang freely from the pan.)3. Place sand inside the pan.4. To create vibrations, moisten a sponge and pull the string with the moist sponge (or with moist fingers). Observe what happens.

What do you see? What do you hear?5. Record observations and answer the questions in the conclusion section.6. Demonstrate your mini-earthquake model to another team.

Results / Observations:I saw:

I heard:Conclusions:1. What are the causes of an earthquake?

2. What are the effects of an earthquake?

3. What does the string represent?

4. What does the pie pan and sand represent?

5. How is this model like a real earthquake?

6. What would happen if we used a larger pan? Longer string?

7. Write a question about earthquakes that you would like to investigate further.


Lesson 3A: Shake, Rattle, & RollEarthquake Terms

Label the four main parts of an earthquake in the diagram, then complete the definitions below.

Definitions:Focus

Epicenter

Earthquake Waves

Fault


Passage 3Plates on the Move!

Earthquakes, volcanoes, and mountains are all produced by the same natural processes. We know this to be true today, but even as little as one hundred years ago scientists were unsure as to how these events took place.

The ancient Japanese legend of Namazu explained why earthquakes occur this way. Namazu was a giant catfish that lived under the surface of the Earth. It would shake violently and cause great destruction from time to time. Kashima, who is a Japanese god, was the only god that was strong enough to control Namazu. Kashima would hold Namazu down and pin the catfish under a rock. When Kashima's mind would wonder, Namazu would escape and cause another earthquake.

Many cultures have tried to explain why earthquakes and volcanoes occur through stories about their gods and goddesses. The Hawaiian Islanders thought that volcanoes were the home of the fire goddess Pele. The Romans believed that the blacksmith god, Vulcan, used volcanoes as his forge to produce weapons. For hundreds of years people throughout the world explained earthquakes and volcanoes through myth and legend. In 1620 however, Sir Francis Bacon of England declared that it was not gods and goddesses that caused natural disasters. He noticed how the coasts of Africa and South America were very much alike. In fact, they could almost fit together like pieces of a jigsaw puzzle. The map below shows how the two continents could fit together.

As humans traveled the world they noticed seashells high in mountains many miles from the nearest ocean. Why is there a similarity between the coasts of Africa and South America? How did those seashells end up high in the mountains? These questions along with new discoveries lead scientists to believe that the Earth is a constantly changing planet. It was not until the 1960's though, that scientists started to agree to the concept that the continents could move across the surface of the Earth. A German meteorologist by the name of Alfred Wegener showed that rock bands in South America and rock bands in Africa matched mineral content and by age exactly. He also showed that the magnetic bands in these same rocks did not point to the magnetic north pole as they should. If the continents could be moved back into the

position that they were created, then they do point to the magnetic north pole. Wegener concluded that the continents must have drifted apart hundreds of miles. He did not however have an explanation as to how these massive continents could move such a great distance.

It was not until the 1960's that geologists gained the technology to fully understand the processes that could move the Earth's plates. They concluded that the Earth's surface was composed of not one large sheet but was composed of more than twelve major pieces of crust. Geologists call these pieces plates. These plates float across the surface of the Earth like an iceberg floats on the ocean. The force behind these plate movements are the convection currents in the mantle. (Convection is the motion in a fluid in which the warmer portions rise and the colder portions sink.) The convection currents turn very slowly dragging the plates along with these movements. The convection currents move the plates very slowly. These plates move at only 2.5 to 10 cm (1 to 4 inches) per year!! This is called the Continental Drift Theory.

The lines on the map of the world (at right) indicate the position of the plate boundaries. Boundaries are places where the plates meet. Now geologists can finally explain the reasons that mountains are built, volcanoes erupt, and earthquakes occur. The Plate Tectonics Theory of continental movement can explain scientifically why all of these geologic processes can occur. Humans no longer have to try to explain these natural occurrences through myth and legend.

Please answer the questions on the following page.

1. Using specific details from the article, explain the Continental Drift Theory.

2. How did Alfred Wegener try to prove that the continents of Africa and South America were once connected?

3. After reading the article and studying the diagram, explain how the boundaries between tectonic plates are areas of Earth making activity.

4. Pretend that you are living in ancient times and must come up with an explanation of why earthquakes and volcanoes occur. You may also want to illustrate your myth.

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L3b – ELA Extension – Earthquake Legends

Background Information:Because strong earthquakes have such disastrous effects, it is not surprising that people have always looked for ways to explain their origin. We find many nonscientific explanations of earthquakes in the folklore of civilizations around the world. We call these traditional narratives earthquake legends. Legends about natural phenomena evolved at a time when scientific explanations were not available. Some of these earthquake legends are still being told today.

Ancients explained earthquakes with a variety of stories, such as evidence of gods’ displeasure with the world, or the restlessness of some animal(s) upon whose back(s) the earth was resting (The Turtle Tale Legend).You will need:

Student Journal Pageso Earthquake Legends Around the Worldo Earthquake Legend


Materials to gather at home:o n/a

Instructions: If directed by teacher, help your student read The Turtle Tale Legend. Provide copies of the Student Journal Pages. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

The Turtle Tale Legend:

For millions of years before people lived on Earth, water was about the only thing that was here. But one day, a Great Spirit looked at Earth and decided to create land. He didn’t know where to begin until he saw a huge turtle. Great Spirit decided to make the beautiful land on the turtle’s back.

However, one turtle couldn’t provide enough space for all the land that needed to be created. So Great Spirit asked the turtle to find her six brothers. It took her a whole day to find the first brother. It took another day to find the next brother. After six days, Turtle had found all of her six brothers. Great Spirit told the turtles of the great honor it would be to carry the beautiful land on their backs. Great Spirit told them that they had to remain very still while the land rested on their backs. So the turtles remained still.

After placing land on all of the seven turtles’ back, Great Spirit formed mountains, valleys, lakes and rivers. When he was finished, he looked at the beautiful land he had made. Great Spirit was very pleased.

But trouble soon arose when the turtles became restless and decided to move in all different directions. The turtles began to argue when they couldn’t agree on which direction to move. So they began to move in different directions. As a result, the Earth rumbled and shook for one minute. But the earth stopped shaking when the turtles were forced to stop moving because of the great weight of the land on their backs. So after moving just a short distance, they stopped arguing and remained still. But every so often, the turtles start to argue again. When they do, the Earth shakes.


Lesson 3B: Earthquake LegendsEarthquake Legends from Around the World

GREECEAristotle said strong, wild winds are trapped in huge caverns underground. The winds try to escape and when they do, they create earthquakes.

SCANDINAVIAThe god Loki killed his brother and was punished by being tied to a rock in an underground cave. There, a serpent is dripping poison on his face which Loki’s sister catches in a bowl. But, from time to time when she has to empty the bowl, the poison falls on Loki’s face. Loki twists and wiggles to avoid the dripping poison. By doing this, the ground shakes violently above him.

SIBERIAThe Earth rests on a sled driven by a god named Tuli. The dogs who pull the sled have fleas. When the dogs scratch, the Earth shakes.

ROMANIAThe world rests on the pillars of Truth, Hope, and Charity. When the evil deeds of people weaken the pillars, the Earth shakes.

ASSAM (area near CHINA and BANGLADESH)There are people who live inside the Earth. From time to time, they shake the Earth to find out if anyone is still living on the surface. When children feel a quake, they shout, “Alive!” so the people inside the Earth will know they are there and stop shaking.

TENNESSEE, USAA Chickasaw chief, called Reelfort, was in love with a Choctow princess. He was young and handsome, but he had a twisted foot. When the princess wasn’t allowed to marry the chief, he kidnapped her. But the Great Spirit became angry and stomped his foot. The shock caused the Mississippi River to overflow its banks. (Reelfort Lake in Tennessee was actually formed as a result of the New Madrid Earthquake in 1912.)


Lesson 3B: Earthquake LegendsAn Earthquake Legend

After learning about The Turtle Tale, a Native American Legend that explained earthquakes, you are going to write your own legend to explain earthquakes. It should be about 1/2 to 1 page long. Illustrate your legend in color. The assignment will be graded using a rubric.You may use one of these ideas or think of one of your own.

1. Great winds trapped in underground caves are trying to escape.2. The Earth rests on a sled dog. When he scratches his fleas, the Earth shakes.3. People are living inside the Earth who shake it.4. When the Great Spirit becomes angry, he stomps his foot and the Earth shakes.

Draw your illustration here.

Earthquake Legend Rubric4 3 2 1

Task Story contains many details.

Story contains some details.

Story explains earthquakes, but contains few details.

Story does not clearly explain earthquakes.

Style

Uses different kinds of sentences.

Uses interesting and descriptive vocabulary.

Uses some variety of sentences.

Uses some interesting and descriptive vocabulary.

Many sentences sound alike.

Uses tired and overused words.

Does not show sentence variety.

Uses limited vocabulary.

Mechanics:CapitalizationPunctuationComplete Sentences

All correct. Mostly correct. Partly correct. Very few correct.

Spelling All correct. Mostly correct. Partly correct or misspelled priority words.

Very few words spelled correctly.

Illustration In color and neat. Contains many details.

In color and neat. Contains some details.

In color.Contains few details.

Not in color. Sloppy. Contains few details.


Passage 4The Turtle Tale Legend

For millions of years before people lived on Earth, water was about the only thing that was here. But one day, a Great Spirit looked at Earth and decided to create land. He didn’t know where to begin until he saw a huge turtle. Great Spirit decided to make the beautiful land on the turtle’s back.

However, one turtle couldn’t provide enough space for all the land that needed to be created. So Great Spirit asked the turtle to find her six brothers. It took her a whole day to find the first brother. It took another day to find the next brother. After six days, Turtle had found all of her six brothers. Great Spirit told the turtles of the great honor it would be to carry the beautiful land on their backs. Great Spirit told them that they had to remain very still while the land rested on their back. So the turtles remained still.

After placing land on all of the seven turtles’ backs, Great Spirit formed mountains, valleys, lakes and rivers. When he was finished, he looked at the beautiful land he had made. Great spirit was very pleased.

But trouble soon arose when the turtles became restless and decided to move in all different directions. The turtles began to argue when they couldn’t agree on which direction to move. So they began to move in different directions. As a result, the Earth rumbled and shook for one minute. But the Earth stopped shaking when the turtles were forced to stop moving because of the great weight of the land on their backs. So, after moving just a short distance, they stopped arguing and remained still. But every so often, the turtles start to argue and when they do, the Earth shakes.Please answer the following questions:1. Describe what happens in the “Turtle Tale Legend”.

2. What purpose do legends serve in trying to interpret real events?

3. What do the seven turtles represent?

4. What happened when the turtles argued and began to move in different directions?

5. Why do you think that people told this story long ago?

6. Write your own legend to explain the creation of land masses.


G4 U4 L3c – Extension LessonBackground Information:In Lesson 3a, we learned that an earthquake is simply a shaking movement of the Earth’s surface that occurs when energy is suddenly released. When rocks snap, they can release a tremendous amount of energy in a few seconds. The energy travels out in all directions in the form of waves and vibrations from the earthquake center or focus. The waves travel through surrounding rocks. An earthquake is actually a trembling of the ground. Surprisingly, most earthquakes are barely noticeable to humans. During an earthquake, rocks break or slip along faults due to the energy released by movement of rock below the earth’s surface. The sudden movement of rocks generates a wave-like motion in the rocks. As a plate slowly moves, it may press and grind against another plate. These powerful straining movements eventually cause the rocks to break and snap with a tremendous jolt. Some of these waves, or vibrations, cause the rocks to move side to side with a snake-like motion. Other waves go up and down or back and forth. The waves or vibrations travel up to the Earth’s surface, causing damage.

The focus of the earthquake is the point within the earth from which the shocks originated. The epicenter is the point on the earth’s surface directly above the focus. Aftershocks are one of many earthquakes, usually less strong than the original, that usually follow the occurrence of a larger earthquake.

Earthquakes are an especially noteworthy type of catastrophe because they strike suddenly, without warning and can cause much panic, loss of life and extensive property damage in a matter of seconds. Most injuries result from the collapse of buildings, bridges and other structures in heavily populated areas. The damage caused depends upon a structure’s design, the materials used to build it, and the strength and duration of the vibrations from an earthquake. Besides the damage caused to buildings by the movement of the earth itself, earthquakes can also cause fires. Broken gas and electrical lines start these fires. Following the earthquake, there are many changes in the surrounding landforms, which include landslides, avalanches, and sunken grounds. Earthquakes that occur beneath the ocean often cause giant waves called tsunamis. Some of these waves have been known to be as much as 200 feet high and travel at high speeds of over 100 mph. Presently, scientists are looking for ways to predict when an earthquake will occur. If earthquakes could be accurately predicted, many lives could be saved.

In 1935, Richter used a scale that described the magnitude or the amount of energy released by an earthquake. The Richter scale is a method to measure how weak or how strong an earthquake is. The scale ranges from 1-10, with 1 being the weakest, and 10 being the strongest. Each number on the Richter scale represents an earthquake that is 10 times stronger than the next lowest number. The strongest earthquake that has been measured was 8.9, occurring in Ecuador in 1906. The seismograph is the instrument used to detect and record earthquakes.You will need:

Student Journal Pageso Decisions to be Madeo Earthquakes and Structures

Readings About Science

o Earthquakes and Their Effects Materials to gather at home:

o Silly puttyo Slinkyo 20 sugar cubes (or small blocks or cubes)o Pan of prepared gelatin with plastic wrap coveringo Shoe box

Instructions: Provide copies of the Student Journal Pages. Have student begin by working on the Decisions to be Made Student Journal Page and answering all questions. Demonstrate, using the silly putty, what happens when it is slowly pulled apart [it stretches], and after re-forming it into a ball,

what happens when it is quickly pulled apart [it snaps and breaks into two pieces]. Explain the analogy to the rocky ground when an earthquake occurs.

Provide a pan of prepared gelatin with plastic wrap covering the gelatin. Sugar cubes can be stacked up, modeling structures, on the plastic wrap. Demonstrate what happens to the structures when the pan is shaken. [The gelatin is now available for a family dessert.]

Provide the student with the shoebox and sugar cubes (or other small blocks or cubes) and allow the student to continue building structures and modeling the effects of earthquakes, while completing the Earthquakes and Structures Student Journal Page.

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about earthquakes and their effects, and to answer the

questions that follow this reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 3C: Earthquake Extensions

What Decisions Should Be Made?Scientists slowly are increasing their ability to predict earthquakes. If you are a scientist who has just determined that there is a 90 percent chance of a major earthquake destroying a town in the next 24 hours, there are several questions and decisions that need to be made.

As a group, plan and decide how you would handle the following questions. There are no right or wrong answers. Present your “case” to the rest of the class. Try to support your decisions with solid facts and reasons.

1. What should you do if the earthquake will strike in the next 24 hours?

2. What if it was only a 50 percent chance that it might occur in the next 24 hours?

3. What should you and the authorities do if there is a 90 percent chance of an earthquake occurring sometime during the next month instead of the next 24 hours?

4. If you evacuate the town and there is no earthquake, what consequences do you anticipate?

5. If you fail to evacuate and the earthquake occurs, what then?

6. How will hospitals and other emergency services be able to handle emergencies created by the earthquake?


Lesson 3C: Earthquake Extensions

Earthquakes and StructuresProblem: What kind of structures resist earthquakes?Hypothesis:

Materials: Shoe box, 20 sugar cubesProcedures:1. Turn the shoebox upside down (so the flat surface is now on

top).2. Use all 20 sugar cubes to construct a building on top of the box.3. In the space to the right, draw a picture of the building you

constructed.4. To model the energy released by the earthquakes, use two of

your fingers to tap the side of the box three times.

Results and Conclusions:5. Describe and draw what happened to your building.

6. To model aftershock, use the same two fingers to tap the side of the box three more times.7. Describe what happened to your building now.

8. Why do you think this happened?

9. Does it matter how hard you tap the box? Explain.

10.Test your thinking. Does the distance you tapped from the buildings make a difference? Explain by comparing this to the distance from the epicenter.

11.Test your thinking. Rebuild your structure to better resist an earthquake. Test your new structure. What changes did you make? Why?

12.Los Angeles, California, is an area that has many earthquakes. Brick was once used to construct buildings there. New buildings are constructed of materials that are not as brittle as brick. Why do you think new buildings are built this way?


Passage 5Earthquakes and Their Effects

We live on the Earth’s crust and for many years scientists believed the crust was a sheet of solid rock. Today, most scientists believe that the crust is divided into nine or more pieces known as plates. These plates fit into each other like a puzzle, but they move short distances. The movement is so slight that no one is able to feel it. Movement along two adjoining plates can be one of three types: colliding, pulling apart, or sliding. Sometimes two plates collide and push against each other or get caught on one another. When they pass or break away from each other they release pressure that causes vibrations. These vibrations are called earthquakes. Energy travels out in all directions from the earthquake center or focus. The waves travel through surrounding rocks. An earthquake is actually a trembling of the ground and you may be surprised to know that most earthquakes are barely noticeable to humans. Even today, the causes of these nat-ural vibrations within the earth’s crust are not known with certainty. Ancients explained earthquakes as evidence of the gods’ displeasure with the world, or the restlessness of some animal up-on whose back the earth was resting, e.g., The Turtle Tale Legend.

Today, we know that the trembling is started by a sudden jar or shock and this movement is associated with faulting, the cracks where the Earth’s plates join. The sudden movement of rocks along the fault plane generates a wave-like motion in the rocks. Although earthquakes could occur any place over the earth, most of them start in areas of unrest in the Earth’s crust and are associated with mountain building movements. About 80 percent of earthquakes start along the western borders of South and North America, and move on toward Alaska, Japan, the Philippines, Indonesia, and certain Pacific Islands.

Besides the damage caused to buildings by the movement of the earth itself, destruction is also caused by fires resulting from earthquakes. These fires are started when these earth movements break gas and electrical lines. Following the earthquake, there are many changes in the surrounding landforms, which include landslides, ava-lanches, and sunken ground.

Earthquakes that occur beneath the ocean often cause great waves called tsunamis. Some of these waves have

been known to be as much as 200 feet high and travel at high speeds of over 100 mph. Predicting Earthquakes Scientists slowly are increasing their ability to predict earthquakes. If you are a scientist who has just determined that there is a 90 percent of a major earthquake destroying a nearby town in the next 24 hours, what should you do? What should the public safety authorities do? What if it was only a 50 percent chance? What should you and the authorities do if there is a 90 percent chance of the earthquake occurring sometime during the next month?

If you evacuate the town and there is no earthquake, what do you think the townspeople will say? If you fail to evacuate and the earthquake occurs, then what? Is there a definite answer to these questions?

In 1980, when Mount St. Helens was becoming active, the immediate area was evacuated. Normal sawmill and lumbering activities involving approximately 10,000 people continued at what was considered to be a safe distance from the volcano. On Sunday, May 18th, at 8:32 AM, an explosive eruption blew off 12 cubic kilometers (3 cubic miles) of earth and created a reading of 5.1 on the Richter scale, destroying a large portion of the area of lumber and sawmills. Many of the workers would have been killed, except that the earthquake occurred on a Sunday so they were not at work. This was a judgment call that “lucked out!” We can only imagine the devastation that would have happened if the quake occurred on a weekday!

San Francisco has been built on top of a fault zone along which two plates in the Earth’s crust meet. As the plates move horizontally past each other, rocks in some places along the fault get stuck and stop moving. The force between the plates builds, and an earthquake becomes more and more likely—and more severe when it finally comes. It has been suggested that if a small nuclear explosion could be detonated deep within the Earth the pressure could be relieved, thus saving the city and its people from a future great catastrophe.

Those who favor such an action claim that many lives, property, buildings, and treasures could be saved. Those against such an “experiment,” claim that the technology does not exist to accomplish such a feat and that it could harm many more people than it helps. Such decisions are difficult and many different factors have to be weighed.

The San Andreas Fault Zone looking towards Daly City, California.

Please answer the questions on the following page.1. Think about the possibility of detonating an explosion deep within the Earth to relieve the force between the plates and save San

Francisco from a future earthquake. Would you suggest that such an explosion be created? Using specific facts from the text why should or shouldn’t this be attempted?

2. Who should make the decision to create such an explosion: the city, the State of California, or the U.S. government? Should the people be asked to vote on the issue? Why?


G4 U4 L4 – Climb Every Mountain

Background Information:So what exactly is a mountain? Geographers define a mountain as rocks that extend at least 2000 feet above sea level. It is steep, with long slopes, deep canyons, valleys and ridges. Geologists add that a mountain must have rock layers that are tilted, indicating it was formed by folding or faulting. Mountains are created as the plates of the Earth’s crust move. Mountain building is a slow process. It takes thousands of years for a mountain chain to form. There are four main ways in which mountains are made: folding, faulting, doming and volcanic action. In this lesson we will look at folding and faulting. In Lesson 5 we will look at mountain formation by doming and volcanic action.

Folded mountains form as a result of the way rock layers bend or fold to react to forces caused by great temperatures and pressure in the Earth’s crust and mantle. This type of mountain is formed by the horizontal compression of rock layers. That is, the plates can also push up against each other, folding the land upward into mountains. Folded mountains have layers of rocks

that were squeezed and folded together by colliding plates. When continental crusts collide, the plates usually crumple where some of the rocks fold upward into arches while others fold downward into troughs. This process is called folding. Folding shortens and thickens the Earth’s crust. This is usually a very slow process; the Himalayan mountains started to develop in this manner 25 million years ago. They have a wave like pattern. The Alps, the Himalayas and parts of the Appalachian Mountains are examples of mountains that were formed by the folding of rock layers.

When pressed together, some rocks “break” rather than fold or bend, resulting in a fault. A fault is a break in the Earth’s crust along which movement occurs. (Please note that a common misconception by students is that a fault is just a single large crack in the Earth’s crust. Be sure to point out that many faults are very large and that there are actually many smaller faults within the same large fault. The San Andreas Fault, which runs down the west coast of North America, is a good example of a large fault containing many smaller faults.)

Fault-block mountains form in places where the Earth’s crust has been broken into large blocks by faults. Continued pressure causes the blocks of rock on each side of a fault to move past each other, with some blocks moving upwards while others have been lowered or tilted. Movement of rock in this manner is called faulting. Large sections of rock blocks rise and tilt to form the fault-block mountains. These mountains are called fault-block mountains because they are formed along faults and look like huge blocks. The Sierra Nevadas in California and the Grand Tetons in Wyoming are examples of fault-block mountains.

Fault-block mountains are usually smaller than folded mountains. However, fault-block mountains tend to have steep and sometimes, almost vertical slopes while folded mountains tend to have rolling, gradual slopes.

The raising and lowering of sections of the Earth’s crust generally happens gradually over thousands and thousands of years, slowly creating fault-block mountains. Locally, the Ramapo Fault runs across the Hudson Valley at the base of the Hudson Highlands. These mountains are fault-block mountains. They were formed 200 million years ago when the Ramapo Fault occurred. Otherwise, almost all other Hudson Valley regional mountains are folded mountains that were formed when the African Plate collided with the North American Plate 430 million years ago.You will need:

Student Journal Pageso Climb Every Mountaino Mountainso How Some Mountains are Formed


Materials to gather at home:o 4 Paper towelso Watero 2 Blocks (or small boxes)

Instructions: If directed by teacher, read the passage (below) from Earth Songs. Provide your student with a copy of the Student Journal Page, Climb Every Mountain and provide four paper towels and water

so that student can model the formation of folded mountains. Provide your student with two blocks (or two small boxes) and help to demonstrate how fault-block mountains can form.

Provide your student with copies of the other Student Journal Pages. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Reading passage from Earth Songs:

“Uplands clamber over me, climb high, skyward. Hummocks, hillocks, small knolls roll in circles, slope and tumble down. Round hills rise to bluffs. My highlands change - Range over me! Look! My shapes grow strange. Mountains rise above me, their slopes white, bright with fresh snow, tall peaks glistening. Blistering brown domes bend over, hunched, bunched together. Some, chained in deep folds, molded in waves sleep, wrinkled and old.”


Lesson 4: Climb Every Mountain (Mountain Formation)

Climb Every MountainProblem: What are two ways in which mountains can form?Materials: Four (4) sheets of paper towel, cup of waterHypothesis: What do you think will happen to the towels if we push the ends toward the middle?

Procedure:1. Take four sheets of paper towel and stack them on your desk, one on top of each other. 2. Lightly sprinkle water on the layered towels until all four sheets absorb the water. 3. Place your hands on the opposite ends of the towels near the edges. 4. Slowly and gently push towards the middle of the towel.

Results: In the boxes below, draw a before and after picture of the layered paper towels.

Before After

Describe what happened when you pushed the towels towards the middle.

You have created a folded mountain. The Himalayas, the Alps and parts of the Appalachian Mountains are examples of a folded mountain. If the sheets of paper towels were layers of rock, what would provide the “push” to fold them?

Other mountains, called fault-block mountains, can be formed through a process called faulting. Your teacher will demonstrate how fault-block mountains are formed. The rising and tilting of large blocks of the earth’s crust also form mountains. These movements occur along faults in the earth’s crust. Examples of fault-block mountains are the Sierra Nevada Mountains in California and the Grand Tetons in Wyoming.

1. What is a fault?

2. How are folded mountains different from fault-block mountains?

3. What causes the difference between these two types of mountains?



MountainsMountains are landforms that are much higher than the land around them. To be a mountain, a land-form must be 2,000 feet above the ground around it. The highest mountain on dry land is Mount Everest. It is in Asia. It is almost 30,000 feet high. The highest mountain in the United States is Mount McKinley, in Alaska. It is about 20,000 feet high.

Mountains have different shapes. Some are rounded and fairly low. These are usually older mountains that have been worn down over time. The Appalachian Mountains are an example of old mountains. Newer mountains are high and steep. They are rugged, like the Rocky Mountains.

All mountains have certain features. They have long slopes, or sides that curve down. The low places between mountains are called valleys. Some have deep valleys with steep sides called canyons. Many mountains have pointed tops called peaks. Others have long, narrow high places where two sloping sur-faces meet called ridges.

Groups of mountains are called ranges. Some of the major mountain ranges include the Alaska Range, the Rocky Mountains, the Appalachians, the Andes, the Alps, the Ural Mountains, the Atlas Mountains and the Himalayas. Many ranges are found along the edges of continents.

A. Answer (circle) True or False1. Mountains are landforms that are much higher than the land around them. True or False2. Mountains have different shapes. True or False3. Groups of mountains are called canyons. True or False4. Many mountain ranges are found along the edges of continents. True or FalseB. Fill in the missing words 1. To be a mountain, a landform must be feet above the ground around it.

2. The highest mountain on dry land is almost feet high.

3. Some mountains are rounded and fairly

4. Newer mountains are high and

5. The Appalachian Mountains are an example of mountains.

6. The low places between mountains are called

7. Many mountains have pointed tops called

C. Answer the following questions:

1. How can we tell the difference between older and newer mountains?

2. What features do all mountains have?

3. What mountain range do we live in?

4. Which continent has the highest mountains?

5. Name at least 5 different mountain ranges.



How Some Mountains Are FormedMountains are created as the plates of the Earth’s crust move. Mountain building is a slow process. It takes thousands of years (and sometimes millions of years) for a mountain to form. There are four main ways in which mountains are made. Two of the ways are folding and faulting.

Folded mountains form when plates push up against each other, folding the land upward into mountains while others fold downward into valleys. This process is called folding. This is usually a very slow process. Folded mountains have a wave like pattern. The Alps, the Himalayas and parts of the Appalachian Mountains are examples of mountains that were formed by the folding of rock layers.

When pressed together, some rocks “break” rather than fold or bend, resulting in a fault (a break in the Earth’s crust). Fault-block mountains form in places where the Earth’s crust has been broken into large blocks by faults. Continued pressure causes the blocks of rock on each side of a fault to move past each other, with some blocks moving upwards while others have been lowered or tilted. Movement of rock in this manner is called faulting. These mountains are called fault-block mountains because they are formed along faults and look like huge blocks. The Sierra Nevadas in California and the Grand Tetons in Wyoming are examples of fault-block mountains. Locally, along the Ramapo Fault, the mountains found in the Hudson Highlands are fault-block mountains. Fault-block mountains are usually smaller than folded mountains. However, fault-block mountains tend to have steep and sometimes, almost vertical slopes while folded mountains tend to have rolling, gradual slopes.

1. Name two ways in which mountains can be formed.

2. How are fault-block mountains formed?

3. How are folded mountains formed?

4. What is the difference between a folded mountain and a fault-block mountain?


G4 U4 L5a – Go With the Flow (Domed Mountains and Volcanic

Mountains)Background Information:Mountains are great masses of rock pushed high into the air by forces inside the earth. This process of mountain building is very slow, sometimes taking thousands of years. There are four main ways in which mountains are formed. In Lesson 4 we looked at folding and faulting. In this lesson we look at mountain formation by doming and volcanic action, two processes which form domed mountains and volcanic mountains.

Deep under the Earth’s crust, it is so hot that some rocks slowly melt and become a thick flowing substance called magma (molten rock). Because it is lighter than the solid rock surrounding it, the magma rises. Extreme pressure from magma and gases builds up as it rises into the crust.

Domed mountains are formed when magma in the Earth flows up and between two layers of rock. As the magma accumulates, it pushes up the layers of rock above it to form a bulge resembling a large dome. As the magma rises, it begins to cool and harden, remaining inside the Earth’s crust. The Black Hills

of South Dakota and the Adirondack Mountains of New York, are examples of domed mountains.

When magma rises into the Earth’s crust, sometimes it flows into a fault line or a weak spot in the crust. As the magma begins to move up into these openings, it melts the rock around it as it goes, forming a large pocket of melted rock called a magma chamber. The melting rock releases gases that slowly build up pressure within the chamber. A volcano is an opening, like a safety valve, in the Earth through which magma, gases, solid rock fragments and ash can be discharged. Volcanoes often form where the crust is thin, weak or cracked. Eventually, the pressure within the chamber gets so high that an eruption occurs, venting the hot gases and magma to the surface of the Earth. When the magma reaches the surface, it is called lava. As the lava cools, it solidifies into rock. A volcano that has been built up from repeated eruptions forms a mountain. Volcanic mountains are formed by the building up of lava and other materials that are thrown up when a volcano erupts. Mount Rainer in the United States, Mount Popocatopetl in Mexico, Mount Vesuvius in Italy, and Mount Fujiyama in Japan are all examples of volcanic mountains.You will need:

Student Journal Pageso Magma and Lavao Go With the Flow

Readings About Scienceo Building Mountains

Materials to gather at home:o Small round water balloono Pan (or sink) to catch the water o Pin (or thumbtack)o Optional: Sample size or mostly empty tube of toothpasteo Two small bottles of seltzer (or club soda)

Instructions: Provide your student with a copy of the Magma and Lava Student Journal Page and help your student to recall the Earth’s

layers (particularly the crust and the mantle). Provide your student with a copy of the Student Journal Page, Go With the Flow. Provide your student with a small round water balloon [and a pan to catch the water – or do this over a sink!] and initially have

your student squeeze the balloon gently [noticing how it is able to deform, with part rising higher and part squeezed lower]. Help your student to understand the model analogy of the water representing magma and the balloon representing Earth’s crust. Help your student to puncture the balloon with a pin (or thumbtack) and notice what is happening with their model. Ask, “What happened when you punctured the balloon?” [water erupted out of the balloon] “What does the pinhole represent?” [a weak point in the Earth’s crust] “What does this activity demonstrate?” [how pressure can force magma to erupt from inside the Earth through a weak point in the Earth’s crust]

Optional: The same activity can be performed with a tube of toothpaste [don’t use/waste a new tube!] and prompting the student with questions about the parts of the model.

NOTE: Teacher may perform this demonstration for the whole class on video. Open one bottle of un-chilled seltzer (or club soda) and have your student closely observe the liquid near the surface. Ask, “What do you observe?” [bubbles of gas escaping from the liquid] “What does the liquid represent?” [magma] “What does the gas represent?” [gas trapped in the magma] Help your student to understand the model. Ask your student to predict, “What would happen if the second bottle is shaken before it is opened?” Shake the bottle and open it. [the liquid explodes out of the bottle]

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about building mountains, and to answer the questions

that follow the reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 5A: Go with the Flow (Volcanoes)

Magma and LavaUnder the Earth’s crust is a large mass of hot, molten (liquid) rock called magma. This magma is under a tremendous amount of heat and pressure. If there is a break or weak spot in the Earth’s crust, the magma rises to the surface of the Earth through the weak spot or crack. When magma reaches the surface, it is called lava.

Volcanoes are the result of the magma below the Earth’s crust pushing up through the crack, cooling and forming a mountain or hill of lava. Repeated eruptions eventually form larger volcanic mountains.

1. What is magma?

2. What causes magma to stay molten rock?

3. Describe how this molten rock gets to the surface of the Earth.

4. Volcanoes occur in about the same places as earthquakes. Using what you know about earthquakes, why do you think this happens?


Lesson 5A: Go with the Flow (Volcanoes)

Go with the Flow (Water Balloon)

Question: What will happen if we stick a pin into a balloon filled with water?Prediction:

Materials: Balloon filled with water, pin, containerProcedure: 1. Hold the balloon filled with water in the palm of your hand. Squeeze gently. What do you observe? 2. Work with a partner, holding the balloon over a container. Have one person slowly push the pin into the balloon and then slowly pull

it out. What do you observe now? 3. In the Results section, record your observations by drawing and/or describing in words what you observed.

Results:

Drawing

Conclusions:What did squeezing the balloon represent?

What did the water represent? What did the balloon represent?

Give an explanation for what you observed.

Go with the Flow (Toothpaste Tube)Question: What will happen if we stick a pin into a tube filled with toothpaste?

Prediction:

Materials: sample-sized tube or half-empty tube of toothpaste, pin, containerProcedure: 1. With the cap tightly fastened, squeeze the tube so that the toothpaste is spread evenly inside. Now squeeze the tube from the

lower end of the tube. What do you observe happening at the other end of the tube? 2. Work with a partner, holding the toothpaste tube over a container. Have one person squeeze the lower end of the tube while the

other person slowly pushes the pin into the tube and then slowly pulls it out. What do you observe now? 3. In the Results section, record your observations by drawing and/or describing in words what you observed.

Results:

Drawing

Conclusions:What did squeezing the tube represent?

What did the toothpaste represent? What did the tube represent?

Give an explanation for what you observed.

My Thoughts About “Go with the Flow”

Describe briefly what you did. Drawings or Sketches

Explain how domed mountains are formed.

Explain how volcanic mountains are formed.

NameScience 21 – Organization of the Earth

G4 U4 Reading in the Content Area: Passage 6

Building MountainsIt takes a very long time for mountains to form. Mountains are sections of the Earth’s crust that are higher than nearby areas. Geologists group mountain landforms by the way they are formed. Some mountains are made by volcanoes. Volcanoes, when they erupt, force ash and lava onto the Earth’s surface and create new landforms. When the lava and ash cool, they become igneous rock. Repeated eruptions, or even one huge eruption can form a mountain in this way.

Some mountains form when the Earth’s plates collide and push up against one another. The collision causes rocks to become crushed and folded. Folded mountains often form along the boundary of two Earth plates. The Alps were formed when the plate carrying Europe collided with the plate carrying Africa.

Fault block mountains form when rock masses slip past one another as a result of an earthquake. The rock layers move along breaks, called faults. Over long periods of time, repeated earthquakes can lift fault blocks high into the air. Some mountains are bordered by one or more faults. Blocks of rock on either side of the fault move. Sometimes the center block moves up or down. Sometimes the side blocks are lifted up or move down.

The Grand Tetons in Wyoming and Sierra Nevada in California are fault block mountains. These kinds of mountains are usually smaller than folded mountains. Once rocks have broken along a fault line, they do not join up again easily, thus making fault lines. Most earthquakes occur in those areas where the Earth’s plates meet. One of the biggest faults is the San Andreas Fault, a tear which runs down the West coast of North America. Sometimes huge blocks of rock slip down vertically between faults creating a rift valley. The biggest one is the Great Rift Valley in Africa. The raising and lowering of sections of the Earth generally happens gradually over many thousands of years slowly creating fault block mountains.


Folded Mountains

Fault block mountains form when blocks of the:

1. Describe three ways that mountains can be formed.

2. Using specific evidence from the article, explain where folded mountains are likely to form.

3. Use evidence from the article to explain how a fault block mountain is formed.

4. How does the illustration in the article show how fault mountains are formed?


G4 U4 L5b – Go With the Flow – Part 2

Background Information:A volcano is a mountain that builds around a vent, or opening, where magma pushes up through the surface of the Earth. It is a mountain built from repeated eruptions. The typical volcano is cone shaped with a funnel shaped crater at the top, where volcanic materials are released. This crater is connected with the underground magma by a central vent. During periods of eruptions, steam, dust, ashes, rocks and lava are thrust out of the crater from this vent.

Deep under the Earth’s crust (i.e., in the Earth’s mantle), it is so hot that some rocks slowly melt and become a thick flowing substance called magma (molten rock). Because it is lighter than the solid rock surrounding it, the magma rises. Extreme pressure, from magma and gases, builds up as it rises into the crust.

When magma rises into the Earth’s crust, sometimes it flows into a fault line or a weak spot in the crust. As the magma begins to move up into these openings, it melts the rock around it as it goes, forming a large reservoir of melted rock called a magma chamber. The magma chamber is what will fuel a volcano. The melting rock releases gases that slowly build up pressure within the chamber. A volcano is an opening, like a safety valve, in the Earth through which magma, gases, solid rock fragments and ash can be discharged. Volcanoes often form where the crust is thin, weak or cracked. Eventually, the pressure within the chamber gets so high that an eruption occurs, pushing the hot gases and magma through vents to the surface of the Earth. The vents are openings at the Earth’s surface, which provide a passageway in the volcano through which the magma rises to the surface during an eruption. The more often a volcano erupts, the wider the central vent becomes until it eventually forms a crater at the top. Eruptions can also occur through side vents.

When the magma reaches the surface, it is called lava. The lava flows as long as it is hot enough to remain liquid. As the lava cools, it solidifies into rock. The building up of lava and other materials that are thrown up when a volcano erupts, forms volcanic mountains. These mountains build up gradually in layers (strata) as they accumulate the materials from repeated eruptions. Mount Rainer in the United States, Mount Popocatopetl in Mexico, Mount Vesuvius in Italy, and Mount Fujiyama in Japan, are all examples of volcanic mountains.

How explosive an eruption is, depends on the magma’s chemical composition and how much gas is dissolved in it. All magma contains gases that escape as it travels to the Earth’s surface. If the magma is thin and runny, gases can escape easily from it. As a result, lava will flow instead of explode during an eruption. If magma is thick and sticky, gases cannot escape as easily. As a result, pressure builds up inside the magma until the gases escape violently, giving an explosive eruption. In both explosive and non-explosive eruptions, volcanic gases, including water vapor, are released into the atmosphere.

Volcanoes grow because of repeated eruptions. Repeated volcanic eruptions form layers over previous layers, building volcanic mountains of three basic types or shapes. They are: strato volcanoes, shield volcanoes, and cinder cones. The type of volcano formed is based upon how the volcano erupts, the material that comes out, and the shape of the volcano’s cone. Volcanic mountains can have gradual slopes or steep slopes.

Strato volcanoes (also known as composite volcanoes) form when it’s alternating layers (or strata) are built up by the gentle, non-explosive eruptions of lava alternating with explosive eruptions of solid materials such as ash and rock. Strato volcanoes grow to be very tall, steep and often symmetrical. They are the most common type of volcanoes on Earth. They represent what most people think of as the classic volcano shape. As compared with shield volcanoes, strato volcanoes are much more likely to be explosive or eruptive. Since 1980, St. Helens in Washington has become the most famous. Others in the United States are Mt. Rainier, Mt. Shasta, Mt. Mazama (Crater Lake), and Redout Volcano in Alaska. Mt. Fuji in Japan and Mt. Vesuvius in Italy, are other famous strato volcanoes.

Shield volcanoes are generally not explosive and form from quiet eruptions. They are built by the outpourings and accumulation of very fluid lava flows that spread out. Mountains that build up from freely flowing lava are not very steep. Lava flow upon lava flow slowly builds a low mountain with broad, gentle slopes, resembling the shape of a warrior’s shield. The craters also tend to be wider. Shield volcanoes are often referred to as “quiet or oozing” volcanoes. The thin lava from shield volcanoes spreads out in layers. The Hawaiian Islands are shield volcanoes. Kilauea and Mauna Loa in Hawaii are examples of active shield volcanoes.

Cinder cones form primarily from explosive eruptions of lava and usually form rapidly. They are the smallest and are formed largely by the piling up of ash, cinders, and rock that have been explosively erupted from the vent of the volcano. As the material falls back to the ground, it generally piles up to form a symmetrical, narrow, steep sided cone around the vent. Sunset Crater in Arizona, Mount Capulin in New Mexico, Cerro Negro in Nicaragua and Paricutin in Mexico, are well-known examples of cinder cones.

Volcanic mountains form most frequently where two plates meet. Since active volcanoes seem to be associated with recent uplift and earthquakes, it is most likely that volcanoes occur when some process weakens the crust of the earth. This is why more than half of our volcanoes can be found encircling the Pacific Plate (“Ring of Fire”). The shape of volcanic mountains depends on a number of things, including the shape of the vent, the number of eruptions from the same vent, the surrounding landscape, and whether the area is on land or under water.

Finally, volcanoes can be classified as being active, dormant or extinct. Active volcanoes are those that are in the process of erupting, are erupting or have recently erupted. Dormant volcanoes are those that have not erupted for some time, but still show signs of some activity. It is not known if they will ever erupt again. Extinct volcanoes are those that have not erupted since the beginning of recorded history.You will need:

Student Journal Pageso Volcanoeso Constructing a Strato Volcanoo Constructing a Shield Volcanoo Go with the Flow – Part 2


Materials to gather at home:o Scissorso Glue or transparent tape

Instructions: Provide your student with a copy of the Volcanoes Student Journal Page and help your student to recall their knowledge about

volcanoes and the formation of volcanic mountains. Show your student the images of “Types of Volcanoes” (next page) and review the three types. Provide your student with the Constructing a Strato Volcano Student Journal Page and encourage them to cut carefully and

glue (or tape) their three-dimensional model of this type of volcano. Provide your student with the Constructing a Shield Volcano Student Journal Page and encourage them to cut carefully and

glue (or tape) their three-dimensional model of this type of volcano. Provide your student with a copy of the Student Journal Page, Go with the Flow – Part 2 and support them in making

comparisons between the two model volcanoes. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 5B: Go with the Flow (Part 2)

Volcanoes: Parts of a VolcanoBased on the information below and what you have already learned about the Earth’s structure, label the diagram of the volcano to the right.

A volcano is a mountain that builds around a vent, or opening, where magma pushes up through the surface of the earth. It is a mountain built from repeated eruptions. The typical volcano is cone shaped with a funnel shaped crater at the top, where volcanic materials are released. This crater is connected with the underground magma by a central vent. During periods of eruptions, steam, dust, ashes, rocks and lava are thrust out of the crater from this vent.

Deep under the Earth’s crust, in the Earth’s mantle, extreme pressure from magma and gases builds up as it rises into the crust. Magma begins to move up into openings, forming a large reservoir of melted rock called a magma chamber. The magma chamber is what will fuel a volcano. When the magma reaches the surface, it is called lava. The building up of lava and other materials that are thrown up when a volcano erupts forms volcanic mountains. These mountains build up gradually in layers (strata) as they accumulate the materials from repeated eruptions.



“Constructing A Strato Volcano Model”

The following three-dimensional model will help you to see the inside (interior) and outside (exterior) of a strato volcano. It is the most common volcano on earth. Strato volcanoes are built up of alternating layers of lava flows and ash. Examples of strato volcanoes are Mt. Helens in Washington, Mt. Fuji in Japan and Mt. Vesuvius in Italy. By constructing and examining the model, you should learn what the different parts of a volcano are, and see the relationship between the internal structure of

the volcano and its external shape and features. Procedure: 1. Color your model before cutting it out. 2. Cut out the paper volcano model by cutting along all its outside edges. When you have finished cutting, your pattern should look similar to the diagram below.

3. Fold the pattern as shown in the diagram below. Be sure the printed side is facing outward.

4. Try the pieces for fit before applying tape or glue. Tape or glue the tabs as shown on the pattern. When you have finished taping or gluing, your completed model should look similar to the diagram below.



“Constructing A Shield Volcano Model”Directions: 1. If desired, color the model before cutting it.

2. Cut out the paper model by cutting around the outside edge.

3. Next, cut along the line from the outer edge (“P”) to the central vent.

4. Cut a hole along the edge of the central vent.

5. Wrap the edge (marked “P”) so that it meets and touches the line marked “V”.

6. With the outer edge evenly met, tape into place with clear tape.

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 5B: Go with the Flow Pt. 2

Go With The Flow, Part II: Comparing Volcano ModelsYou built models for two kinds of volcanos in this lesson: a strato volcano and a shield volcano.How are these two kinds of volcanos similar?

How are these two kinds of volcanos different?

How do volcanic eruptions form volcanic mountains?

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L5c – Volcanoes – Benefits &

DetrimentsBackground Information:Each volcanic eruption is different, but most volcanoes release gases, lava, rock fragments, and ash from the depths of the Earth. There are several kinds of events caused from volcanic action that can be harmful to life and property. Hundreds, and sometimes thousands, of people die from erupting volcanoes. Due to the pull of gravity, ground-hugging mixtures of rock fragments and hot gases can move rapidly down the hillside. Because of its high temperature, high speed, and high mobility, these eruptions can cause asphyxiation, burial, incineration and crushing impacts. Sometimes lava melts ice and snow to cause mudflows or floods.

Huge amounts of erupting ash can block the Sun. Winds can spread volcanic ash over thousands of miles. As a result, weather and climate changes can take place. Suspensions of fine-grained particles in air and water can clog filters and vents of motors, industrial plants and power plants. Fine grain ashes can even short circuit electric-transmission facilities, telephone lines, radio, and television transmitters. Ash fall can blanket forests, smothering small plants and retarding the growth of larger ones. It can cause breathing problems for people, animals, and insects. Birds can be particularly hard hit. Birds that survive die later because the insects and plants they eat have died.

Magma is molten rock containing dissolved gases that are released to the atmosphere during an eruption. The most dangerous is carbon monoxide, which can cause mass fatalities, killing hundreds and sometimes thousands of humans and animals. Volcanic gases also contain huge amounts of water vapor. Sulfur compounds, chlorine and fluorine react with the water to form poisonous gases and acids. Poisonous gases can be damaging to the eyes, skin and respiratory system of people and animals. The acids can destroy vegetation, fabrics and metals.

Although volcanic eruptions can cause great destruction and loss of life, they can provide many benefits for people, animals and lands. Because of the destructive nature of volcanic eruptions, we tend to overlook the benefits of volcanoes. Short-term hazards posed by volcanoes are balanced by benefits over longer periods of time. The greatest benefit of a volcano is that it provides us an opportunity to learn about the Earth’s structure and history. Burials by volcanic ash provide archeological sites of early human ancestors. Preservations of historic cultures, such as Pompeii, and preserved fossils of past animals and plants near volcanoes, are other examples of how we learn more about Earth and its history.

Land formation is another benefit of volcanic eruption. Marine volcanoes erupt to form new islands. Millions of years ago, in a series of gigantic eruptions, Yellowstone National Park was created. The park is actually one gigantic Caldera. Now, still active, the heat of the earth’s magma causes mud and water volcanoes (mud pots, geysers) and warms whole mountainsides such that snow often melts as it falls instead of piling up. Animals often seek out these places in winter to find food and some protection from a winter that often lasts months.

Volcanic materials ultimately break down to form some of the most fertile soils on Earth. The volcanic soil, containing potassium and phosphorous, is rich for farming and the surrounding area is usually quite beautiful. The benefits of fertile, volcanic soils often lure

people to risk living in the shadow of active volcanoes.

Volcanoes are sources for precious gems and metals. They produce diamonds and opal. They bring minerals and metals to the surface, such as gold, silver, molybdenum, copper, zinc, lead and mercury.

Magma heats ground water systems. Its natural heat source can provide geothermal power for electricity. This heated ground water can also result in geysers and hot springs. It can also serve as health spas and hot springs for recreation and health. Finally, people use volcanic products as construction material, abrasive and cleaning agents, and as raw materials for many chemical and industrial uses.You will need:

Student Journal Pageso Volcano Benefits & Detriments

Readings About Scienceo All That You Ever Wanted to Know About Volcanoes – Part 1o All That You Ever Wanted to Know About Volcanoes – Part 2


Instructions: Provide your student with a copy of the Volcano Benefits & Detriments Student Journal Page and help your student to closely

observe the external features of the Strato Volcano model that they constructed as part of the prior lesson (Lesson 5B). Provide your student with a copy of the Reading in the Content Area articles, “All That You Ever Wanted to Know About

Volcanoes – Part 1” and “All That You Ever Wanted to Know About Volcanoes – Part 2” and ensure they answer the questions that follow each article.

After completing the readings, students may wish to add to their lists of Benefits & Detriments. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 5C: Volcano Benefits and Detriments

Volcanos: Benefits & DetrimentsOn the paper model you built, a small town was built at the foot of the volcanic mountain. This is common around the world. The town’s location has many advantages and disadvantages. On the chart below, list the advantages and disadvantages.Ways that volcanoes are BENEFICIAL to people, other animals and lands.

Ways that volcanoes are DETRIMENTAL to people, other animals and lands.

Please answer the questions on the next page.Your grandparents are retiring and planning to move to Hawaii, near an active volcano called Mauna Loa. Using the information you gathered on your chart above, write a paragraph explaining the benefits of the move.

Using the information you gathered on your chart above, write a second paragraph explaining the possible hazards with the move.



All That You Ever Wanted to Know About Volcanoes … And Then Some!Volcanoes and Their Formation A volcano is an opening on the Earth’s crust through which lava and other materials flow and collect. Pressure causes magma to escape from the mantle of the earth and rise to the surface. The result is a volcano. Volcanic mountains form most frequently where two plates meet. Since active volcanoes seem to be related to recent uplifts and earthquakes, it is most likely that volcanoes occur when some process weakens the crust of the earth. This is why more than half of our volcanoes can be found encircling the Pacific Plate (“Ring of Fire”).

There are around 500 active volcanoes on Earth but only a small number of them erupt at any one time resulting in around 20-30 eruptions a year. An eruption occurs when a volcano gives off quantities of lava and volcanic gas, which is usually of a short duration when compared to the age of the volcano. A few volcanoes are more or less active all of the time, but most volcanoes experience a dormant time when they are between eruptions. This period of time can last from tens of years to thousands of years. Extinct volcanoes are those which have not erupted in 25,000 years. Yet, it is still possible that any volcano could still be potentially active.

With the exception of Australia, every continent has some volcanoes. Volcanoes can occur in the oceans and eventually a volcanic island may form. The Hawaiian Islands are examples of volcanic islands.

The word volcano comes from Vulcan, the name of the Roman God of fire. The ancient Romans believed that when Vulcan hammered metal on an anvil deep within the earth, a volcano occurred. The ancient Greeks thought volcanoes were caused when huge amounts of underground air escaped, causing the earth to tremble.

A volcano is a mountain that builds around a vent, or opening, where magma pushes up through the surface of the earth. It is a mountain built from repeated eruptions. The typical volcano is cone with a funnel shaped crater at the top, where volcanic materials are released. This crater is connected with the underground magma by a central

vent. During periods of eruptions, steam, dust, ashes, rocks and lava are thrust out of the crater from this vent. Deep under the Earth’s crust (i.e., in the Earth’s mantle), it is so hot that some rocks slowly melt and become a thick flowing substance called magma (molten rock). Because it is lighter than the solid rock surrounding it, the magma rises. Extreme pressure from magma and gases build up as it rises into the crust.

When magma rises into the Earth’s crust, sometimes it flows into a fault line or a weak spot in the crust. As the magma begins to move up into these openings, it melts the rock around it as it goes, forming a large reservoir of melted rock called a magma chamber. The magma chamber is what will fuel a volcano. The melting rock releases gases that slowly build up pressure within the chamber. A volcano is an opening, like a safety valve, in the Earth through which magma, gases, solid rock fragments and ash can be discharged. Volcanoes often form where the crust is thin, weak or cracked. Eventually, the pressure within the chamber gets so high that an eruption occurs, push-ing the hot gases and magma through vents to the sur-face of the Earth. The vents are openings at the Earth’s surface, which provide a passageway in the volcano through which the magma rises through the surface during an eruption. The more often a volcano erupts, the wider the central vent becomes until it eventually forms a crater at the top. Eruptions can also occur through side vents.

When the magma reaches the surface, it is called lava. The lava flows as long as it is hot enough to remain liquid. As the lava cools, it solidifies into rock. The building up of lava and other materials that are thrown up when a volcano erupts forms volcanic mountains. These mountains build up gradually in layers (strata) as they accumulate materials from repeated eruptions. Mount Rainer in the United States, Mount Popocatopetl in Mexico, Mount Vesuvius in Italy, and Mount Fujiyama in Japan are all examples of volcanic mountains.

How explosive an eruption can be depends on the magma’s chemical composition and how much gas is dissolved in it. All magma contains gases that escape as they travels to the Earth’s surface. If the magma is thin and runny, gases can escape easily from it. As a result, lava will flow instead of explode during an eruption. If magma is thick and sticky, gases cannot escape very easily. As a result, pressure builds up inside the magma until the gases es-cape violently, giving an explosive eruption. In both explosive and nonexplosive eruptions, volcanic gases, including water vapor, are released into the atmosphere.


1. Using direct evidence from the article, explain what a volcano is.

2. Select three of the boldface words in the article and define them.



All That You Ever Wanted to Know About Volcanoes … And Then Some! (Part 2)

Types of Volcanoes Volcanoes grow because of repeated eruptions. Repeated volcanic eruptions form layers over previous layers, building volcanic mountains of three basic types or shapes. They are: stratovolcanoes, shield volcanoes, and cinder cones. The type of volcano formed is based on how the volcano erupts, the materials that comes out, and the shape of the volcano’s cone. Volcanic mountains can have gradual slopes or steep slopes. The shape of volcanic mountains depends on a number of things, including the shape of the vent, the number of eruptions from the same vent, the surrounding landscape, and whether the area is on land or under water.

Stratovolcanoes (also known as composite volcanoes) form when its alternating layers (or strata) are built up by the gentle, nonexplosive eruptions of lava alternating with explosive eruptions of solid materials such as ash and rock. Stratovolcanoes grow to be very tall, steep and often symmetrical. They are the most common type of volcanoes on Earth. They are what most people think of as the classic volcano shape. As compared with shield volcanoes, stratovolcanoes are much more likely to be explosive or eruptive. Since 1980, Mt. St. Helens in Washington has become the most famous. Others in the United States are Mt. Rainier, Mt. Shasta, Mt. Mazama (Crater Lake), and Redout Volcano in Alaska. Mt. Fuji in Japan and Mt. Vesuvius in Italy are other famous stratovolcanoes.

Shield volcanoes are generally not explosive and form from quiet eruptions. They are built by the outpourings and accumulation of very fluid lava flows that spread out. Mountains that build up from freely flowing lava are not very steep. Lava flow upon lava flow slowly builds a low mountain with broad, gentle slopes, resembling the shape of a warrior’s shield. The craters also tend to be wider. Shield volcanoes are often referred to as “quiet or oozing” volcanoes. The thin lava from shield volcanoes spreads out in layers. The Hawaiian Islands are shield volcanoes. Kilauea and Mauna Loa in Hawaii are examples of active shield volcanoes.

Cinder cones form primarily from explosive eruptions of lava and usually form rapidly. They are the smallest and are formed largely by the piling up of ash, cinders, and rock that have been explosively erupted from the vent of

the volcano. As the material falls back to the ground, it generally piles up to form a symmetrical, narrow, steep sided cone around the vent. Sunset Crater in Arizona, Mount Capulin in New Mexico, Cerro Negro in Nicaragua and Paricutin in Mexico are well-known examples of cinder cones.

The Effects of Volcanoes and Eruptions Each volcanic eruption is different, but most volcanoes release gases, lava, rock fragments, and ash from the depths of the Earth. There are several kinds of events caused from volcanic action that can be harmful to life and property. Hundreds, and sometimes thousands, of people die from erupting volcanoes. Due to the pull of gravity, ground-hugging mixtures of rock fragments and hot gases can move rapidly down the hillside. Because of its high temperature, high speed, and high mobility, it can cause asphyxiation, burial, incineration and crushing impacts. Sometimes lava melts ice and snow to cause mudflows or floods.

Huge amounts of erupting ash can block the Sun. Winds can spread volcanic ash over thousands of miles. As a result, weather and climate changes can take place. Fine-grained particles in the air and water can clog filters and vents of motors, industrial plants, and power plants. Fine grain ashes can even short circuit electric-transmission wires, telephone lines, radio, and television transmitters. Ashfall can blanket forests, smothering small plants and slowing the growth of larger ones. It can cause breathing problems for people animals and insects. Birds can be particularly hard hit. Birds that survive can die later because the insects and plants they would normally eat have died.

In 1815 in the South Pacific region, the volcano Tambora blew over 1200 meters of rock off its top killing 90,000 people. The following year (1816) was named “the year without a summer” because the thick ash in the air blocked the sun. New England received 6 inches of snow in June and frost in July and August.

The largest known eruption on the North Island of New Zealand produced so much ash that it caused the entire Southern Hemisphere to be darkened for two years and the landscape of the island was changed forever.

Magma is molten rock containing dissolved gases that are released to the atmosphere during an eruption. The most dangerous is carbon monoxide, which can cause mass fatalities, killing hundreds and sometimes thousands of humans and animals. Volcanic gases also contain huge amounts of water vapor. Some of the gases can react with the water to form poisonous gases and acids. Poisonous gases can be damaging to the eyes, skin and respiratory system of people and animals. The acids can destroy vegetation, fabrics and metals.

Although volcanic eruptions can cause great destruction and loss of life, they can provide many benefits for people, animals and land. Because of the destructive nature of volcanic eruptions, we tend to overlook the benefits of volcanoes. Short-term hazards posed by volcanoes are balanced by benefits over longer periods of time. The greatest benefit of a volcano is providing us an opportunity to learn about the Earth’s structure and history. Burials by volcanic ash provide archeological sites of early human ancestors. Preservations of historic cultures, such as Pompeii, and preserved fossils of past animals and plants near volcanoes are other examples of how we learn more about Earth and its history.

Land formation is a benefit of volcanic eruption. Marine volcanoes erupt to form new islands. Millions of years ago, in a series of gigantic eruptions, Yellowstone National Park was created. Now, still active, the heat of the earth’s magma causes mud and water volcanoes (mud pots, geysers) and warms whole mountainsides such that snow often melts as it falls instead of piling up. Animals often seek out these places in winter to find food and some protection from a winter that often lasts months.

Volcanic materials ultimately break down to form some of the most fertile soils on Earth. The volcanic soil, containing potassium and phosphorous, is rich for farming and the surrounding area is usually quite beautiful. The benefits of fertile, volcanic soils often lure people to risk living in the shadow of active volcanoes.

Volcanoes are sources for precious gems and metals. They produce diamonds and opal. They bring minerals and metals to the surface, such as gold, silver, molybdenum, copper, zinc, lead and mercury.

Magma heats ground water systems. Its natural heat source can provide geothermal power for electricity. This heated ground water can also result in geysers and hot springs. It can also serve as health spas and hot springs for recreation and health.

Finally, people use volcanic products as building materials, as abrasive and cleaning agents, and as raw materials for many chemical and industrial uses.Please answer the questions on the following page.

1. Using evidence from the article, what are three types of volcanoes? Describe them and tell how lava flows in each kind.

2. What information would help you to predict where a volcano might form?

3. Volcanoes cause destruction. They can also be beneficial. On the lines below and on the next page, write a letter to a friend explaining at least two ways that volcanoes (or eruptions from volcanoes) can be helpful.

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L6a – Wear and Tear (Weathering and

Erosion)Background Information:The theme of the unit is change and in the first units we have seen how the Earth changes in dramatic ways (earthquakes and volcanoes). In the following units the students will learn how the Earth changes over many years through weathering and erosion. Mountains are constantly being worn away. The force of the Earth’s gravitational pull will redeposit these materials elsewhere on the Earth’s surface.

Weathering is the process in which the exposure of rocks to the atmosphere and weather conditions causes them to change, decay and crumble into soil. Rocks are broken down and decomposed by wind, rain, and temperature change. Climate plays a large part in weathering. Weathering causes rocks to break up into smaller pieces. Mechanical (physical) weathering is caused by temperature change. As water freezes in rock crevices, it expands, and the rock cracks. When the strong sun heats rock, thin layers can also break off. Ice crystals and blowing sand can also cause mechanical weathering. This kind of weathering is most common in climates where there are freeze-thaw conditions, water flow, or wind driven particles that wear away rock. Chemical weathering is a change in the chemical composition of rock that is caused by the action of dissolved substances in rain water. Acid rain (rain that combines with certain substances in the atmosphere to form a liquid that is acidic in nature) can also dissolve rock. Chemical weathering causes the minerals in rock to dissolve and the rocks eventually break apart. Chemical weathering is almost absent in very dry regions.

Erosion is the movement and wearing away of rock debris, and transportation elsewhere. Natural erosion is caused by wind and water. Glaciers, rivers, streams, rain, and strong winds combined with gravity are major contributors to erosion. Without weathering and erosion, we would have no rivers, lakes, streams, farm lands, range lands, deltas, etc. with which we are so familiar. Erosion occurs wherever pieces of rock or soil are carried from one place to another. The Hudson River highlands used to be mountains taller than the Rockies and the Hudson itself used to turn southward and empty into the Atlantic Ocean where the New Jersey shore is now located.

Soil is made up of air, water, rock particles, and organic materials from dead organisms. Humus, a rich component of soil, is a black substance made up of decaying leaves, wood, and animal particles. Different soils (clay, sandy, loam, etc.) are different because of the material, particle size, texture, acidity or alkalinity of its components. Humus helps soil hold water, improves air circulation, and makes soil easier to work with.You will need:

Student Journal Pageso Wear and Tear


Materials to gather at home:o Pie pano A straw

o Sand (or corn meal)Instructions:

Provide your student with a copy of the Wear and Tear Student Journal Page and the materials listed (a pie pan, a straw, and sand).

Supervise your student forming the sand into the shape of a mountain on the pie pan and demonstrating with the straw how wind might sweep down the mountain.

Help your student to complete the Student Journal Page assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 6A: Wear and Tear – Weathering and

ErosionWear and Tear

Problem: What effect does weathering and erosion have on rocks?Materials: Cup of Sand, Paper Cup for Water, Paper Cup with Holes in the Bottom, Pie Pan, Straw (1 per student)Procedure: 1. Place the sand in the pan and shape it into the form of a mountain.Hypothesis: What do you think will happen to the sand if we blow air on it [through the straw]?

2. Each student takes a turn blowing the sand with her/his straw.3. What happened to the sand?

4. Dampen the sand with some water and shape it into the form of a mountain. The water will make your mountain more compact. Draw your mountain in the space below:

Hypothesis: What do you think will happen if we gently poured water onto the mountain?

Draw your prediction in the space below:

5. Hold the cup with the holes on the bottom over the mountain and pour water into the cup. What does this represent?

6. Describe what happened to the mountain.

Draw your mountain in the space below:

7. How does rain change the shape of the mountain?

8. Pour the water out of the pan.9. Gently flatten the top of the mountain.

10. Hold the cup with the holes on the bottom over the flattened mountain; gently pour water into it.11. How did the water change the shape of the mountain this time?

12. Describe how wind and rain change the surface of the land.

13. What force is pulling the sand towards the Earth?14. What will happen to the material that is pulled down the mountain?

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L6b – Still More Wear and Tear (Chemical Weathering)

Background Information:This activity is an extension of Unit One, Lesson Two. It involves the students in a closer investigation into chemical weathering. The vinegar acts as a mild acid and wears away the chalk (gypsum) into smaller particles which are more easily carried away. Students should come to understand the continuous cycle of land formation (constructive forces) and land erosion (destructive forces.) This activity demonstrates the slow process of chemical weathering and how different rocks erode at different rates.You will need:

Student Journal Pageso Still More Wear and Tearo Wear and Tear Reflections

Readings About Scienceo Weathering and Erosion

Materials to gather at home:o White and colored chalko Vinegaro Eyedropper (or straw to add vinegar by the drop)o Jar (or glass or plastic cup)o Metal nail

Instructions: Provide copies of the Student Journal Pages. Provide your student with chalk and a nail (to carve out a design in the chalk) and a shallow jar, cup, or dish for the vinegar

(the vinegar should be added drop by drop to the chalk). Your student will repeat the carving a design, but in another piece of [colored] chalk, and the application of vinegar. Please

impress upon your student that this demonstration goes quickly, but actual chemical weathering in nature takes years. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about weathering and erosion, and to answer the

questions that follow the reading assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 6B: Still More Wear and Tear – Chemical Weathering

Still More Wear and TearProblem: How do chemicals affect rocks?Materials: Chalk (white & colored), cup, vinegar, paper towels, eye dropper, steel nailHypothesis: Draw a diagram of what you think the chalk will look like after you apply the vinegar.

Procedure: 1. Place the chalk on the paper towel.2. Carve a face or a design on the chalk using the nail.3. Use your dropper and place three drops of vinegar on the chalk.4. Describe what happens to the chalk (including what you see, hear, and smell).

5. Place five (5) more drops of vinegar on the chalk.6. Describe what happens to the chalk.

7. Now conduct the same procedure with the other color of chalk. What happened? How does this compare to the first color of chalk you experimented on?

8. Did all parts of the chalk react in the same way to the vinegar? Explain.

9. If you continue to apply drops to the chalk, what do you think will happen?

Test Your Thinking!10. Draw a diagram of your chalk now.

11. How do chemicals affect rocks?

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 6: Wear and Tear – Weathering and Erosion

Wear and Tear ReflectionsReflections Science Drawings

1. What surprised you when doing this investigation?

2. What effect of weathering have you seen at school or at home?

3. Your thoughts and comments:



Weathering and Erosion: Shaping the Surface of the EarthThe surface of the Earth is always being shaped and worn away by water, wind, and ice. This is a natural process called erosion. Erosion is the wearing down and moving of rocks and soil from one place to another. Erosion begins with weathering. Weathering is the breaking up of rocks and soil on Earth’s surface. The surface is made of many different kinds of rock. As the rock becomes exposed on the surface, it is slowly broken into smaller pieces by wind, rain, and ice. There are two types of weathering:

physical or mechanical weathering chemical weathering

Physical or mechanical weathering breaks rocks into pieces. Ice is the major force in this type of weathering. Water fills the cracks of rocks naturally during rainstorms but if the temperature falls and causes the water to freeze it expands in the cracks and may push hard enough to split the rock. In a similar way, plants, especially trees, may grow in the cracks of rocks sending their roots down deep into the cracks looking for water. As the roots grow the pressure can cause the rock to split.

Chemical Weathering caused by the action of water. This type of weathering affects the minerals within the rocks. Rain, streams, and ocean water dissolves minerals from rocks, causing the rocks to crumble. Weathering starts the process of erosion by breaking down rock. The main end result of weathering is the formation of soil.

Soil consists of bits of weathered rock mixed with living things and the remains of dead, decaying organisms including plants and animals. The contents of soil are transported by wind, waves, water, and glaciers. In the soil living organisms called decomposers produce acids that help to break down rocks and organic matter. Once broken down the soil becomes darker as nutrients are released that can be used to make the soil richer. This rich, fertile soil is called humus. The spaces in between soil particles are filled with air and water.

The type of rock that is being weathered will determine the texture of the soil. The texture refers to the size of the individual soil particles.

The type of rock that is being weathered will determine the texture of the soil. The texture refers to the size of the individual soil particles. There are four different soil textures (in order from largest to smallest):

Gravel Sand Silt Clay

Erosion and Deposition Erosion is the process by which weather ed rock and soil are moved from one place to another. Erosion carves the Earth's surface creating canyons, gorges, and even beaches. There are five causes of erosion:

Gravity is a constant force that pulls all broken matter. As rock particles are broken they fall down hillsides and mountains because of the force of gravity.

Running water. When rain falls to the Earth it can evaporate, sink into the ground, or flow over the land as runoff. When it flows over land, erosion occurs. Runoff picks up pieces of rock and "runs" downhill cutting tiny grooves (called rills) into the land. These rills deepen over time to form gullies. As gullies mature they allow water to run through them and join other gullies in a stream. Ultimately all streams find their way to a river and usually an ocean. All along the way the sediment in the water cuts V-shaped valleys through the rock layers.

Wind is the most active cause of erosion. As the wind blows it picks up small particles of sand or sediment and blasts large rocks with the abrasive particles, cutting and shaping the rock. The ability for wind to erode larger rocks is controlled by the size of the particles, the speed of the wind, the length of time the wind blows, and the resistance of the rocks.

Glaciers are large masses of ice that move very slowly. Because of their size and mass, glaciers crush the rocks under them as they move over a landscape. Some of the broken rocks are pushed or carried with the glaciers. Some rocks and soil are frozen in the glacier ice. Others are carried on top of the ice. The rocks and soil are deposited when the glaciers stop moving and begin to melt. It takes many years before land changes from glaciers are seen, but

they are happening all the time. Waves cause erosion by four different methods:

1. Breaking – as the breaking waves hit the shoreline, their force knocks off pieces of existing rock. 2. Forcing water into the cracks of the rocks on the shoreline 3. Abrasion- waves carry small rocks and sand that scrape other rocks 4. Chemical weathering (salt water breaks down the rocks)

Deposition is the process by which sediments (small particles of rock) are laid down in new locations. Deposition builds new landforms. Usually water is responsible for deposition but landslides can be caused by earthquakes and volcanoes. Running water also changes landscapes by depositing rocks and sediments. Deposition occurs when water slows down or when water evaporates. Slow flowing water has less energy than fast flowing water. It cannot carry as much material so rocks and sediments are deposited. As flowing water slows down, it deposits the larger materials, such as gravel, first. Smaller sediments are deposited later on as the water continues to flow. Some dissolved materials are deposited when the water evaporates.

Weathering and erosion can be helpful or harmful. Weathering makes new soil by breaking up rock. Many beautiful landforms, like Bryce Canyon in Utah, were formed by weathering and erosion. But weathering and erosion can carry away rich farm soil. Eroded soil can clog ditches and streams and cause flooding.Please answer the following questions:

1. Using evidence from the article, explain how erosion changes the landscape.

2. Using direct evidence from the article, how does deposition change the landscape?

3. Weathering and erosion both helpful and harmful. Explain why in your own words.

4. How do the activities of people add to weathering and erosion?


G4 U4 L7 – Rock PetsBackground Information:By writing about and illustrating their rocks, students are preparing to identify the properties of rocks and minerals. (The following rock samples are included in the Science 21 kit for use in later lessons: basalt, conglomerate, galena, gneiss, graphite, limestone, marble, mica, obsidian, pumices, schist, shale, and slate.)

The Earth, the moon and the planets are mostly made up of materials that we call rocks, and rocks are mostly made up of natural substances that are called minerals. A rock is a solid, naturally formed mass of mineral material. Some rocks, like limestone are composed of mainly one mineral - calcite. The three main minerals of granite are mica, quartz, and feldspar. There are many types of rocks, but we usually classify rocks by three types based on how the rocks formed - igneous, sedimentary and metamorphic.

Minerals are chemical solid elements which occur naturally within the Earth’s crust and have definite physical properties and a definite chemical composition. All minerals are arranged in a definite crystalline pattern repeated over and over again. Minerals can be made of a single element such as copper or they can be made of two or more elements chemically combined to form a compound such as salt, sodium chloride.

Minerals are the building blocks of rocks. Some minerals, like calcite and feldspar, are so common in rocks that they are called rock-forming minerals. Different minerals vary in their chemical and physical characteristics which enable us to tell them apart. Minerals are considered to be inorganic, since they were never a part of living material. Since minerals must be naturally occurring, man-made materials, such as steel, are not minerals.

DISPLACEMENT ACTIVITY As part of the Journal Page “Rock Pets: My Rock is Special,” students will conduct a displacement activity to determine the volume of a rock. By measuring the amount of water displaced when a rock is placed into a jar full of water, they can determine the volume of a rock. With more advanced students you may wish to demonstrate the equivalence of milliliters and cubic centimeters, e.g., 1 mL equals 1cc (1cm3).

The following information is provided as background information even though students will not be identifying specific minerals.

PHYSICAL PROPERTIES OF MINERALS COLOR: This is probably the first proper ty that students observe. However, the color of various minerals and rocks can vary depending on where they were formed and changes caused by weathering. Very few minerals come in only one color, like yellow sulfur. Quartz comes in a number of different colors.

LUSTER: The appearance of the surface as seen in reflected light is called luster. Some minerals shine like metals (gold and silver), while other lusters are called non-metallic. Terms that are used to describe luster include shiny, glistening, splendent, glassy and dull.

LUSTER (type) brilliantglassy greasy waxy pearly silky dull metallic

WHAT IT LOOKS LIKE like a diamond like glass like oil like wax like a pearllike silk no luster like polished metal

EXAMPLE diamond quartz

talc gypsum

STREAK: When a mineral is rubbed across a piece of unglazed tile, it may leave a line similar to a pencil mark. This line is composed of the powdered mineral. The color of this powdered material is known as the streak of the mineral and the unglazed tile used is called a streak plate.

HARDNESS: Hardness is determined by what materials a mineral will scratch and what materials will scratch the mineral. The hardness scale, or Moh’s Scale, was named for a German mineralogist, who devised a scale of 1-10, which described the relative hardness of minerals.

FLOAT OR SINK: Rocks to be tested are placed in a container of water and the results are observed and recorded.You will need:

Student Journal Pageso Rock Pets: My Rock is Specialo Rocks Hall of Fame


Materials to gather at home:o Bowlo Small cup (smaller than the bowl, but large enough so that the Rock Pet can be immersed in the cup filled with water)o Water

o Measuring spoons or measuring cupsInstructions:

Provide copies of the Student Journal Pages to your student. In order for your student to find the displacement of their Rock Pet at home, you should provide a bowl and a small cup and

measuring spoons or cups. The student should completely fill the small cup with water, carefully place the cup inside the bowl, carefully place the rock into the cup, and then carefully measure (using measuring spoons or cups) the “overflow” water that spills from the cup into the bowl (which represents the volume of water that has been displaced by the volume of the rock now in the cup). Help your student to make as accurate a measurement as possible.

Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 7: Rock PetsRock Pets: My Rock is Special

In this activity, you will get to know your rock really well. You may never have thought that there was so much that you can find out about an ordinary rock.Materials: One small rock that you collected, metric ruler, scale (postal or diet/kitchen or balance), water container, hand lens or magnifying glass, small cup (the rock must completely fit inside!), soup bowl, measuring spoons or measuring cupsPART 1: Basic Description My rock’s name is

Draw your rock

I found my rock …

The texture of my rock is

The color of my rock isPART 2: Measurements of My RockWith your ruler, measure your rock as best you can and record the results below:

Length Mass (Weight)

Amount Unit Amount UnitDetermine the volume (the amount of space that the rock takes up) by using the following procedure:

1. Place the small cup in the soup bowl.2. Fill the cup with water until excess water flows into the bowl.3. Gently lift the cup out of the bowl, pour out the excess water, and dry out the bowl.4. Now put the filled cup carefully back into the bowl (without spilling any water).5. Gently lower your rock into the cup (water will overflow into the bowl).6. Carefully remove the cup.7. Pour the overflow water from the bowl into your measuring cups or spoons.8. Record the amount below:

Volume of My Rock

Amount UnitExplain why the number recorded in the box represents the volume of the rock:

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 7: Rock Pets

Rocks Hall of FameYour rock has been selected to enter the “Rocks Hall of Fame”! You must now create a plaque to be hung in “The Hall”.Your plaque must contain:

1. Your rock’s name.2. A drawing of your rock.3. A paragraph describing your rock and any interesting events in its existence.4. Be sure to use the information you collected in the prior activity (“Rock Pets”) and be creative.5. Write two questions you would like answered about your rock.

My Rock’s Name:Some interesting events in My Rock’s existence:

What I would like to know about My Rock:


G4 U4 L8 – Rock GroupiesBackground Information:The lessons that follow deal with the formation of the three types of rocks (Igneous, Sedimentary, and Metamorphic). Since the students had experience with the water cycle and a life cycle in the third grade, they should have an understanding of cycles that occur in nature. The formation of different kinds of rocks also occurs in a cycle. You can begin to look at the rock cycle at any point, but many chose to start with Sedimentary Rocks. Sedimentary Rocks are nothing more than sediments and particles cemented together to form a rock. Many times, you can find these rocks at the beach, where bits of seashells have been stuck together to form a rock. Sedimentary rocks can then be changed into metamorphic rocks. The change occurs when sedimentary rocks are exposed to extreme heat and pressure. The heat and pressure change the structure of the rocks and make them metamorphic rocks. Note: this process can also happen with igneous rocks. Sedimentary rocks formed on the Earth’s surface are pushed by many forces. Deeper in the Earth’s interior, heat and pressure can transform them into metamorphic rock. This rock is pushed deeper into the Earth’s interior where heat changes it into molten magma. The molten rock will escape the Earth’s interior through cracks in the crust and comes to the surface as lava or ash which cools are becomes igneous rock. The forces on the Earth’s surface, e.g. gravity, weathering, and erosion will wear it down into sediments and the process begins all over again.You will need:

Student Journal Pageso Rock Groupieso Rock Groupies Reflections

Readings About Scienceo Rock Groupies

Materials to gather at home:o Rocks (from school or collected at home)

Instructions: Provide your student with a copy of the Rock Groupies Student Journal Page and help your student to sort the rocks they have

gathered according to the provided labels of rough and small, and then by different properties. Show your student the image of the “Rock Cycle” (next page) and review the various ways that one can start somewhere on

the circle and follow different arrows that lead to different next stages (e.g., from sedimentary or igneous rocks through weathering to sediments; OR from igneous rocks to metamorphism that leads instead to metamorphic rock formation).

Provide your student with a copy of the Rock Groupies Reflection Student Journal Page. Help your student to read the Reading in the Content Area passage about Rock Groupies, and to answer the questions that

follow the reading assigned by the teacher. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 8: Rock Groupies

Rock Groupies1. Number the rocks in your group. Write each number on a piece of masking tape. Place each masking tape label on a different rock.2. Using the diagram below, sort your rocks into two categories and write the numbers of the rocks in the correct circle below.

3. Write the numbers of the rocks again, but using the new diagram below. Which rocks fit into both circles? Place these in the center.

4. Choose two other properties to compare the rocks in your group. Label the property for each circle. Write the number(s) of the rocks in the correct circle.

roug small

roug small

5. Challenge: Now choose three properties to compare the rocks in your group. Label the property for each circle. Write the number(s) of the rocks in the correct circle.

____________

____________

____________

___________ ___________

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 8: Rock Groupies

Rock Groupies ReflectionsReflections Science Drawings

1. What difficulties did you have when sorting your group’s rocks?

2. By what other properties could you sort the rocks?

3. Your thoughts and comments:



Rock Groupies!Use this article for reference throughout your study of rocks.

Minerals — The Building Blocks of Rocks The earth, the moon, and the planets are mostly made up of materials that we call rocks, and rocks are mostly made up of natural substances that are called minerals. A rock is a solid, naturally formed mass of mineral material. Some rocks, like limestone are composed of mainly one mineral - calcite. On the other hand, a rock like granite is made up of three main minerals: mica, quartz, and feldspar. There are many types of rocks, but we usually classify rocks into one of three types based on how the rocks formed. The groups are: igneous, sedimentary and metamorphic.

The molecules in the minerals are arranged in a definite pattern repeated over and over again. Minerals can be made of a single element such as copper or they can be made of two or more elements chemically combined to form a compound such as salt, which is made up of sodium and chlorine (sodium chloride). Minerals are the building blocks of rocks. Different minerals vary in their chemical and physical characteristics which enable us to tell them apart. Since minerals must be naturally occurring, man-made materials, such as steel, are not minerals.

Minerals can be described by their physical properties. The physical properties of minerals are: COLOR: The color of minerals and rocks can vary depending on where they were formed and changes caused by weathering. Very few minerals come in only one color, like yellow sulfur. Quartz comes in a number of different colors. LUSTER: The appearance of the surface as seen in reflected light is luster. Some minerals shine like metals (gold and silver); other lusters are called non-metallic. STREAK: When a mineral is rubbed across a piece of unglazed tile, it may leave a line similar to a pencil mark. This line is composed of the powdered mineral. The color of this powdered material is known as the streak of the mineral and the unglazed tile is called a streak plate. HARDNESS: Hardness is determined by what materials a mineral will scratch and what materials will scratch the

mineral. The hardness scale, or Moh’s Scale, was named for a German mineralogist, who devised a scale of 1-10, which described the relative hardness of minerals. DENSITY: Density can be compared to that of water by determining whether a mineral will float or sink.. CLEAVAGE: Certain minerals have a tendency to split in definite directions. Lead, for example, tends to break into cubes. Mica splits into thin sheets.

Rocks Are Classified by How They Were Formed Rocks are constantly being formed, worn down and then formed again. This is known as the rock cycle. It is like the water cycle but it takes a lot longer. It takes thousands and millions of years for rocks to change. Rocks are made in three basic ways.

Igneous Rocks Igneous means made from fire or heat. Igneous rocks form when molten lava (magma) cools and turns to solid rock. The magma comes from the Earth’s core which is molten rock. Sometimes the molten rock does not reach the surface, and solidifies deep down within the crust. There are 5 kinds of igneous rocks, depending on the mix of minerals in the rocks.

Granite contains quartz, feldspar, and mica Diorite contains feldspar, and one or more dark minerals. Feldspar is dominant. Gabbro contains feldspar, and one or more dark minerals. The dark minerals are dominant. Periodotite contains iron and is black or dark in color. Pegmatite is a coarse-grained granite with large crystals of quartz, feldspar and mica.

Obsidian is nature’s glass. It forms when lava cools quickly on the surface. It is glassy and smooth. Pumice is lava with gas bubbles in it. Lava cools quickly in the air so gas bubbles get trapped in it. It is the only rock that floats. Basalt is the most common form of lava. It is smooth and velvety-black in appearance and very hard. Basalt is formed by melting in the Earth’s interior region between the crust and the core— an area called the mantle.

Sedimentary Rocks When mountains are first formed, they are tall and jagged like the Rocky Mountains on the west coast of North America. Over time (millions of years) mountains become old mountains like the Appalachian Mountains on the east coast of the United States. When they are old, they are rounded (not as jagged) and much lower. What happens in the meantime is that lots of rock gets worn away due to erosion. Rain, the freeze/thaw cycle, wind and running water cause the big mountains to crumble a little bit at a time. Eventually most of the broken bits of the rock end up in the streams and rivers that flow down from the mountains.

Sedimentary rocks cover 75% of the Earth’s surface. When rocks are exposed to the elements – air, rain, sun, freeze/thaw cycle, plants – erosion occurs and the little bits of rock worn away get deposited as sediments. Over time, these sediments harden as they get buried by more sediments and turn into sedimentary rocks. When the water slows down enough, these sediments settle to the bottom of the lake or oceans they run into. Over many years, layers of different rock bits settle at the bottom of lakes and oceans. Think of each layer as a page in a book. One piece of paper is not heavy. But a stack of dictionaries is very heavy and would squash anything that was underneath. Over time, the layers of sand and mud at the bottom of lakes and oceans turned into rocks. These are called sedimentary rocks. Some examples of sedimentary rocks are sandstone, shale, marble, and jasper.

Sedimentary rocks have fossils in them because plants and animals that have died get covered up by new layers of sediment and are turned into stone. Most of the fossils we find are of plants and animals that lived in the sea. They just settled to the bottom. Other plants and animals died in swamps, marshes, or at the edge of lakes and were covered with sediments as the size of the lake enlarged.

When large amounts of plants are deposited in sedimentary rocks, then they turn into carbon, which gives us our coal, oil, natural gas and petroleum. Large seas once covered the central part of the United States and the climate was very different than the way it is now. In time, sedimentary rocks formed there. That is why we find fossils of some sea animals, with shells, in places like Pennsylvania that are now far from the oceans. These rocks are also good sources of natural fuels.

Sedimentary rocks are usually formed in layers (strata). There are 6 main kinds of sedi-mentary rocks depending on the appearance of the rock.

Conglomerate has rounded rocks (pebbles, boulders) that became cemented together. Sandstone is a soft stone that is made when sand grains cement together. Sometimes the sandstone is

deposited in layers of different colored sand. Shale is clay that has been hardened and turned into rock. It often breaks apart in large flat sections. Limestone is a rock that made of calcium carbonate and/or microscopic shells. Most fossils are formed within

limestone.

Gypsum, common salt or Epsom salt, is found where sea water precipitates the salt as the water evaporates. Porphyry rock is when jagged bits of rock are cemented together in a matrix.

Metamorphic Rocks Metamorphic rocks are the least common of the three kinds of rocks. Metamorphic rocks are igneous or sedimentary rocks that have been transformed by great heat or pressure. The original rock undergoes physical and chemical changes, which may greatly change its texture, mineral, and chemical composition. Rocks that experience great pressure are flattened, drawn out and arranged in parallel layers or bands. Examples of rocks formed in this way include slate, gneiss, and schist. Rocks which form under intensive heat do not show layering. Examples of these kinds of metamorphic rocks include quartzite, marble, and anthracite. A table of some common metamorphic rocks follows:

Metamorphic Rock Origin (Previous Form) Used ForGneiss granite, sandstone, conglomerate buildings & monumentsSchist sedimentary rock (shale) slate (rock under Manhattan)Marble limestone building stone, monumentsQuartzite sandstone building materialsAnthracite soft coal fuel

Whew! That’s a lot about rocks!Please answer the following questions:1. Using evidence from the article, explain how the three basic kinds of rocks are classified.

2. In the article, the author stated: “Metamorphic rocks are igneous or sedimentary rocks that have been transformed by great heat or pressure.” In your own words, how does the author explain this.

3. Which rocks can float in water? Why does this happen?

4. If you found a rock and you were asked to identify it, what would you do to figure out what kind of rock it is?

5. CHALLENGE! Can a rock ever be made up from only one mineral? Please explain. If you need more space, continue your answer on the back of this page.


G4 U4 L9a – All Fired Up (Igneous Rocks)

Background Information:IGNEOUS ROCKS solidified from an original molten state. The word igneous derives from the Latin word ignis, which means fire. The temperature deep within the Earth is very hot, and many rocks and minerals exist in a molten condition known as magma. During a volcanic eruption, magma which pours out upon the Earth’s much cooler surface is called lava and quickly hardens into volcanic rock. As a result of the rapid cooling and solidifying, no crystals or grains are visible. Magma, which solidifies beneath the Earth’s surface cools much more slowly and crystals can be seen. In the demonstration that is a part of this lesson, the wax in the candle is heated by a flame and softens and changes to a liquid form. After the flame is blown out, the liquid wax cools and returns to a solid state.

Similarly, igneous rocks that cool on the Earth’s surface are formed by the lava that erupts during volcanic activity. When the very hot molten material comes to the Earth’s surface where the temperature is much cooler, it solidifies.

Obviously, the materials, the temperatures, and the time for the liquids to solidify are much different in the demonstration than in the actual natural process with Earth materials.You will need:

Student Journal Pageso All Fired Up – Part 1


Materials to gather at home:o Crayons (broken pieces of different colors)o Disposable pan (e.g., aluminum – any size)o Heat source (stove top burner or candle)

Instructions: Provide a copy of the Student Journal Page to your student. Supervise your student in warming up broken pieces of crayons in a disposable aluminum pan and making careful

observations that get recorded on the All Fired Up – Part 1 Student Journal Page. As the crayon pieces warm and start to merge, they should still be recognizable as the discrete crayon chunks from which they started (thus simulating the formation of igneous rocks).

As an extension: you may wish to make homemade Rice Crispy style treats with your student to simulate igneous rock formation. Recipes are readily available on-line using these ingredients: crispy puff rice cereal, marshmallows, chocolate chips, and butter or margarine. Similar to the crayon activity, observe that the individual pieces (e.g., chocolate chips, puff rice cereal) should still be individually recognizable, although now fused together in a new whole.

Help your student to complete the Student Journal Pages assigned by the teacher.

Help your student to submit their responses (electronically or paper) as directed by the teacher.

Student Name:Grade 4 Unit 4 Organization of the EarthLesson 9A: All Fired Up – Igneous

RocksAll Fired Up

Background Information:Earlier we learned about the layers of the Earth (core, mantle, and crust). We learned that as we travel deeper into the Earth’s interior, the hotter it gets. The heat and pressure causes rocks to melt and become a liquid called magma. This magma makes its way to the surface of the Earth through cracks or weak spots in the Earth’s crust. Igneous rocks are formed from this magma. The magma can make its way to the surface of the Earth through cracks or weak spots in the Earth’s crust.Problem: How are igneous rocks formed?Materials: two (2) pie pans, lump of clay, candle, matches, crayon pieces

ChartBefore Heating During Heating After Heating

Procedure: 1. Look at the crayon pieces and record their properties in the above chart.2. We set the candle in clay in one of the pans. 3. Place the crayon pieces in the other pan. 4. Your teacher or an adult will light the candle. 5. Carefully hold the pan with the crayon pieces over the lit candle. 6. On the chart above, record the properties of the crayons during heating. 7. Blow out the candle and allow crayons to cool. 8. Record on the chart the properties of the crayon after cooling. The heat from the candle represents the heat from the center of the Earth. This heat travels through different layers of rock and melts the rock. The melted rock will form igneous rock. The traveling of heat through a material is called conductivity. In third grade we learned that electricity travels through some materials better than others. Electricity travels (is conducted) through metals very well.

That is why we call metal a good conductor. In a similar way, some rocks (because of their chemical composition) can carry heat more effectively than others. These rocks melt more quickly than others.Answer the following questions:

1. How are igneous rocks formed?

2. What conducted the heat in the candle and pan demonstration?

3. Explain how this demonstration shows how igneous rocks are formed.

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L9b – Extension Lesson - Igneous Rocks

Background Information:Igneous rocks are classified by their texture and structure, their mineral content, the crystals displayed in them, and their lack of fossils. Igneous rocks that cool slowly underground have a mottled appearance and a have coarse-grained texture that reveals some of the minerals present in them. Large crystals form when molten rock trapped underground, called magma, cools slowly for a long period of time. These are called intrusive igneous rocks.

Igneous rocks that form on the Earth’s surface that cool very quickly do not display crystals and are called extrusive igneous rocks.

Common examples of igneous rock include: Ash - sometimes lava does not flow from volcanoes, but instead hot ash erupts. Lava - liquid material that flows from a volcano; this is the name given to magma once it is on the Earth’s surface. Pumice - rock that floats because it contains air holes that formed as the volcano erupted. Pumice is used in soap, dental cleaners

and scouring powder. Lightweight pumice looks like a cinder and quickly hardens on the Earth’s surface.Rocks that solidify beneath the surface cool slowly, display crystals and are called intrusive rocks. Granite - found under most land has crystals because it cooled slowly underground. Magma is the name given to molten material

inside the Earth. Granite, used in buildings (e.g., Metropolitan Museum of Art) and statues (e.g., Mt. Rushmore) is very strong.You will need:

Student Journal Pageso All Fired Up – Part 2o Igneous Rock Information and Identification Sheet



Instructions: Provide copies of the Student Journal Pages to your student. If available, your student will examine igneous rock samples and use the Igneous Rock Information and Identification Sheet

Student Journal Page to help identify each sample. If actual samples are not available, the teacher may provide images of rock samples instead, so you may need to print or display these images for your student.


Student Name:Grade 4 Unit 4 Organization of the EarthLesson 9B: All Fired Up – Igneous

RocksAll Fired Up – Part II

1. Using your senses, observe four igneous rocks. Describe their properties. Then draw a diagram of each one.Basalt Pumice Granite Obsidian

2. Draw a diagram of a volcano.

3. Why do the four igneous rocks look so different?

4. Where and how were each of these rocks formed? Explain.


Lesson 9B: Extension Lesson – Igneous Rocks

IGNEOUS ROCK INFORMATION AND IDENTIFICATION SHEETIgneous Rock Facts Igneous rocks are formed from the cooling and hardening of hot, molten rock. Crystals that form grow together as the rock hardens. If the rock cools down slowly, the crystals grow large. If the rock cools down quickly, the crystals are very small. If the rock cools within a matter of minutes, a glass is formed.

Igneous Rock Identification GuideAppearance Rock Sample Picture

Large crystals. Easy to see different colored minerals. GRANITE

Crystals are too small to be seen. Appears all one color. BASALT

Glassy looking. Very sharp. May be able to see through thin

edges.

OBSIDIAN

Spongy or cellular. Many small holes. Light in weight. Pale in color.

PUMICE

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L10a – Conglomerations – Sedimentary Rocks

Background Information:Geological processes on the Earth’s surface, such as erosion change loose rock particles into sedimentary rocks. The rock fragments may be attacked chemically, or be worn away by mechanical means such as by moving water or wind. After these rock fragments have been moved and dropped in another location, they are called sediments. Sediments become compacted and compressed to form sedimentary rocks. About 75 percent of the rocks exposed on the Earth’s surface are sedimentary rocks and the most common sedimentary rocks are conglomerate, sandstone, limestone and shale.

Conglomerate is a solid mass of rounded pebbles. Sandstone is made from grains of quartz sand held together by silica or calcite. Shale is a smooth rock made from brittle flakes of compacted clay. Besides the layering patterns, other ways of identifying sedimentary rocks include texture and the occurrence of fossils. Conglomerates have a coarse texture, while limestone has a fine texture. Fossils, the remains or evidence of ancient plants and animals that have been preserved in the Earth’s crust, are usually found in sedimentary rocks.You will need:

Student Journal Pageso Conglomerationso Sedimentary Rock Information and Identification Sheet


Materials to gather at home:o Plastic container with lido Watero Gravelo Pebbleso Sando Soil

Instructions: Provide copies of the Student Journal Pages for your student.

Provide your student with a plastic container with lid, water, gravel, pebbles, sand, and soil. Help your student to make predictions about how the container will look after they shake it up enough to mix all the materials. Your student will make observations and record their predictions and observations on their Conglomerations Student Journal Page.

If available, your student will examine sedimentary rock samples and use the Sedimentary Rock Information and Identification Sheet Student Journal Page to help identify each sample. If actual samples are not available, the teacher may provide images of rock samples instead, so you may need to print or display these images for your student.

As an extension: you may wish to make homemade layer “magic” bar treats with your students to simulate sedimentary rock formation. Recipes are readily available on-line using these ingredients: butter, graham cracker crumbs, chocolate chips, butterscotch chips, shredded coconut, condensed milk, chopped nuts (walnuts or pecans). Please ensure that your student recognizes the significance of this extension activity as a means to replicate the formation of sedimentary rocks (layers upon layers).


Student Name: Grade 4 Unit 4 Organization of the EarthLesson 10A: Conglomerations

(Sedimentary Rocks)SEDIMENTARY ROCK INFORMATION AND IDENTIFICATION SHEET

Sedimentary Rock Facts Sedimentary rocks may be formed from the collection of different sized particles of other rocks. Sedimentary rocks may be formed from the minerals left behind when mineral-rich water evaporates. Sedimentary rocks may be formed from the collection of different types of fossils. The particles in sedimentary rock are deposited in flat layers. The layers of rock within a sedimentary rock formation may be bent, folded, and twisted over time. Sedimentary rocks are formed on the Earth’s surface.

Sedimentary Rock Identification GuideAppearance Rock Sample Picture

Made up of large, rounded pebbles and sand.

Looks cemented together. CONGLOMERATE

Fine grains of sand visible. Colors vary. Looks and feels like sandpaper.

SANDSTONE

Mostly gray. Very fine layers of clay. Feels smooth, almost “greasy.”

SHALE

Cannot see layers or other rock particles.

Mostly gray or creamy. May look “chalky.”

LIMESTONE


Lesson 10A: Conglomerations – Sedimentary Rocks

ConglomerationsProblem: How are sedimentary rocks formed?Materials:

1 wide mouth jar with lid Gravel Sand

Soil Pebbles Water

Hypothesis:

Procedure:1. Place small amounts (about 50 mL of each) of the gravel, sand, soil, and pebbles in the jar.2. Pour water into the jar until it is almost full.3. On your data sheet, record your observations.4. Predict what the contents of the jar will look like after you put the lid on and shake the jar:

5. Tightly cap the jar, and shake it until all materials are well mixed. 6. Put the jar down and observe the side of the jar for the next few minutes. 7. Record your observations on your data chart. 8. Record your observation after 10 minutes. 9. What will eventually happen to the water in the jar in terms of the water cycle?

10.What do you think the contents will look like tomorrow?

11.How does the model show how a sedimentary rock is formed?

Data ChartBefore shaking Drawing

After 10 minutes

After 30 minutes

At the end of the day

The next day

Answer the following questions:Why did the objects sink?

Why did the heavier objects settle at the bottom?


G4 U4 L10b – Fossils – Extension Lesson

Background Information:The study of fossils holds a particular interest for elementary school children. They are curious about evidence that they can actually hold the remains of a life form that lived millions of years ago! The earliest fossils are the preserved remains or traces of organisms that existed nearly 3.5 billion years ago, about a billion years after the planet was formed. Fossils provide clues about the past and reveal how organisms evolved over long periods of time. There are usually three forms of fossils: actual plant or animal remains, a petrified (turned to rock) specimen, or an imprint. While whole plant or animal remains are rarely found, fossils usually contain leaves, bones, teeth, or a shell. The key to preserving a fossil specimen is that the plant or animal is quickly covered by some sort of protective material. Marine organisms are often found as fossils because after death, they fall to the ocean floor and are covered with sand. A petrified specimen is one where the organic material has been partly or completely replaced by a mineral. The most common form of a fossil is the imprint left by a dead plant or animal in mud and the hardened mold that is left behind. Rock materials then fill in the mold and they are left behind as well. Fossils are usually found in sedimentary rock since the heat involved in the formation of igneous or metamorphic rock would destroy the fossil. Amber is a beautiful orange-gold semiprecious stone that formed from the sticky sap of evergreen trees that lived long ago. Many fossils are found in hardened amber. The fossils of giant tree ferns in Greenland reveal that the climate there was once warm.You will need:

Student Journal Pageso Making Fossils at Home

Readings About Scienceo Learning About Fossils

Materials to gather at home:o Flouro Salto Watero White Glueo Food Coloring (red and yellow)o Resin (or clear nail polish)o Small objects (e.g., toy dinosaur or other small toy that can be cast into a fossil)

Instructions: Provide copies of the Student Journal Pages for your student. The Making Fossils at Home Student Journal Pages are a set

of three lesson activities [the second depends on the first]. Materials needed for each activity are listed on the student pages. Help your student to complete the Student Journal Pages assigned by the teacher. Help your student to read the Reading in the Content Area passage about Fossils and to answer the questions that follow the

reading assigned by the teacher.

Help your student to submit their responses (electronically or paper) as directed by the teacher.


Lesson 10B: Extension Lesson – Fossils

CREATING FOSSILS JOURNAL PAGE - 1DAY ONE:Problem: How can you make your own mold fossil at home, without using plaster? (See instructions from the Florida Museum)

https://www.floridamuseum.ufl.edu/educators/resource/make-a-fossil/ Materials:

reusable or modeling clay or salt dough (follow above recipe)

1 cup salt 2 cups flour

3/4 - 1 cup water natural item (e.g., seashell, leaf, twig, or clean chicken or

fish bone) other item (e.g., toy dinosaur or soldier)

Procedure:1. To make the salt dough, mix salt and flour together and then add water a little at a time for form thick dough. You don’t want it to

crumble, but you also don’t want it too wet and sticky.2. Roll, soften, and flatten the clay. This represents the sediment such as sand or silt.3. Press the shell, or other object, into the clay.4. Very carefully remove the shell [or other object] from the clay.Observations:

Drawing:

Answer the following question:Why is the name “mold” appropriate for these kinds of fossils?

https://www.floridamuseum.ufl.edu/educators/resource/make-a-fossil/



CREATING FOSSILS JOURNAL PAGE - 2DAY TWO:Problem: How can you make your own cast fossil at home? (https://www.floridamuseum.ufl.edu/educators/resource/make-a-fossil/) Materials:

fossil mold (from DAY ONE) white glueProcedure:

1. Fill the fossil mold with white glue. This represents sediments accumulating in the impression over time.2. After 24 hours, gently pull the dried glue off. This represents the cast fossil. Over time, the organism’s shell would deteriorate

and the impression would fill with sediments. After thousands of years, minerals from sediment and/or groundwater harden forming a cast fossil.

Observations:

Drawing:

Answer the following questions:Why does the colored plaster represent?

What is the difference between a mold fossil and a cast fossil?

https://www.floridamuseum.ufl.edu/educators/resource/make-a-fossil/



CREATING FOSSILS JOURNAL PAGE - 3DAY THREE:

Problem: How can you make your own amber fossil at home? (https://tmm.utexas.edu/sites/default/files/Amber%20Activity%202019.pdf)

Materials: resin (or clear nail polish for small pieces) dead insect (from window ledge) or other small object

yellow and red food coloring clay (can use salt dough recipe from DAY ONE)

Procedure:1. Roll a fist-sized ball of clay.2. Create a large pebble-shaped mold in your ball of clay either using your fingers or an actual pebble to press down into the clay. 3. Mix several drops of yellow food in the resin or nail polish; add 1 drop of red food coloring to make it more amber-colored.4. Fill the mold with a small amount of resin. 5. Insert insect [or other small object]. 6. Fill the rest of the way with resin and let dry for 24 hours.

Observations:

Drawing:

Answer the following question:Why do you think amber often contains insect fossils?

https://tmm.utexas.edu/sites/default/files/Amber%20Activity%202019.pdf

https://tmm.utexas.edu/sites/default/files/Amber%20Activity%202019.pdf



Learning About FossilsA fossil is the remains or evidence of a plant or animal that was buried by floods, earthquakes, or other natural forces. Over hundreds of millions of years, these remnants be-came cemented into rocks that formed around them. To be fossilized the plant or animal must be buried shortly after it dies in order to be preserved. The chance of a plant or animal becoming a fossil is very rare. The most common fossils that scientists find are made of the hard parts of the body, such as animal bones or woody plant material. Fossils also are made of tracks and prints left by animals. Bones, teeth, footprints, skin impressions, leaf prints and eggs are all common fossils.

When thin objects, such as leaves, are preserved, they are often called imprints. Most fossils are found in sedimentary rocks. Organisms are buried in mud, sand or clay. As the sediment hardens, some of the organisms are preserved as fossils. Why don't we usually find fossils in igneous or metamorphic rocks? Hint: Think about the processes that form those rocks. Could a fossil survive?

When organic remains are covered by sediments, the remnants may become flattened by the pressure. The remains become locked in place and decay very slowly. Some of the organism is dissolved away. These parts are replaced by minerals that seep in to take the place of the body structures. Fish fossils may have the bones changed by "replacement minerals." The flesh and bones may be left as a layer of carbon. Leaf fragments may also be changed to a layer of carbon.

Sometimes a fossil is not the plant or animal. Evidence that an organism once lived can be a "trace fossil." Scientists do not always know what kind of animals made the tracks or burrows when they find them.

The earliest fossils are the preserved remains or traces of organisms that existed nearly 3.5 billion years ago, about a billion years after the planet was formed. Fossils provide clues about the past and reveal how organisms evolved over long periods of time. A petrified specimen is one where the organic material has been partly or completely replaced by a mineral. Amber is a beautiful orange-gold semiprecious stone that formed from the sticky sap of evergreen trees that existed long ago. Many fossils are found in hardened amber. The fossils of giant tree ferns in Greenland reveal that the climate there was once warm.


1. Using evidence from the article, explain what climate conditions would be ideal for the formation of fossils?

2. Why is it possible to find fossils of marine life in the mountains in the middle of a continent?

3. Using specific evidence from the article, explain how do fossils provide clues to past life and conditions on Earth?

4. Why do fossils rarely occur in igneous or metamorphic rock?

5. Which animals or animal parts would make the best fossils? Why?

Lesson Facilitator Notes Science 21 – Organization of the EarthG4 U4 L11 – We’re Melting – Metamorphic Rocks

Background Information:Metamorphic rocks are rocks that were originally sedimentary or igneous and have been buried deep within the Earth and subjected to high temperature and pressure. The original rock undergoes physical and chemical changes, which may greatly alter its texture, mineral and chemical composition. Rocks that experience great pressure are flattened, drawn out and arranged in parallel layers or bands. An example of this is when granite is changed into gneiss. Examples of common metamorphic rock that show a banding effect include slate, gneiss, and schist. Rocks, which form under intensive heat, do not show layering and include quartzite, marble and anthracite.

The idea behind metamorphic rock can be related to the third-grade study of butterflies and how they metamorphosed from a caterpillar to a butterfly. Point out that “metamorphic” implies a change in form—both in terms of the animal kingdom and in earth science.

Students are often confused about the structure of sedimentary and metamorphic rocks with regard to the appearance of the layered structure. On a fist-sized rock sample, if layering is apparent, it is most probably a metamorphic rock. Sedimentary rock layers are found in large geographic areas (e.g., one mile wide, 100 feet high) called beds. The layering in sedimentary rock formations would not be apparent in a small sample.

You will need: Student Journal Pages

o Metamorphic Rock Information and Identification Sheet Readings About Science

o n/a Materials to gather at home:

o n/aInstructions:

Provide a copy of the Student Journal Page for your student. If available, your student will examine metamorphic rock samples and use the Metamorphic Rock Information and

Identification Sheet Student Journal Page to help identify each sample. If actual samples are not available, the teacher may provide images of rock samples instead, so you may need to print or display these images for your student.

As an extension: you may wish to make homemade swirled chocolate treats with your student to simulate metamorphic rock formation. Recipes are readily available on-line using two colors of chocolate chips or chocolate candy pieces. Reinforce that in the end, you have similar texture with just some color differences, and that this represents how metamorphic rocks appear.



Lesson 11: We’re Melting! Metamorphic Rocks

METAMORPHIC ROCK INFORMATION AND IDENTIFICATION SHEET

Metamorphic Rock Facts Metamorphic rocks started as sedimentary or igneous rock that were exposed to great pressure and heat. Metamorphic rocks are usually hard and smooth. The dark colored and flaky minerals that are in metamorphic rocks become lined up in layers. Metamorphic rocks form underground where they are heated and squeezed into shape, but never get hot enough to melt.

Metamorphic Rock Identification GuideAppearance Rock Sample Picture

Made up of layers of different colored minerals.

Bands of light and dark colored minerals are apparent.

GNEISS


Can see small flakes of mica that sparkle.

SCHIST


Very thin layers that look shiny on the surface.

SLATE

White or pink in color. May have other colors in lines (veins). Can see shiny areas.

MARBLE


G4 U4 L12 – Mystery RocksYou will need:

Student Journal Pageso Mystery Rock Descriptionso Mystery Rock Identificationo Mystery Rock Essay Questions



Instructions: Provide copies of the Student Journal Pages for your student. If available, your student will examine six rock samples and use the Mystery Rock Descriptions Student Journal Page to help

identify each sample. If actual samples are not available, the teacher may provide images of rock samples instead, so you may need to print or display these images for your student.

Your student will record their answers to the six mystery rock samples on the Mystery Rock Identification Student Journal Page.

Your student will complete a mystery rock essay that they select from the two provided on the Mystery Rock Essay Questions Student Journal Page.



Lesson 12: Mystery RocksROCK DESCRIPTIONS

Name of Rock Description

Basalt Dark gray to greenish black; crystals not visible to the naked eye; may have gray patches.

Conglomerate Made up of large, rounded pebbles and sand. Looks like particles are cemented together.

Galena Heavy, metallic silver/gray material. Surface is shiny and looks like a mirror.

Gneiss Can see bands or layers of light and dark colored minerals.

Granite Can see definite shiny crystals without a hand lens. White, black gray or pink specks are NOT arranged in layers or bands.

Limestone Mostly gray or creamy in color. May contain shells. May look “chalky” or have a few sparkles.

Marble White or pink in color. May have other colors in lines (veins). Can see shiny areas.

Obsidian Usually dark and glassy. Has sharp edges. May have white flakes in it.

Pumice Very light weight. Holes are obvious. Feels rough and sandy, with no crystals. Looks like a hardened sponge. Light colored.

Sandstone Looks like small grains of sand glued together. Color may vary.

Schist Little crystals visible with a hand lens. Looks like the rock is in layers. Shiny with sparkles.

Shale Looks like dried mud, with very fine grains. Very thin layers apparent. May have a “bumpy” surface.


Lesson 12: Mystery RocksMystery Rocks

Purpose: To observe properties of rocks and identify rock samples.Materials:

Numbered rock samples Hand LensHypothesis:

Procedure:12.Write the number of the rock samples in the first column of the data table. 13.DO NOT MIX UP THE ROCKS. KEEP EACH ROCK SAMPLE ON THE NUMBERED INDEX CARD! 14.Use the hand lens to examine the rock samples. It the rock fine-grained or coarse-grained? What is its color? Do you see

crystals? Pebbles? Layers? 15.Write your observations in the second column of your data table. 16.When your teacher distributes the “Rock Descriptions” information sheet, read it. 17.Compare the information in the “Rock Descriptions” to your own observations. 18.Record what you think is the name of each rock and what type (igneous, sedimentary, or met-amorphic) it is. 19.After you are finished, clean up your work space.

Rock # Observations Rock Name Rock Type

1

2

3

4

5

6


Lesson 12: Mystery RocksMystery Rock Essay Questions

Select one of the following:1. You are a rock. Write about your life as a rock. In your story, be sure to include the following:

What rock are you? How did a scientist determine the type of rock you are? How were you formed? What are your uses?Be sure to use what you have learned about the Earth, scientific vocabulary, and check for correct spelling, grammar, capitalization, and punctuation.

2. You are making an imaginary journey to the center of the Earth. In your study, be sure to include the following: A list of characters. The setting – the different layers of the Earth. Events – What adventures did you have as you went through the various layers? Conclusion – How did you get back to the surface of the Earth?Be sure to use what you have learned about the Earth, scientific vocabulary, and check for correct spelling, grammar, capitalization, and punctuation.

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