Earth+&+Space+Science-The+Earth’s+Changing+Surface+(pg.+431-455)


 * **Content** || **1. p. 432-441 Weathering and Erosion** (Gretchen)
 * Weathering refers to the breaking down of rocks into smaller parts through the actions of such agents as plants, chemicals, frost, and changes in temperature.
 * Erosion includes weathering plus the process of transporting weathered material from one location to another.
 * Plant actions: The growing plant roots wedge down into a cracked rock to force it apart. A dry seed absorbs a lot of water and swells which causes a wedging function to break the rock apart.
 * Chemical weathering: Oxygen and water in the air combine with the rock surfaces to produce rust. Falling rain picks up a small amount of carbon dioxide in the air which forms carbonic acid.
 * Expansion and contraction: When water freezes it will expand and break off pieces of the rock. Stones around a campfire will often crack because of the sudden change in temperature, the rocks heat up and then cool back off.
 * Moving water is the most erosive force on earth.
 * Wind erosion: Dry weather and marginal farming practices resulted in the most destructive dust storms in the US, Dust Bowl years of 1934-1935.
 * Glacial Erosion: When glaciers move it scours the land under it's weight, scooping out basins and leveling hills.

**2. p.441-445 Soil and its Makeup** (Whitney)
**3. p.446-449 Building up the Land** (Angela) **4. p.449-454 How Rocks are Formed** (Rachel) __**GLE**__ 0407.7.1 Investigate how the Earth’s geological features change as a result of erosion (weathering and transportation) and deposition. 0407.7.2 Design an investigation to demonstrate how erosion and deposition change the earth’s surface. (same as Whitney.) 0407.7.1 Design a simple model to illustrate how the wind and movement of water alter the earth’s surface. 0407.7.2 Evaluate how some earth materals can be used tosolve human problems and enhance the quality of life. 0407.7.2 Design an investigation to demonstrate how erosion and deposition change the earth's surface. GLE 0507.7.1 Compare geologic events responsible for the earth's major geological features. SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc. GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist. GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features. 0507.5.3 Identify the processes associated with fossil formation. 0507.5.5 Use fossils to match a previously existing organism with one that exists today. 0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust. SPI 0507.5.2 Explain how fossils provide information about the past. SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc. || @http://www.kidsgeo.com/geology-for-kids/0061-microscopic-spaces-erosion.php This website teaches children about the different types of weathering and erosion. The site explains what causes weathering and shows pictures to support it's discussion. The site goes on to talk about the different causes of erosion and also has supporting pictures. This would be helpful for children who are needing to see a visual on the different types of weathering and erosion. [] This website explains traveling throughsoil in a very different way. First, the children learn about the soil. Then, the students will be able to view the different creatures that live and decompose the soil. At the end, the students will be able to get a mission to help save the world because a chemical has leaked in the soil. http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml. This website explains plate tectonics and continental drift. It has small animated pictures that shows divergent, convergent, and lateral slipping plate movements which is really helpful for students to understand. It also has quizzes and identification activities that would be very helpful for students.
 * Humus supplies plants with nitrogen, phosphorus, potassium, and other essential elements.
 * Silt and clay have small particlesthat retain water well. Coarser sand particles make soil porous, enabling air and water to reach plant roots. A soil composed of sand or clay alone lacks the moderate degree of porosity that seems best for water plant roots.
 * Soils differ greatly in their degree of acidity and alkalinity. Strawberry plants thrive in acidic soil, while clovers thrive in nuetral soil.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">One reason why erosion is a fearsome enemy of the farmer is the time required for good soil to form. It may take up to 500 years for a single incho of good topsoil to be produced by natural means.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">There are many different practices for conserving farm topsoil. For example contour plowing, strip cropping, a tree windbreak, terracing, check dams, and residue management. The most common practices found in east Tennessee is contour plowing and strip cropping.
 * Fiery molton rock from deep underground (magma) thrusts up through weak places in the earth's crust.
 * Magma sometimes oozes out of the cracks int the crust and spread out over the ground.
 * Magma may stop flowing and cool before it reaches the surface which pushes up part of the crust and forms a dome or a laccolith.
 * Earthquakes are caused when the earth's crust moves horizontally, diagonally, or vertical along a huge crack or fault.
 * Mountains are made through folding. Immense forces push part of the crust into giant wrinkles.
 * Ocean floors are formed when two plates pull apart.
 * Magma pushes up from the mantle and fills the widening gaps between the plates. When one plate pushes into or under another, folded mountains and block mountains are formed.
 * ======<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Rocks are formed from minerals composed of single minerals or various ones that geologists use to identify rocks by their color, hardness, luster, crystal structure, density, and how it splits along a plane, breaks, and reacts to chemicals. There are three types of rocks: sedimentary, igneous, and metamorphic. ======
 * ======<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Sedimentary rocks are composed of sediment such as sand, clay, silt, pebbles, and stones that are deposited by rivers into trenches or basins in layers upon layers that cause enormous pressure along with chemicals to cement the sediment together. Not all sediments come from eroded materials for example, limestone and chalk are composed of compressed skeletons and shells of aquatic life formed on the ocean floor. ======
 * ======<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Igneous rocks are rocks formed from fire by the cooling of magma and lava that are pressed into volcanic domes that slowly cool causing large crystals like in granite. Igneous rocks with little or no crystals are formed by lava that has be blown from a volcano or flowed through cracks in the crust which cools quickly forming pumice and obsidian. ======
 * ======<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Metamorphic rocks were once sedimentary or igneous rocks that had severe pressure and heat applied causing physical and chemical changes in the rocks. Metamorphic rocks re harder than the original rock materials. ======
 * ======<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Fossils are the leftover remains of animal and plant life that are formed in different ways. One way is when sediment covers a skeleton and the bone is replaced with minerals leaving a cast replica of the skeleton in that rock layer. Fossil fuel are formed when the remains of plants and animals are covered in sediment but pressure and heat cause physical and chemical changes in the buried organic material. ====== ||
 * **TN State Standards** || **1. Weathering and Erosion** (Gretchen)
 * __Checks for Understanding__**
 * __SPI__**
 * 2. Soil and its Makeup** (Whitney)
 * __GLE__**
 * __Checks for Understanding__**
 * 3. Building up the Land** (Angela)
 * GLE**
 * SPI**
 * 4. Hows Rocks are Formed** (Rachel)
 * GLE**
 * Checks for Understanding**
 * State Performance Indictors**
 * **Website** || **1. Weathering and Erosion**(Gretchen)
 * Geology for Kids, The Study of Our Earth**
 * 2. Soil and its Makeup** (Whitney)
 * 3. Building up the Land**

4**. How Rocks are Formed** (Rachel) @http://www.fi.edu/fellows/fellow1/oct98/create/index.html This website shows how rocks are formed and what types there are. It shows examples of each type of rock and explains its uses. It also provides a quiz, games, and safety tips when discovering and exploring for rocks. || @http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=536 Purpose: To understand that earth’s landscape features change and always have through forces of nature such as wind, water, glaciation, and volcanism. [] This lesson is plan is designed to grab the interests of the students and to fully engage them in the soil activities. The lesson plan begins by having the students bring in a sample of soil from their home. The class will talk about the soil and do some tests. This lesson follows the 6E model and is great for engaging the children in learning about soil. Plate Tectonics http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_platetectonics/ Purpose: To understand how the plates move and how that causes the formations such as mountains, basins, valleys, etc. The videos on the website could be shown during class for a visual understanding of the topic. __Rock Hunters__ Purpose: The children find rocks and experiment on them. They discover color, size, weight, how big, and describe it once they looked more closely at the rocks they have discover. @http://www.sciencenetlinks.com/lessons.php?BenchmarkID=12&DocID=365 || (Rachel) 1. Weathering 2. How to Compost: A Fun Summer Project 3. Plate Tectonics 4. Rock Cycle Song || Volume 2 Page 152- 156 This formative assesment will be used at the beginning of class as a pre-assesment. (Whitney and Angela) || || Time 5 minutes (Gretchen) This is a great book to teach children about the different types of rocks. The book explains where you would find the rocks and gives an example to how a child would use it if they were the ones who found the rock. I can use this book to teach children about where rocks are found, and how their appearance or texture changes in each place. A child would be interested in hearing about rocks when it is told from a child's view on how the rocks are used. Long books that go into detail about all the features of a rock would not hold their attention as long as a book that tells you about a skipping rock or a rock so big they came climb. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">If You Find a Rock will be read before Rachel does her activity. 5 minutes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**1. p. 432-441 Weathering and Erosion** (Gretchen) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**__Time: 12 minutes__** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Soil Erosion page 435 I will modify this activity by using Styrofoam cups instead of cans, and I will have holes in the cups so I will not be having the students use a hammer and nail to make the wholes. Instead of a breakable saucer I will be using a paper plate. Here is a good game to save for teaching weathering and erosion. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**2. p.441-445 Soil and its Makeup** (Whitney) __**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Time: 12 minutes **__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">How Water Sinks into DIfferent Soils pg 443 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The only way that this activity is being modified is that the class will be inside. We will use a cup instead of a can. This will make the activity safer for the students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Explore, Explain, and Evaluate <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**3. p.446-449 Building up the Land** (Angela) __**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Time: 10 minutes **__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The Earth's Changing Crust pg. 446 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">This activity has been majorly modified. I am giving each student a small container of play dough that will allow them to have hands on this activity. The students will demonstrate the different types of faults. I didn't think that the balloon would do anything that would effect play dough so it isn't being used. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">fhttp://jclahr.com/science/earth_science/cr06/workshop/activities/snack/snack_tectonics.html __**Time: Video 3:27**__ http://www.youtube.com/watch?v=nfziy_860GU <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**4. p.449-454 How Rocks are Formed** (Rachel) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The Properties of Rocks pg. 449 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The activity will be modified by when testing the hardness of the rock, they wont scratch glass for the risk of breaking it and someone getting hurt. The other modifications are there will be three rocks per table and they will skip step 8 of placing the rock in vinegar. ||
 * **Lesson Plans** || **1. Weathering and Erosion** (Gretchen)
 * Science Netlinks: Shape It Up**
 * 2.Soil and its Makeup** (Whitney)
 * 3. Building Up the Land** (Angela)
 * 4. How Rocks Are Formed** (Rachel)
 * **Videos** || media type="custom" key="10692506"
 * **Formative Assessment Probe** || Is It a Rock (Version 1)
 * **Children's Book**
 * **Activities from text** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Formative Assesment Is It a Rock? __5 minutes__ to engage the class in the following learning activites and asess their knowledge.
 * @http://jclahr.com/science/earth_science/cr06/workshop/activities/snack/snack_tectonics.html Content**
 * __ Time: 12 minutes __**