Unit-Solid Earth Unit

1
Oakland University MATEE

Solid Earth:
6
th
Grade

By: Kaylyn Christie, Valerie Oram, Jaime Merlo,
Becky Lowe, John Chesley

TD 513: Teaching Elementary and Middle School Science
2

Solid Earth

Table of Contents

Section I: Unit Overview
Unit Cover Page4
Misconceptions.7
Pacing Guide.8
Section II: Additional Material
Letter to Parents..12
Materials Shopping List..14
Field Trip....18
Webquest....20
Webquest Answer Key...23
Teacher Resources..25
Student Resources...26
Section III: Assessment
Mid-Test......27
Mid-Test Answer Key.29
3

Solid Earth

Table of Contents (cont.)

Section IV: 5E Lessons
The Dirt on Soil..31
Erosion and Deposition...39
Rock and Roll.....52
Earthquakes.....................66
Layers of the Earth..86

Section V: Curriculum Connection
Writing Connection...103
Music Connection.110

4

Unit Cover Page

Unit Title: Solid Earth Subject: Earth Science
Grade Level: 6th Total Time Frame for Entire Unit: 13 weeks
Names: Kaylyn Christie, Valerie Oram, Jaime Merlo, Becky Lowe, John Chesley
Vocabulary Words:
Plate Tectonic, Lithospheric Plates, Earthquakes, Mountain Building, Lithosphere, Crust, Upper
Mantle, Rocks, Erosion, Glacier Movement, Pangaea, Richter Scale, Lava, Magma, Tremor,
Seismograph, Magnitude, Bedrock, Clay, Silt, Sand, Subsoil, Topsoil, Brittleness, Hardness, Mohs
Hardness Scale, Igneous, Metamorphic, Sedimentary, Rock Cycle, Sediments, Foliation, Heat, Pressure,
Magma, Erosion, Weathering, Deposition, Chemical change, Mechanical change, Wind, Water,
Glaciers, Sediment, Oxidation

Summary of Unit Benchmarks:
Earth Science-Solid Earth

Scientific Inquiry Process
K-7 Standard S.I P: Develop an understanding that scientific inquiry and reasoning involves
observing, questioning, investigating, recording, and developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing
solutions to problems through reasoning and observation.
S.IP.06.11 Generate scientific questions based on observations, investigations, and
research.
S.IP.06.12 Design and conduct scientific investigations.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes,
models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific
investigations.
S.IP.06.15 Construct charts and graphs from data and observations.

Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require
analysis and communication of findings, using appropriate technology.
S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future
questions, research, and investigations.
S.IA.06.11 Analyze information from data tables and graphs to answer scientific
questions.
S.IA.06.13 Communicate and defend findings of observations and investigations using
evidence.
S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific
investigation.

5

Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit
should be analyzed. Understand how scientists decide what constitutes scientific knowledge.
Develop an understanding of the importance of reflection on scientific knowledge and its
application to new situations to better understand the role of science in society and technology.
S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and
different situations. Reflecting on knowledge requires careful analysis of evidence that
guides decision-making and the application of science throughout history and within
society.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
S.RS.06.19 Describe how science and technology have advanced because of the
contributions of many people throughout history and across cultures.

Earth Science Content Standards
Solid Earth

K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how
those properties make materials useful. Understand gradual and rapid changes in Earth
materials and features of the surface of Earth. Understand magnetic properties of Earth.
E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed organic materials from
dead plants, animals, and bacteria. Soils are often found in layers with each having a
different chemical composition and texture.
E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the
formation of soils and sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape
the land surface of the Earth by eroding rock in some areas and depositing sediments in
other areas.
E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and
decomposed organic material. Weathering, erosion
E.SE.06.14 Compare different soil samples based on particle size and texture.
E.SE.M.4 Rock Formation- Rocks and rock formations bear evidence of the minerals,
materials, temperature/pressure conditions, and forces that created them.
E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic,
and sedimentary) and demonstrate the similarities and differences using the rock cycle
model.
E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting
in major geological events, such as earthquakes, volcanic eruptions, and mountain
building.
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move
centimeters each year.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions,
mountain building) result from these plate motions.
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle),
convecting mantle, and dense metallic core.

6

Writing Connection
W.2.A: Introduce a topic, organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
Music Connection
ART.M.II.6.4: Compose short pieces to communicate ideas and/or stories.

Big Ideas: (Taken from companion document)
The surface of the earth undergoes gradual and rapid changes.
The changes happen through the process of volcanoes, earthquakes, and the movement of
plate boundaries.
Plate tectonics is the central organization theory of the field of geology and explains
major landforms.

Background Information:
Students have already learned that earthquakes and volcanoes occur all over the world
and can disrupt the earth and create new landforms.
Students know that earthquakes are created when two landforms suddenly slip past one
another. They also know that a volcano is created when magma from inside the Earth
escapes.
Students know how to identify and describe natural causes of change in the Earths
surface.
Students have previously learned the three primary types of tectonic plate boundaries;
divergent, convergent, and transform. Students are also aware that the movement of the
tectonic plates result in the transformation of Earth's surface.
Students have prior knowledge of the different types of soils and rocks. (i.e. Granite)
Students know that soil is defined as loose minerals that cover the land surfaces of earth
and serve as a natural medium for plant growth.
Students are able to recognize and describe different types of Earth materials.
Students are able to recognize that rocks are made up of minerals.
Students have learned that fossils can provide evidence of the history of the Earth.
Students have prior knowledge that the Earth is made up of four main layers; crust,
mantle, outer core, and inner core.

Michigan Department of Education. (2010). 5-7 Science Grade Level Content Expectations
Companion Document. Retrieved January 11, 2014.
http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-
07_218314_7.pdf?20140111090742

Michigan Department of Education. (2010). Sixth grade Science Grade Level Content
Expectations. Retrieved January 11, 2014. http://www.michigan.gov/documents/mde/5-
7_Science_GLCE_Companion_Document_v.1.09_2_264472_7.pdf
7

Misconceptions

Misconception: Rocks follow a path of evolution in the rock cycle, transforming from one
type into another in a specific order.

Any kind of rock can be converted into any other kind in the rock cycle, based on
environment and conditions. A sedimentary rock can become a metamorphic or igneous
rock, an igneous rock can become a metamorphic or sedimentary rock, and a
metamorphic rock can become an igneous or sedimentary rock.

Misconception: Students lack the understanding that erosion does not happen quickly.
They believe erosion is always negative and destructive.

When students understand the concept of weathering and erosion, they tend to have
difficulty conceptualizing the long time frames needed for these processes to occur.
Many science lessons focus on the negative aspects of erosion (soil loss, ecosystem
destruction, and sediment buildup in water) and lead students to believe that erosion is
always bad. However, teachers should stress that erosion does have positive aspects as
well. Delta areas, like the Mississippi River and the Nile River, were created by the
deposition of eroded sediments carried downriver. Without erosion, these right, fertile
farming areas would not exist.

Misconception: Earthquakes happen randomly across the earths surface.

Earthquakes are formed when the boundaries of the lithospheric plates of the Earth move
against each other, building up pressure, then cause a sudden and often violent shift. This
movement causes an earthquake.

Misconception: Soil is thought of as just dirt and a minor part of the ecosystem.

Soil is one of the most important ingredients in the ecosystem. Plants, microorganisms,
and water all come together in the soil. What happens in the soil dictates what happens in
the ecosystem. Soil is thought of as a brown or orange substance that is tracked into the
house, but soil also has a connection to necessary resources such as food. Soil is made up
of many layers, including a rich surface layer and layers that consist of different colors
and textures.

Misconception: The crust is the same as the lithosphere.

The crust is the outermost compositional layer of the Earth that consists of the oceanic
and continental crust. However, the lithosphere is the outermost layer of the Earth and
is made up of the crust and the upper mantle layer.

8

Pacing Guide

Week 1-Organic Material
Monday Tuesday Wednesday Thursday Friday
Lesson/Activity TBD TBD TBD TBD TBD
GLCEs E.SE.06.13 E.SE.06.13 E.SE.06.13 E.SE.06.13 E.SE.06.13
Vocabulary Weathering, erosion

Week 2-The Dirt on Soil
Lesson/Activity
Discussion of
plant growth,
soil sample
collecting,
soil sample
observations
Discussion of
findings, Bill
Nye video,
soil
observations
Readings, soil
layers activity,
sand and
water table
activity
Essay and
poster
creation time
Discussion of
take home
project oral
class
discussions,
presentation
of posters
GLCEs
E.SE.06.14
E.SE.06.14
S.IP.06.13
S.RS.06.15
E.SE.06.14 S.IA.06.13
S.RS.06.15
S.IA.06.13
Vocabulary Bedrock, clay, silt, sand, subsoil, topsoil

Week 3-Physical and Chemical Weathering
Lesson/Activity TBD TBD TBD TBD TBD
GLCEs E.SE.06.11 E.SE.06.11 E.SE.06.11 E.SE.06.11 E.SE.06.11
Vocabulary
Weathering, chemical change, mechanical change

Week 4-Erosion and Deposition
Lesson/Activity
Engage/ Pre-
test/ Bill Nye
video
Questions
based on pre-
test/
discussion/
tunnel pics/
Niagara
handout/
writing reflect
KWL/
Cookies/ lab
report
Finish lab
report/ follow-
up questions/
begin
explain.
Get to essay,
assign as
HW, begin
Venn
diagrams
GLCEs
E.SE.06.12 E.SE.06.12
S.IA.06.13
S.IP.06.12
S.IA.06.14
S.IA.06.13
E.SE.06.12
S.RS.06.15
Vocabulary Erosion, weathering, deposition, chemical change, mechanical change,
wind, water, glaciers, sediment, silt, oxidation

9

Week 5- Erosion and Deposition
Lesson/Activity
Finish venn
diagrams and
comparison
charts/ present
song activity
Jeopardy/
begin
explaining
stream table
Display
stream table,
think about
variables,
brainstorm
and discuss
questions as
class
Give students
time to work
on songs/
approve
experiments/
hand essay
homework
back
Choice: work
on essay,
song, or
project
GLCEs ART.M.II.6.4
S.RS.06.15 S.RS.06.15 S.RS.06.15 ART.M.II.6.4
S.RS.06.15
E.SE.06.12

Week 6-Erosion and Deposition
Lesson/Activity
Work on
projects, have
students bring
stream in
tables
Finalize songs
and/or work
on project
Present songs Present
stream table
experiment
Present
stream table
experiment
GLCEs S.IP.06.12 ART.M.II.6.4
S.IP.06.12
S.RS.06.15
ART.M.11.6.4
S.IA.06.13
S.RS.06.15
E.SE.M.4
E.SE.M.5

Week 7-Rock Cycle
Lesson/Activity
Food chain
activity,
classification
of pieces of
paper and
classroom
supplies,
baking a cake
YouTube
video, rock
models with
crayon
shavings
activity
Read story
The Rock
Factory, rock
cycle diagram,
online video,
textbook
reading
Venn
Diagram,
begin student
design of
experiments
Design
student
experiments,
In ELA:
Madeline
Hunter
Writing
Connection
Lesson
GLCEs E.SE.06.41 E.SE.06.41
S.RS.06.15
E.SE.06.41 E.SE.06.41
S.IP.06.15
W.2.A
E.SE.06.41
S.IP.06.15
Vocabulary
Brittleness, hardness, Mohs hardness scale, igneous, metamorphic, sedimentary,
rock cycle, sediments, foliation, heat, pressure, magma

10

Week 8-Rock Cycle
Lesson/Activity
Students
prepare
materials and
procedures
In ELA:
Madeline
Hunter
Writing
Connection
Lesson
Students
conduct
experiments
Students
conduct
experiments
Students will
collect and
graph
experiment
results,
students will
create their
presentation
Students will
present
results to
class
GLCEs W.2.A
E.SE.06.41
S.IP.06.12
E.SE.06.41
S.IP.06.12
E.SE.06.41
S.IP.06.12
E.SE.06.41
S.IP.06.15
S.IA.06.11

E.SE.06.41
S.RS.06.15
Vocabulary
Brittleness, hardness, Mohs hardness scale, igneous, metamorphic, sedimentary,
rock cycle, sediments, foliation, heat, pressure, magma

Week 9-Plate Tectonics
Lesson/Activity Cranbrook
Field Trip
TBD TBD TBD TBD
GLCEs E.SE.M.4
ESE.M.5
E.SE.06.51 E.SE.06.51 E.SE.06.51 E.SE.06.51
Vocabulary Plate Tectonic, lithospheric plates, mountain building, geological events

Week 10-Earthquakes
Lesson/Activity
Student/Teacher
Discussion of
how
Earthquakes
Result from
Plate
Motions/Oreo
Activity and
Worksheet,
KWL
Venn
Diagram
Worksheet
after Richter
and Mercalli
Scale
Discussion
Slinky
Activity
During and
Post Slinky
Lab
Worksheet
Slinky
Activity
During and
Post Slinky
Lab
Worksheet
and Research
Pre Structure
Building
Activity -
Science
Journal Write
Up
GLCEs E.SE.06.52 S.RS.06.19 S.IP.06.13
S.IA.06.13
S.IP.06.13
S.IA.06.13
S.IP.06.12
Vocabulary
Plate tectonics, lithospheric plates, Pangaea, Richter scale, seismograph
magnitude, tremor, earthquakes

11

Week 11-Earthquakes
Lesson/Activity
Structure
Building
Activity
Structure
Building
Activity
Class discussion of
why students chose
certain materials for
Structure Building
Activity/Vocabulary
Quiz
PowerPoint
Presentations
of evidence
collected
during
Structure
Building Lab
1 page
report,
KWL
GLCEs S.IP.06.13 S.IP.06.13 S.IA.06.13
E.SE.06.52
S.IA.06.13 E.SE.06.52
Vocabulary
Plate tectonics, lithospheric plates, Pangaea, Richter scale, seismograph
magnitude, tremor, earthquakes

Week 12-Layers of the Earth
Lesson/Activity
Introduce unit
vocab terms.
Begin unit
KWL
Drawing of
the Layers of
the Earth
Prepare poster
board on the
layers of the
Earth
Review vocab
terms and
update KWL
Graphing
properties of
each layer
GLCEs E.SE.06.53
S.IP.06.11
E.SE.06.53 E.SE.06.53 E.SE.06.53
S.IP.06.11
S.IA.06.11
Vocabulary Lithosphere, crust, mantle (upper mantle and lower mantle), outer core,
inner core, asthenosphere

Week 13-Layers of the Earth
Lesson/Activity
Hardboiled
Egg Lab
2 dimensional
model of the
Earth. Earth
drawings
Density
Experiment
Finalize
KWL, review
vocab words.
Present group
poster boards
GLCEs S.RS.06.15 S.RS.06.15
E.SE.06.53
S.RS.06.15 S.IP.06.11
E.SE.06.53
E.SE.06.53
Vocabulary Lithosphere, crust, mantle (upper mantle and lower mantle), outer core,
inner core, asthenosphere

12

Letter to Parents

Dear Parent/Guardian,
We will be starting a thirteen week Earth Science unit. During this period we will complete
several inquiry based lessons in order to enhance your childs inquiry skills. Through hands on
instruction and scientific experiments, we hope to maximize learning by guiding student
questioning.
While weve had a lot of snow days this year, were hoping the weather will cooperate so that we
can stay on schedule for our unit. Here is an outline of the exciting topics ahead of us:
*Week 1-Organic Material
*Week 2-Soil
*Week 3-Physical and Chemical Weathering
*Week 4-6-Erosion and Deposition
*Week 7 and 8-Rock Cycle
*Week 9-Plate Tectonics
*Week 10 and 11-Earthquakes
*Week 12 and 13-Layers of the Earth

Be sure to keep an eye on your childs planner for upcoming quiz dates. Quizzes will also be
posted on the class website.

We ask that parents please sign up using our signupgenius to send in donations to conduct some
of these experiments. Donations help us maximize hands on learning. The link to our
signupgenius is madeupurl.com. A link can also be found on our class website.
As you know, a collective effort between students, parents, and teachers is optimal to ensure
successful learning. Students will have homework assignments that require outdoor observation.
Because of this, we ask you to remain involved in your childs education by periodically asking
earth science related questions and conducting home experiments when possible. You might start
by asking your child the following questions:
*What causes erosion?
13

*What are rocks and soil composed of?
*How and why is the Earths surface constantly changing?

The following resources may also be used to spark discussion between you and your child:
1. Rocks, Minerals & Soils--
http://www.sciencekids.co.nz/gamesactivities/rockssoils.html
2. Science Lab on Erosion--http://teacher.scholastic.com/dirt/erosion/lab.htm
3. Earth Science for Kids: Erosion--
http://www.ducksters.com/science/earth_science/erosion.php
4. Scholastic Study Jams: Weathering and Erosion--
http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-
landforms/weathering-and-erosion.htm
5. Recent Earthquakes & Active Volcanoes--http://hsv.com/scitech/earthsci/quake.htm
6. The Virtual Museum of the City of San Francisco: The Great 1906 Earthquake and
Fire--http://www.sfmuseum.org/1906/06.html
7. Discovery Kids: Volcano Explorer--http://kids.discovery.com/games/build-
play/volcano-explorer

Further resources can be found by visiting our class website.

We are looking forward to a fun unit of study! If you have any questions or need further
information, please dont hesitate to call me at (248) XXX XXXX, or send an email to
jlmerlo@oakland.edu.

Sincerely,

Jaime Merlo
6
th
grade Science Teacher
Requested Material Donations

1 pkg white sugar
2 pkg all-purpose
flour
1 cocoa powder
1 baking soda
1 baking powder
1 container salt
2 dozen eggs
Half gallon milk
2 bottles veg. oil
1 bottle vanilla ext.
1 pkg brown sugar

1 bottle blue dish
soap
Honey 80oz
Food coloring kit
Plastic knives 50ct
Clear plastic cups
50ct
Plastic spoons 50ct
Napkins 50ct
1 container Oreo
cookies
10 boxes of
toothpicks
10 cases of clay

10 containers of pipe
cleaners
2 packs chocolate
chip cookies
1 box of straws 500ct
Tin plates 6ct
2 gallon watering can
1 shower curtain
Sponges 4ct
Play sand 50lb bag
Newspapers 10ct
14

Materials Shopping List
Item Amount Location Cost Used By
food chain pictures
class set of
handouts printer n/a Becky
various types of paper in assorted
sizes and colors 40 assorted recycling n/a Becky
scissors class set classroom supplies n/a
Becky &
Kaylyn
markers class set classroom supplies n/a Becky
glue class set classroom supplies n/a
Becky &
Kaylyn
crayon shavings class set classroom supplies n/a Becky
rock samples class set outside ground n/a Becky
water n/a faucet n/a Becky
hand mixers 4
Nutrition and
Foods room n/a Becky
ovens 4
Nutrition and
candle warmers 4 store $23.96 Becky
white sugar 1 package grocery store $2.50 Becky
all-purpose flour 2 package grocery store $5.00
Becky &
Kaylyn
cocoa powder 1 container grocery store $2.00 Becky
baking soda 1 container grocery store $2.50 Becky
baking powder 1 container grocery store $2.50 Becky
salt 1 container grocery store $2.50 Becky
15

eggs 2 dozen grocery store $5.00
Becky &
Kaylyn
milk half gallon grocery store $3.00 Becky
vegetable oil 2 container grocery store $6.00 Becky
vanilla extract 1 bottle grocery store $3.50 Becky
cake pans 4
Nutrition and
mixing bowls 4
Nutrition and
modeling clay 10 cases grocery store $20 Kaylyn
glass beakers 15 classroom supplies n/a Kaylyn
foam ball 1 grocery store $1.00 Kaylyn
construction paper (red, blue, brown,
yellow) 30 of each classroom supplies $5.00 Kaylyn
color pencils assorted classroom supplies n/a Kaylyn
rulers 10 classroom supplies n/a Kaylyn
poster board 34 classroom supplies $34.00 Kaylyn
brown sugar 1 package grocery store $2.30 Kaylyn
marbles 1 package grocery store $1.00 Kaylyn
corn syrup 2 ct. 32 oz grocery store $8.96 Kaylyn
blue dish soap 1 bottle 900 0z grocery store $4.47 Kaylyn
honey 80 oz grocery store $25 Kaylyn
food coloring 1 kit grocery store $3.48
Kaylyn &
Jaime
plastic knives 1 box 50 ct. grocery store $4.48 Kaylyn
clear plastic cups 100 count grocery store $9.12 Kaylyn
16

napkins 1 package 50ct. grocery store $3.48 Kaylyn
skewers 1 package 30ct. grocery store $2.44 Kaylyn
computer/internet class set classroom supplies n/a Val
stopwatches class set classroom supplies n/a Val
calculators class set classroom supplies n/a Val
Oreo cookies 1 container grocery store $5.00 Val
Slinkys 9 grocery store $10 Val
earthquake simulator 1 online $30 Val
toothpicks 10 boxes grocery store $10 Val
popsicle sticks 10 boxes grocery store $10 Val
wooden blocks 10 boxes grocery store $10 Val
Lego 5 containers grocery store $20 Val
pipe cleaners 10 packages grocery store $10 Val
stream table 1 Home Depot $60 John
chocolate chip cookies 2 packages grocery store $7.98 John
tin plates 6 grocery store $7.98 John
straws 1 box 500ct. grocery store $8.49 John
syringes 1 pack 10ct. grocery store $3.45 John
poster board 25 grocery store $12.48 John
2 gallon watering can 1 grocery store $4.98 John
shower curtain 1 grocery store $6.00 John
sponges 4 grocery store $2.20 John
play sand 50 lbs Home Depot $3.69 John
17

pictures of soil
class set of
handouts classroom supplies n/a Jaime
hand lens class set classroom supplies n/a Jaime
glass mason jars 12 grocery store $13.00 Jaime
different types of soil samples n/a Home Depot $20.00 Jaime
newspaper 10 grocery store $15.00 Jaime
plastic spoons 1 box 50 ct. grocery store $3.50 Jaime
sandwich bags 1 box 50 ct. grocery store $2.00 Jaime
plastic containers assorted sizes 20 ct. grocery store $15.00 Jaime
spray bottles 6 grocery store $15.00 Jaime
measuring cup 15
Nutrition and
Foods room n/a Kaylyn
loam 5 pound bag Bordine's Nursery $5.00 Jaime
topsoil 5 pound bag Bordine's Nursery $5.00 Jaime
clay 5 pound bag Bordine's Nursery $5.00 Jaime
chocolate rice krispies 1 box grocery store $3.50 Jaime
gummy worms 1 pound bag grocery store $5.50 Jaime
cheerios 1 box grocery store $3.00 Jaime
marshmallows 1 bag grocery store $2.50 Jaime

Total Cost: $439.98

18

Field Trip

Site / Speaker: Cranbrook Institute of Science

Street Address: 39221 Woodward Avenue

City, State, Zip: Bloomfield Hills, MI 48303-0801

Telephone: 248-645-3200 Web site and/or email: cranbrook.edu

Field Trip Information:

Description:

Cranbrook Institute of Science offers hands-on science experiments, guest speakers, fourteen
permanent exhibits (including Every Rock Has a Story, Ice Ages Come and Go, and Mineral
Study Gallery), and many traveling exhibits (the current exhibit is on dinosaurs).

Objective or Purpose of the Field Trip:

Students will participate in the Earth System Science program
Grades 4-Adult
Compare Earth to the other rocky planets and use spectacular rocks, minerals, and satellite
images to better understand our planet as a system driven by the Sun and internal geothermal
heat. Discover how the aspects of solid Earth processesplate tectonics, volcanism, and rock
weatheringare linked to the atmosphere, oceans, biosphere, and climate system

Students will also visit the Mineral Study Gallery, the Every Rock Has a Story exhibit, and the
Ice Ages exhibit to see examples of different rock types in the Rock Cycle (i.e. gneiss, shale,
etc.) and learn more about how the Ice Age helped form Michigan geography/geology.

Fees: $10 per student, teachers are free, one chaperone per five students is free

Advance Notice Required: yes

Age Group Range / Limits: no (our class is 6
th
grade)

Available Times: Tuesday-Thursday 10-5, Friday 10-10

Group Size Limit: minimum 20 paid attendees

Length of Tour: The Earth System Science program lasts 45 minutes. School begins at 9:00 am
and Cranbrook is 23 minutes away. We will leave the school around 9:30 am, get to Cranbrook
19

around 10 am, take the tour, eat lunch, see the exhibits, and leave at 3:00 pm in order to return to
school for 3:50 pm dismissal.

Guides Available: not available

Dining Facilities: Reflections Cafe serves sandwiches, salads, snacks, and beverages

Restroom Facilities: 2 main sets of restrooms are located on the lower floor, easily accessible
via elevator. They include diaper changing stations.

Adult / Student Ratio Required: 1 chaperone per 5 students (school mandate, not Cranbrook)

Miscellaneous Information / Notes: Cranbrook offers many exhibits that correlate to school
standards and benchmarks. This might make Cranbrook a nice end of the year field trip so that
students may experience other exhibits that tie into past units of study (i.e. the exhibit on the
water cycle or early Americans). Exhibits correlate to other core classes, which would allow for
an interdisciplinary field trip.

GLCEs Addressed During Field Trip:

E.SE.M.4 Rock Formation- Rocks and rock formations bear evidence of the minerals,
materials, temperature/pressure conditions, and forces that created them.
E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and
sedimentary) and demonstrate the similarities and differences using the
rock cycle model.
E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting
in major geological events, such as earthquakes, volcanic
eruptions, and mountain building.
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters
each year.
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting
mantle, and dense metallic core.

20

Earthquake Web Quest

Name: __________________________________

____/42

1. Predict how many earthquakes occurred in the last 24 hours. Explain your thinking.
(2 points)
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Go to: http://earthquake.usgs.gov/
2. After clicking on the map, identify how many earthquakes occurred in the last 24 hours.
(1 point)

_______________________________

On the website, click on Real-Time Earthquake Map

Predict how many earthquakes occurred in each state and then use the map to find out how many
actually occurred. (12 points)
Table 1
California
Prediction
California
Actual
Alaska
Prediction
Alaska
Actual
Japan
Prediction
Japan
Actual
In the Last
Hour

In the Last
Day

21

Go back to: http://earthquake.usgs.gov/
Read Significant Earthquakes in the Last 30 days

Predict a location of a significant earthquake that occurred in the last 30 days. Then find the
actual location, magnitude, and date of the significant earthquake that took place the closest to
your prediction. Repeat two more times. (12 points)
Table 2
Location
Prediction
Actual Location Magnitude of
Earthquake
Date of
Earthquake

Go to: http://earthquake.usgs.gov/earthquakes/?source=sitenav
Read Todays Earthquake Fact and answer:
Circle True or False, if false, please correct it.
1. True or False: The San Andreas Fault is a single continuous fault. (1 point)

2. True or False: The San Andreas fault system is more than 1300 km (800 miles) long, and
in some spots, is as much as 16 km (10 miles) deep. (1 point)

Go to: http://earthquake.usgs.gov/earthquakes/states/michigan/history.php and answer these
questions about earthquakes in Michigan.

1. Has an earthquake ever occurred in Michigan? Give an example of where and when an
earthquake has occurred. (3 points)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. What did the earthquake that occurred on August 9, 1947 damage and what was the exact
location? (2 points)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

22

3. Name three locations and dates of earthquakes that were centered outside of Michigan
but were still felt throughout the state. (3 points)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Go to: http://earthquake.usgs.gov/earthquakes/region.php

1. Select a country or state and write about an earthquake that occurred there. Make sure
to include the date, magnitude, damage done, number of deaths (if any), total
estimated damage, and any other significant facts. (5 points)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

23

Earthquake Web Quest Answer Key

____/42

GLCE-

S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

1. Predict how many earthquakes occurred in the last 24 hours. Explain your thinking. (2
points)
Answers may vary

2. After clicking on the map identify how many earthquakes occurred in the last 24 hours.
Answers may vary depending on day

Table 1
Answers may vary

Table 2
Answers may vary

Circle True or False, if false, please correct it.
1. True or False: The San Andreas Fault is a single continuous fault.
False, the San Andreas is NOT a single continuous fault.

2. True or False: The San Andreas fault system is more than 1300 km (800 miles) long, and
in some spots, is as much as 16 km (10 miles) deep.

1. Has an earthquake ever occurred in Michigan? Give an example of where and when an
earthquake has occurred?
Yes, (answers may vary) August 17, 1877 located in Redford and Greenfield.
2. What did the earthquake that occurred on August 9, 1947 damage and what was the exact
location?
South central Michigan. The earthquake damaged chimneys and cracked plaster
over an area of about 500,000 square miles.
3. Name three locations and dates of earthquakes that have centered outside of Michigan but
were still felt throughout the state.
Answers may vary, but some may be
February 28, 1925 in Quebec, Canada
March 2, 1937 in Western Ohio
March 8. 1937 in Western Ohio
November 9, 1968 in South Central Illinois
24

1. Select a country or state and write about an earthquake that occurred. Make sure to
include the date, magnitude, damage done, number of deaths (if any), total estimated
damage, and any other significant facts.
Answers may vary

25

Teacher Resources

Carson-Dellosa. January 27, 2010. Carson Dellosa Mark Twain Identifying Rocks and Minerals
Bulletin Board Set. Greensboro, North Carolina.

Layers of the Earth. (n.d). Petes Power Station. Retrieved February 21, 2014, from
http://science.pppst.com/layers.html

Scientific in Elementary Education Methods, Concepts, and Inquires. 11
th
Edition. Peters, J.M,
Stout, D.L. Prentice Hall. Earth Science. Tarbuck, Lutgens. Teachers Edition. Peason.

Stoffer, G. (n.d.). Retrieved from
http://vulcan.wr.usgs.gov/LivingWith/VolcanicPast/Notes/igneous_rocks.html

Volcanic Eruptions and Hazards. Science Classroom Resources. PBS Learning Media. (2006).
Retrieved March 19, 2014, from
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.volcanerupt/volcanic-
eruptions-and-hazards/

26

Student Resources

Bailey, J. (2006). The rock factory: A story about the rock cycle. New York, NY: Picture
Window Books.

DNA2Diamonds. December 3, 2009. Make a Diamond from a Lock of Hair.
https://www.youtube.com/watch?v=6aQPIK4sE58

Than, K. (2009). Earthquakes. New York: Children's Press. When the earthquake happening.
(2008, May 25). YouTube. Retrieved February 9, 2014, from
http://www.youtube.com/watch?v=5db_OBEScrY

Science Experiments. National Geographic for Kids. Retrieved March 10, 2014, from
http://kids.nationalgeographic.com/kids/

What Causes Earthquakes?. Discovery Kids. Retrieved March 10, 2014, from
http://kids.discovery.com/tell-me/curiosity-corner/earth/natural-disasters/how-
earthquakes-work

27

Unit Mid-Test

Name______________________
Rocks
_____/22 total
1. Name the 4 soil layers in order starting with the surface layer. (4 points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Please label the rock cycle below. (14 points)

3. What is Mohs scale of hardness? (1 point)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
28

4. Use Mohs scale of hardness below to identify which 2 minerals can be scratched by a
penny. (2 points)

_____________________
_____________________

5. What causes foliation in metamorphic rocks? (1 point)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

29

Unit Mid-Test Answer Key

Rocks
_____/22 total
E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and
sedimentary) and demonstrate the similarities and differences using the rock cycle model.

E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed organic materials from dead
plants, animals, and bacteria. Soils are often found in layers with each having a different
chemical composition and texture.

Key Vocabulary Mohs scale of hardness, igneous rock, sedimentary rock, metamorphic rock,
brittle, foliation, rock cycle, heat, pressure, magma
1. Name the soil layers in order starting with the surface layer. Humus, topsoil, subsoil,
and bedrock.

2. Please label the rock cycle below.

30

3. What is Mohs scale of hardness? The Mohs scale of mineral hardness is a series of 10
minerals used as a standard in determining hardness. The scale consists of 10
(hardest) to 1 (softest). It is used to classify minerals by the ability of harder
materials to scratch softer ones.

4. Use Mohs scale of hardness below to identify which 2 minerals can be scratched by a
penny. Gypsum and talc

5. What causes foliation in metamorphic rocks? Foliation in metamorphic rocks is caused
by the re-alignment of minerals when they are subjected to high pressure and
temperature. The pressure pushes a mineral into columns due to unequal stress.

31

The Dirt on Soil

Teacher: Jaime Merlo
Unit title / Lesson Title/ Grade level: Solid Earth/The Dirt on Soil/6
th
Grade
Benchmarks GLCEs:

E. SE. M.1 Soil- Soil consists of weathered rocks and decomposed organic materials from dead
plants, animals, and bacteria. Soils are often found in layers with each having a different chemical
composition and texture.

E.SE. 06.14 Compare different soil samples based on particle size and texture.
S.IP. M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to
problems through reasoning and observation.
S.IP.06.13 Use tools and equipment (meter sticks, hand lens) appropriate to scientific investigations.
S.IA.06.13 Communicate and defend findings of observations and investigating using evidence.
S.RS.06.15 Demonstrates scientific concepts through various illustrations, performances, models, exhibits,
and activities.
Lesson objectives:

E. SE. 06.14~SWBAT: Recognize and compare different types of soil samples.
E. SE. 06.14~SWBAT: Define key terms related to soil.
E. SE. 06.14~SWBAT: Recognize the major components of soil and list the major factors in soil formation.
S.IP.06.13~ SWBAT: Conduct research on soil using a hand lens.
S.IP.06.13~ SWBAT: Chart results collected during lab experiment and research.
S.IA.06.13~ SWBAT: Demonstrate ways in which humans can control soil erosion through illustrated
poster.
S.IA.06.13~ SWBAT: Report to the class orally their research findings on their evaluations of different
types of soil.
S.RS.06.15~SWBAT: Create erosion models using the Stream table.
Materials: Sifters, Different types of soil samples, pictures of soil, newspaper, spoons, hand lens for each
student, sandwich bags, glass jars with caps, water, plastic containers, spray bottles, food coloring,
marshmallows, cheerios, chocolate rice krispies, mini M&Ms, gummy worms.

Vocabulary: Bedrock, clay, silt, sand, subsoil, topsoil
Time needed: 1 weeks
ENGAGEMENT:
Before the unit begins, teacher will create sections near the school where different students will
collect soil to be used for planting a seed. Aside from gathering soil samples from different areas, all
32

other factors of plant care should remain the same across the class. Students will care for their plants
in the weeks leading up to the Soil unit. Students will record data about their plants for Math.
Ask students to compare and contrast their plant growth results. Ask class what factors might have
influenced plant growth. Since all other factors of care should be as similar as possible, students
should eventually hit on the fact that they used soil from different areas.
Ask students why soil from different areas would make a difference. Is the soil the same?
Take students back to their initial collection sites to collect another sample. Using sifters of various
sizes sort soil sample into smaller and smaller pieces. Using hand lenses, students investigate various
materials in their samples and record results in their journals. They may find fossils, seeds, bugs,
pebbles, several sizes of particles, pieces of vegetation, etc.
Students will then take a second sample and mix it with a cup of water. After waiting a full day, the
soil should settle into layers. Students can then record findings. This activity should be left sitting for
the teacher to revisit later in the unit.
Discuss findings
Watch sections of Bill Nye the Science Guy: Rocks and Soil video found at
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7925
EXPLORATION:
Ask students questions: What type of soil is at your desk? Squeeze some between your fingers. Is it
crumbly? Is it sticky?
A soils texture depends on the size of its particles. Soil samples set up around the room, students
asked to move around the room and touch the different soil types to note the differences
Give students several sample soil textures and have them use the diagram to identify the
corresponding soil type.
Spread newspaper on a table or desk. Put a white sheet of paper on top. Pour some soil from one bag
onto the white paper. What is the color of the soil? Spread out the soil with a spoon. Use a hand lens
in order to better observe the soil. Feel the soil between your fingers. Rough soil has more large sized
rock bits or particles than smooth soil. Use a hand lens. Can you find three sizes of rock particles?
Which size makes up most rock particles in your sample?
For a homework project each student will take home their samples of soil and compare it with soil
samples found in their neighborhood. (parks, backyard, school grounds)
EXPLANATION:
Read Jump Into Science: Dirt by Steve The Dirtmeister Tomecek and Dirt: The Scoop on Soil
by Natalie M. Rosinski
Discuss how soil comes in the forms of clay, silt, sand, and gravel, mixed in with organic material
like pieces of leaves and dead grass. Direct students to look at their dirt samples mixed with water.
They should now be able to see that sand particles and pebbles, being the biggest, make up the layer
at the bottom of their cup. Silt, being smaller and lighter than sand, are above that. If you have a lot
of clay, there may be heavy clay lumps at the bottom of the cup. The water is discolored due to
soluble plant material. Floating at the top may be other organic material.
Discuss how soil forms into layers called bedrock, subsoil, topsoil, and humus. To help remember
this, students will add marshmallows to a cup as the bedrock, cheerios as the subsoil, chocolate rice
crispies for the topsoil, and mix in mini M&Ms for the humus. Top it off with gummy worms for
fun.
33

Have students visit and read the information on the following website:
http://www.childrenoftheearth.org/soil-facts-for-kids/soil-facts-for-kids-11.htm
ELABORATION:
Using the Stream table, food coloring will be mixed into clay, silt, sand, and gravel. Using barriers
for trees, grass, houses, etc., students will design experiments to test such variables as whether clay
or sand erodes more or whether sand or gravel is more water permeable. Students will record all data
to share orally with the class using a poster board to chart their findings.
EVALUATION:
E.SE.06.14~SWBAT: Recognize and compare different types of soil samples.
Evaluation: Students will make a table summarizing the soil types discussed. Tables should include
characteristics of each soil type.
E.SE.06.14~SWBAT: Define key terms related to soil.
Evaluation: Students will draw a picture of the layers of soil and label it.
E.SE.06.14~SWBAT: Recognize the major components of soil and list the major factors in soil formation.
Evaluation: Soil Quiz
S.IP.06.13~SWBAT: Conduct research on soil using a hand lens.
Evaluation: Teacher observation
S.IP.06.13~SWBAT: Chart results collected during lab experiment and research.
Evaluation: Teacher will grade according to rubric.
S.IA.06.13~SWBAT: Demonstrate how human activities affect the rate of soil erosion.
Evaluation: Students will create a poster to demonstrate how humans can affect soil erosion and share it
with the class.
S.IA.06.13~SWBAT: Report to the class orally their research findings on their evaluations of different types
of soil.
Evaluation: Teacher will determine if oral report shows knowledge of the subject. Students will complete
exit slips to be turned in at the end of class showing what they learned from each students oral report.
S.RS.06.15~SWBAT: Create models of erosion using the Earth
Evaluation: Class discussion and participation through teacher observation.
34

Rubric for Picture of Layers of Soil

0 POINTS 3 POINTS 5 POINTS
PRESENTATION Drawing has no color
or shows little effort.
Drawing has some
color
Perfect drawing. Used
color and creativity.
Portrayal and
knowledge of Soil
Layers
Missing 2 or more
terms. Drawing is not
accurate. Does not
show knowledge of
soil.
Missing 1-2 terms.
Picture missing part
of drawing.
All terms correctly
labeled. Accurate
picture.

35

Exit Slips
(Oral Report to the Class)

Name of student reporting:__________________________

Explain their discussion in your own
words_________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name one new thing you learned from this student's oral
report:________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

36

Rubric for Illustrated Poster

0 Points 2 Points 3 Points 5 Points
Poster is Messy, No
color, Mistakes
Poster is neat, 1-2
mistakes
Poster is neat, no
mistakes, has color
Poster looks great,
colorful, pleasing to
the eye and has
information.
Did not identify any
knowledge
Poster is missing some
information
Poster doesnt give
all information
Poster shows very
good portrayal of soil
erosion
No captions,
incomplete or missing
information
Captions are there but
do not show
understanding of
picture
Captions could be
more detailed
Great captions, clearly
show what is being
observed
Poster is not shared. Poster is shown with no
discussion
Poster is shared
but a lot of detail
is missing
Great presentation of
poster

37

Name_________________________________

Short Answer Quiz Soil

1. Humus is a source of ___________________________, and it increases soil's ability
to__________________________.

2. True or false: Soil has four major components: mineral matter, humus, water and
air_______.

3. ________________ weathering happens when different parts of a rock mass weather at
different rates.

38

Short Answer Quiz Answer Key
1. Plant Nutrients, retain water
2. True
3. Chemical

39

Erosion and Deposition

Teacher: John Chesley
Unit title / Lesson Title/ Grade level: Solid Earth/Erosion and Deposition/6
th
Grade
Benchmarks GLCEs:

E.SE.06.12: Explain how waves, wind, water, & glacier movement shape & reduce the land surface of the
Earth by eroding rock in some areas, & depositing sediments in other areas.
S.IP.06.12: Design and conduct scientific investigations.
S.IA.06.13: Communicate and defend findings of observations and investigations using evidence.
S.IA.06.14: Draw conclusions from sets of data from multiple trials of a scientific investigation.
S.RS.06.15: Demonstrate scientific concepts through various illustrations, performances, models, exhibits,
and activities.
ART.M.II.6.4: Compose short pieces to communicate ideas and/ or stories (music integration).
Lesson objectives:

E.SE.06.12- SWBAT: Describe how various forces of nature weather and erode the Earths surface.
E.SE.06.12- SWBAT: Explain where eroded material goes and in what form.
S.IP.06.12- SWBAT: Conduct experiments that test variables, and confirm or deny hypotheses.
S.IA.06.13- SWBAT: Write a lab report that describes their experiment, findings, and conclusion.
S.IA.06.13- SWBAT: Verbally explain their experiment and findings to the class.
S.IA.06.14- SWBAT: Draw conclusions based on confirming or denying hypotheses through
experimentation.
SRS.06.15- SWBAT: Describe or model knowledge of scientific concepts using illustrations, performances,
and activities.
ART.M.II.6.4- SWBAT: Create a song with terminology and content about erosion to the beat of a song of
their choosing.
Materials: Chocolate chip cookies, stream table, tin plates, straws, syringes, access to internet, large ice
cubes, poster board, materials brought from home

Vocabulary: Erosion, weathering, deposition, chemical change, mechanical change, wind, water, glaciers,
sediment, silt, oxidation
ENGAGEMENT:
Ask the class if they know what erosion is.
Take students on a walk outside the school building and ask them to observe and record where the
soil is worn away or seems to have collected. Before going on the walk have them hypothesize what
soil and the signs that soil has worn away or built up? (Suggested answers may include: erosion -
puddles, hollowed out areas, areas that dip or are lower that the surrounding area; deposition -
40

mounds of dirt, collection of soil or other materials in a certain spot, etc.) Upon returning to the
classroom make a list of the sites where soil was worn away or collected.
Jeopardy (jeopardylabs.com/play/erosion-weathering-deposition)
Teams are the same as the cookie activity
EXPLORATION:
Cookie activity: Have students organize in small groups and explore different types of erosion by using
chocolate chip cookies to show the following:
-Wind: crumble a few cookies and put the crumbs (large and small) in a wide bowl or plate. Using a
straw, GENTLY blow on the crumbs to show how wind can cause changes to the landscape.
-Water: put those same crumbs in a pile and VERY slowly pour water over it. Students will see the
impact water can have on our Earth as it relates to erosion. Students will observe how water carries away
sediment.
-Glacier movement: crush a few more cookies into the bowl/ plate and slowly slide a large ice cube
over the pile. Students will see how moving ice can change the landscape.
-Human causes: use a few whole cookies to create a retaining wall for the crumbles, showing how
we can slow erosion. Have students eat a cookie to demonstrate how we can cause faster erosion.

Assign lab report for the cookie activity that includes illustrative and written observations and conclusions.
Cover page with title
State what question(s) are being answered for each type of erosion being tested
Hypotheses for each type of erosion being tested
Materials list
Procedure (written as list or paragraph, and includes a sketch of the experiment)
Results of each type of erosion that was tested
Conclusion statement (what was learned)

Follow up focus questions:
How do you suppose your results would be different if we used different kinds of cookies?
How can you relate the crumbled cookies to real landforms?
If we had piles of whole cookies would your results be different?
Once a landform has eroded, can it be rebuilt?
How could you recreate this activity on a larger scale?
EXPLANATION:
Ask students what they know about erosion
Ask them if rocks can really be worn down by things like water and wind.
Discuss specific examples of different types of erosion
Grand Canyon
Niagara Falls
Walking paths on grass
Desert rocks
Great Lakes (origin of lakes and coastline)
Student contributions
Watch Grand Canyon erosion video (http://www.youtube.com/watch?v=A6JcJqRPD_8)
Erosion before and after pictures
41

Ask students to define in their own words terminology related to erosion
Clear up misconceptions based on class discussions (what they know and defining terms in their own
words).
Show the class a Bill Nye erosion video (http://www.youtube.com/watch?v=Xdg1lpQfLbo)
Class discussion about different types of erosion. Different types may include: wind, water, ice (glaciers
& freezing/ melting in winter), human intervention (positive & negative), and plants.
Anton Anderson Memorial Tunnel pictures
http://dot.alaska.gov/creg/whittiertunnel/photos.shtml
Read Niagara Falls erosion handout: http://www.niagarafallsinfo.com/history-
item.php?entry_id=1268&current_category_id=152
Students complete writing assignment that reflects on Niagara Falls reading.
Possible questions to ask:
Can you make a prediction on what will happen to Niagara Falls in the future?
How long do you think erosion takes?
Does the type of rock or soil make a difference?
We can observe the falls moving backwards, have you ever noticed something erode around you?
Can we slow erosion down?
Explain how a stream table works
ELABORATION:
Ask the class to predict how they could use a stream table to test erosion, and what they would want to test.
Students may wish to research the impact of temperature, types of liquid, soil material, etc.
Group experiment and research activity:
Group project testing a variable that may affect erosion on a stream table that they will build. Students
will test a variable and describe the science behind it. Project must include the scientific process and/
or inquiry. The project must show erosion actually happening and students must detail their
experiments and findings in a lab report. The lab report must include:
Title
Statement of the Problem (what questions are you answering)
Hypothesis
Materials
Procedure (includes sketch)
Results
Conclusions

Each group will display their project in class and teach us what theyve learned.
EVALUATION:
E.SE.06.12
Explain how waves, wind, water, & glacier movement shape & reduce the land surface of the Earth by
eroding rock in some areas, & depositing sediments in other areas.
E.SE- SWBAT: describe how various forces of nature contribute to erosion.
o Evaluation: 1-2 page essay about the weathering, erosion, and deposition process.
E.SE- SWBAT: explain where eroded material goes and in what form.
o Evaluation: 1-2 page essay about the weathering, erosion, and deposition process.
S.IP- SWBAT: conduct experiments that test variables, and confirm or deny hypotheses.
42

o Evaluation: Cookie Activity lab write-up.
S.IP- SWBAT: conduct experiments that test variables, and confirm or deny hypotheses.
o Evaluation: Stream table experiment write-up.
S.IA.06.13- SWBAT: write a lab report that describes their experiment, findings, and conclusion.
o Evaluation: Completion of lab report per the example given for the Cookie Activity and
Stream Table experiment.
S.IA.06.13- SWBAT: verbally explain their experiment and findings to the class.
o Evaluation: Stream table experiment presentation includes detailed description and correct
terminology.
S.IA.06.14- SWBAT: draw conclusions based on confirming or denying hypotheses through
experimentation.
o Evaluation: Conclusion and results from stream table experiment.
S.RS.06.15- SWBAT: describe or model knowledge of scientific concepts using illustrations,
performances, and activities.
o Evaluation: Write a song about erosion using the learned terminology and concepts. Song
must be to the beat of a song they know. This will be performed either in front of the class or
recorded/ video taped.
SRS.06.15- SWBAT: describe or model knowledge of scientific concepts using illustrations,
o Evaluation: Have students complete Venn Diagram and comparison chart on erosion caused
by waves, wind, water, and glaciers. Students will complete this on a large poster board
(Venn on one side, comparison on the other).
SRS.06.15- SWBAT: describe or model knowledge of scientific concepts using illustrations,
o Evaluation: Niagara Falls writing reflection
ART- SWBAT: create a song with terminology and content about erosion to the beat of a song of
their choosing.
Evaluation: Write a song about erosion using the learned terminology and concepts. Song must be to the
beat of a song they know. This will be performed either in front of the class or recorded/ video taped.
43

Cookie Activity Lab Report Rubric- 40 points:

Points are awarded accordingly for each section of the lab report:

Cover page with title. 3 points
State what question(s) are being answered for each type of erosion being tested. 5 points
Hypotheses for each type of erosion being tested. 5 points
Materials list. 5 points
Procedure (written as list or paragraph, and includes a sketch of the experiment) 10 points
Results of each type of erosion that was tested. 6 points
Conclusion statement (what was learned). 6 points

1-2 Page Essay Rubric (50 points):

50 points: Explains weathering, erosion, and deposition with correct terminology.

40 points: Includes weathering, erosion, and deposition, but is missing or has incorrect
terminology.

30 points: Missing one of three concepts of weathering, erosion, and deposition, and has
incorrect terminology.

0 points: Missing more than one of the three main concepts and has incorrect terminology.

44

Comparison Chart Rubric- 12 points:

4
(N/A)
3
(N/A)
2
(N/A)
1
(N/A)
Chart Requirements
A comparison of the
roles of men, women,
and children in the
two First Nations.
4

The chart includes all
required elements of
the project and
includes a clear,
strong comparison.
Goes beyond what
was expected.
3

The chart meets most
of the required
elements and includes
a good comparison.
2

The chart includes
some of the required
elements. There is not
enough information
presented.
1

The chart is lacking in
elements required and
in resources used.
There are many gaps in
the information
presented.
Work quality/effort 4

The work done
exceeds all
expectations and
shows that the
learners are proud of
their work.
3

The work was done
with good effort that
shows what the
learners are capable
of. It is evident that
time was put into this
poster.
2

Work is done with
fair effort, but the
quality is still not
what the learners are
capable of. It is
evident that the work
was rushed.
1

Work is done with little
effort, quality is not
capable of. It is evident
that the work was
rushed and little time
was spent on the final
product. Work is
incomplete.
Visual Presentation 4

The chart has an
element of creativity
and style. It is well
labeled and presented
in a clear and concise
manner.
3

The chart is well
labeled, and is
presented in a clear
and concise manner.
2

The chart is presented
in a satisfactory
manner. Not all parts
are clear.
1

The chart lacks a clear
presentation and there
are several errors.

45

Stream Table Lab Rubric- 100 points:

It is the teachers discretion to award point values between what is listed if warranted.

Experiment (50 points):
50 points: variable tested was thought provoking and an occurrence that can be seen in the
natural world. The experiment was done exceptionally well.
40 points: variable tested was acceptable and the experiment was done at a satisfactory level.
There is room for improvement but overall a satisfactory project.
25 points: variable tested was not acceptable and/or not something to be seen in the natural
world. The experiment appeared to be not planned out and below average.
0 points: no experiment was done.

Lab Report (35 points):
35 points: the report included all of the required points and were done exceptionally well.
Each section was detailed, and scientific terms were present throughout the report.
25 points: the report missed some of the required sections and/or details were missing. The
writing lacked scientific terms and sections were out of order.
0 points: lab report was either not done, or was unreadable. Writing didnt make sense, missed
multiple sections, and showed no effort.

Presentation (15 points):
15 points: the group clearly explained their project and all aspects of the experiment. They
included how they reached their conclusion and defended their results. Each group member
participated in the presentation.
10 points: the group explained their project but could have been clearer about how they
reached their results, if they had to change their hypothesis, defending their results, etc. Not all
group members participated in the presentation.
5 points: the presentation seemed unorganized and did not explain various aspects of what was
done. Multiple students did not participate and there is much room for improvement.

46

Lab Report Guidelines & Format

Question: What is this experiment about? What are you trying you discover? The question you
write in this section must be specific, focusing on an exact idea. This part of the report is often
called the Purpose.

Hypothesis: This is where you make a statement saying what you think will be the result of your
experiment. This is an educated guess based on what you already know. This also needs to be
specific and exact. Your experiment will test the hypothesis to see if it is true (proven) or not.
Your hypothesis must be testable.

Materials: List the items you use for the experiment, including the product names. Be specific in
the amounts needed and used, as this may affect the outcome of the experiment.

Procedure: This is like the directions of a recipe; it is a step by step of how to do the
experiment. Someone completely unfamiliar with the subject should be able to read the
procedure and be able to repeat the experiment. Everything should be kept the same each time
the experiment is done. This is called controlling the variable

Results Observations and Data: You need to record all observations that you make during
the experiment. This should be detailed descriptions of what you saw happening during the
experiment. You do not tell why you think something happened, just what you observed.
Changes and patterns should also be recorded. Data is the numerical result of your experiment.
This is often shown in a graph or chart to make the information clearer.

Conclusion: What did you discover? This is the answer to the original question. This is where
you tell if you hypothesis was correct or not and WHY you have come to that conclusion. Your
answer must be based on the results of the experiment, not on your opinion or what you may
have wanted or expected to happen. You cannot just repeat your results, but you use them to
explain what happened and what you have discovered. Tell about something that you learned by
doing the lab. Talk about any possible mistakes that could have been made. Does this experiment
lead you to any other questions?

47

This is a sample page of how a lab report should be set up. You will need more or less space
depending on your experiment. Do not use this page to hand in.

Question (Purpose):

Hypothesis:

Materials:

etc.

Procedure:
1.
2.
3.
4.
5.
etc.

Results:
Observations:

Data:

Conclusion:

40 points: Includes weathering, erosion, and deposition, but is missing or has incorrect
terminology.

30 points: Missing one of three concepts of weathering, erosion, and deposition, and has
incorrect terminology.

0 points: Missing more than one of the three main concepts and has incorrect terminology.

48

Comparison Chart Rubric- 12 points:

4
(N/A)
3
(N/A)
2
(N/A)
1
(N/A)
Chart Requirements
A comparison of the
roles of men, women,
and children in the
two First Nations.
4

The chart includes all
required elements of
the project and
includes a clear,
strong comparison.
Goes beyond what
was expected.
3

The chart meets most
of the required
elements and includes
a good comparison.
2

The chart includes
some of the required
elements. There is not
enough information
presented.
1

The chart is lacking in
elements required and
in resources used.
There are many gaps in
the information
presented.
Work quality/effort 4

The work done
exceeds all
expectations and
shows that the
learners are proud of
their work.
3

The work was done
with good effort that
shows what the
learners are capable
of. It is evident that
time was put into this
poster.
2

Work is done with
fair effort, but the
quality is still not
capable of. It is
evident that the work
was rushed.
1

Work is done with little
effort, quality is not
capable of. It is evident
that the work was
rushed and little time
was spent on the final
product. Work is
incomplete.
Visual Presentation 4

The chart has an
element of creativity
and style. It is well
labeled and presented
in a clear and concise
manner.
3

The chart is well
labeled, and is
presented in a clear
and concise manner.
2

The chart is presented
in a satisfactory
manner. Not all parts
are clear.
1

The chart lacks a clear
presentation and there
are several errors.

49

Stream Table Lab Rubric- 100 points:

It is the teachers discretion to award point values between what is listed if warranted.

Experiment (50 points):
50 points: variable tested was thought provoking and an occurrence that can be seen in the
natural world. The experiment was done exceptionally well.
40 points: variable tested was acceptable and the experiment was done at a satisfactory level.
There is room for improvement but overall a satisfactory project.
25 points: variable tested was not acceptable and/or not something to be seen in the natural
world. The experiment appeared to be not planned out and below average.
0 points: no experiment was done.

Lab Report (35 points):
35 points: the report included all of the required points and were done exceptionally well.
Each section was detailed, and scientific terms were present throughout the report.
25 points: the report missed some of the required sections and/or details were missing. The
writing lacked scientific terms and sections were out of order.
0 points: lab report was either not done, or was unreadable. Writing didnt make sense, missed
multiple sections, and showed no effort.

Presentation (15 points):
15 points: the group clearly explained their project and all aspects of the experiment. They
included how they reached their conclusion and defended their results. Each group member
participated in the presentation.
10 points: the group explained their project but could have been clearer about how they
reached their results, if they had to change their hypothesis, defending their results, etc. Not all
group members participated in the presentation.
5 points: the presentation seemed unorganized and did not explain various aspects of what was
done. Multiple students did not participate and there is much room for improvement.

50

Lab Report Guidelines & Format

Question: What is this experiment about? What are you trying you discover? The question you
write in this section must be specific, focusing on an exact idea. This part of the report is often
called the Purpose.

Hypothesis: This is where you make a statement saying what you think will be the result of your
experiment. This is an educated guess based on what you already know. This also needs to be
specific and exact. Your experiment will test the hypothesis to see if it is true (proven) or not.
Your hypothesis must be testable.

Materials: List the items you use for the experiment, including the product names. Be specific in
the amounts needed and used, as this may affect the outcome of the experiment.

Procedure: This is like the directions of a recipe; it is a step by step of how to do the
experiment. Someone completely unfamiliar with the subject should be able to read the
procedure and be able to repeat the experiment. Everything should be kept the same each time
the experiment is done. This is called controlling the variable

Results Observations and Data: You need to record all observations that you make during
the experiment. This should be detailed descriptions of what you saw happening during the
experiment. You do not tell why you think something happened, just what you observed.
Changes and patterns should also be recorded. Data is the numerical result of your experiment.
This is often shown in a graph or chart to make the information clearer.

Conclusion: What did you discover? This is the answer to the original question. This is where
you tell if you hypothesis was correct or not and WHY you have come to that conclusion. Your
answer must be based on the results of the experiment, not on your opinion or what you may
have wanted or expected to happen. You cannot just repeat your results, but you use them to
explain what happened and what you have discovered. Tell about something that you learned by
doing the lab. Talk about any possible mistakes that could have been made. Does this experiment
lead you to any other questions?

51

This is a sample page of how a lab report should be set up. You will need more or less space
depending on your experiment. Do not use this page to hand in.

Question (Purpose):

Hypothesis:

Materials:

etc.

Procedure:
1.
2.
3.
4.
5.
etc.

Results:
Observations:

Data:

Conclusion:

52

Rock and Roll

Teacher: Becky Lowe
Unit title / Lesson Title/ Grade level: Solid Earth/Rock and Roll/6
th
Grade
Benchmarks GLCEs:
E.SE.06.41: Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary)
and demonstrate the similarities and differences using the rock cycle model.
S.IP.06.12: Design and conduct scientific investigations.
S.IP.06.15: Construct graphs from data and observations.
S.IA.06.11: Analyze information from data tables and graphs to answer scientific questions.
S.RS.06.15: Demonstrate scientific concepts through various illustrations, performances, models, exhibits,
and activities.
Lesson objectives:

E.SE.06.41~SWBAT: compare and contrast the formation of rock types (igneous, metamorphic,
sedimentary).
E.SE.06.41~SWBAT: demonstrate the similarities and differences between rock types using the rock cycle.
S.IP.06.12~SWBAT: design a scientific investigation to analyze students selected research question.
S.IP.06.15~SWBAT: chart/graph results collected during experimentation and research.
S.IA.06.11~SWBAT: describe the features of rock types based on experimentation data.
S.RS.06.15~SWBAT: demonstrate scientific concepts through models of the 3 rock types
Materials: class set of food chain pictures, class set of papers cut into different sizes and colors and other
common classroom items such as scissors and glue and markers, crayon shavings, sample of each type of
rock, class set of candle warmers, ingredients to make 4 chocolate cakes (8 cups white sugar, 7 cups all-
purpose flour, 3 cup unsweetened cocoa powder, 6 teaspoons baking soda, 6 teaspoons baking powder, 4
teaspoon salt, 8 eggs, 4 cup milk, 2 cup vegetable oil,8 teaspoons vanilla extract, 4 cup boiling water), 4
mixer, 4 oven, 4 cake pan, 4 mixing bowl

Vocabulary: Brittleness, hardness, Mohs hardness scale, igneous, metamorphic, sedimentary, rock cycle,
sediments, foliation, heat, pressure, magma
ENGAGEMENT:
Provide students with pictures representing the elements of a food chain (a concept previously
studied during the school year) and ask students to make a life cycle (including decomposition). Ask
53

students how nonliving things fit into the life cycle. Tell students that we will learn how rocks have
their own cycle.
Provide students with pieces of paper in different shapes and sizes, as well as other common
classroom items such as scissors, glue, markers, etc. Ask students to create a classification system.
Share with the class. Discuss how rocks can be classified based on their characteristics to figure out
where they are in the rock cycle.
In groups of six, students use the home room to bake a chocolate cake from scratch. They are asked
to observe the dry ingredient stage, the mixed ingredient stage, and the final baked product. Students
are asked at each stage whether or not they can see individual ingredients and what processes took
place to change the ingredients at each stage.
Provide rock samples and ask students to use their senses to identify features. Create a chart of class
observations. Show YouTube video Make a diamond from a lock of hair
https://www.youtube.com/watch?v=6aQPIK4sE58
Questions to Ask: How were these rocks formed? Why do they have these features?
Students have previously learned about erosion and sediments. Discuss how sediments break off one
type of rock (sedimentary rock). Students will most likely be able to infer that the rock type is called
sedimentary and begin to figure out the formation process.
Ask students Can you make a model of each rock type and figure out how they are formed?
EXPLORATION:
Students are given loose crayon shavings on a piece of aluminum foil or wax paper. Students are
directed to experiment to see if they can create something that looks similar to the rock samples.
They should discover that loosely pressing the crayon shavings makes a sedimentary rock, pressure
and heat create a metamorphic rock, and heat creates an igneous rock.
Students will begin with the loose crayon shavings and will be asked How can we make this look
like our rock sample #1 (sedimentary)? Students should discover that lightly compacting the crayon
shavings creates something similar to a sedimentary rock. Possible Focus Questions: We know
sediments are pieces broken off of rocks by weathering and erosion. What do you think happens to
those sediments to turn them into a sedimentary rock? In our sedimentary rock, the particles are very
large. How could we make them smaller?
Students will then be asked How can we make our sedimentary rock look like our rock sample #2
(metamorphic)? Students should discover that using the candle warmers and a weight on top (a
textbook works) will create a metamorphic rock model. Possible Focus Questions: What do the
sediments look like? What do you think could have caused them to change?
Students will then be asked How can we make our rock model look like rock sample #3 (igneous)?
Students should clearly understand after the previous step that taking away the pressure and using
just the heat from the candle warmer will create an igneous rock model. Possible Focus Questions:
What are the differences between rock sample number 2 and 3? What do you think accounts for the
difference? What could we do to replicate that?
Students will be asked How could we make our rock model #3 look like rock #1 again? Students
should articulate that crumbling the model or breaking off pieces to simulate erosion and weathering
would return the model into its sedimentary form. Possible Focus Questions: How did we form the
rock model #1 the first time? Where did those pieces or sediments come from? Can you show me
those processes with this model?
54

Further Focus Questions: What similarities and differences can you notice between our crayon rocks
and the real rocks they represent? How does this activity relate to our cake activity?
EXPLANATION:
Teacher reads The Rock Factory: A Story About the Rock Cycle (Science Works) by Jacqui
Bailey, Illustrated by Matthew Lilly
Teacher introduces image of the rock cycle with missing labels on the board. With class input, the
teacher then fills out the diagram as students follow along.
Questions to Ask: 1.How did the sedimentary crayon rock become a metamorphic crayon rock? What
real world process would that represent (pressure and heat inside the earth)? 2. How did the
metamorphic crayon rock become an igneous crayon rock? What real world process would that
represent (heat i.e. volcanic rock)? 3. Could an igneous or metamorphic rock become a sedimentary
rock (yes)? How (erosion and weathering)? Can igneous rock change directly into metamorphic rock
(yes)?
Key Vocabulary: Igneous, Metamorphic, Sedimentary, Mohs hardness scale, brittle, sediments,
foliation, rock cycle, heat, pressure, magma
Teacher shows video at http://video.mit.edu/watch/rock-cycle-13017/. The video gives another
explanation of the rock cycle and a jelly bean demonstration to illustrate.
Students will read about Mohs hardness scale in their textbook.
Students create a Venn Diagram comparing and contrasting the three types of rock.
ELABORATION:
Students will design experiments using real rocks. Possible Independent Variables students may wish
to investigate: 1. Brittleness of igneous vs. metamorphic rock-Dependent variable is force. This can
be quantitatively measured by building a machine that can drop a weight from a certain height,
making the force consistent. 2. Melting temperature of igneous vs. sedimentary vs. metamorphic (this
can be tested with a welding torch from auto shop. Welding torch temperature far exceeds the
melting point of metamorphic and igneous rock and the temperature of the welding torch can be
adjusted)-Dependent variable is temperature 3. Room temperature cooling vs. low temperature
cooling in igneous rocks-Dependent variable is the amount of crystal formations in grams in the
metamorphic rock 4. Will a big rock or a small rock melt faster?-Dependent variable is time 5.
Which rock type is more prevalent in our area? Sedimentary, igneous, or metamorphic? Dependent
variable is amount 6. Which rock type is stronger (i.e. think Mohs hardness scale)? Igneous,
metamorphic, or sedimentary?-Dependent variable is whole number on scratch test
Vocabulary: Brittle and hardness (as applies to Mohs hardness scale). This will connect to students
observations as terminology to differentiate two observable phenomena of the rock types.
Students will be asked about how artificial gemstones might be created and how they are used
(jewelry, abrasives, cover openings in lasers and x-rays, heat sinks, micro-bearings, engravings,
drills, saw blades, etc.). They will also learn about how this would apply to building materials.
EVALUATION:
E.SE.06.41~SWBAT: Compare and contrast the formation of rock types (igneous, metamorphic,
sedimentary).
Evaluation: Students will fill out a rock cycle Venn Diagram (summative)
55

E.SE.06.41~SWBAT: Demonstrate the similarities and differences between rock types using the rock cycle.
Evaluation: Students will fill out a Venn Diagram describing the rock types. (formative)
S.IP.06.12~SWBAT: Design a scientific investigation to analyze students selected research question.
Evaluation: Teacher will evaluate the lab write up for appropriate elements including problem, research,
independent variable, dependent variable, constant variables, data analysis, and conclusion. (formative and
summative)
S.IP.06.15~SWBAT: Graph results collected during experimentation and research.
Evaluation: Individual graphs of experiment results (using 5 critical elements of a graph). Students will
present graphs to the class as part of their experiment presentation. (formative and summative)
S.IA.06.11~SWBAT: Describe the features of rock types based on experimentation data.
Evaluation: Students will add their experiment results to the class graphic organizer describing the rock
types. (formative)
S.RS.06.15~SWBAT: Demonstrate scientific concepts through models of the 3 rock types
Evaluation: Teacher will assess knowledge of weathering and erosion, as well as heat and pressure through
student explanations of the processes involved in creating their models and what real-life process this
mimics. (formative)
56

Food Chain Hook Activity Pictures

57

Bake a Cake Observation Form

Ingredients Stage What Do You Observe? Can
you see the individual
ingredients?
What process or reaction took
place to change the ingredients?
Dry Ingredient Stage

Wet Ingredient Stage (after
using mixer)

Baked Cake Stage

58

Bake a Cake Observation Form Answer Key

Ingredients Stage What Do You Observe? Can
you see the individual
ingredients?
What process or reaction took
place to change the ingredients?
Dry Ingredient Stage Yes, you can see individual
ingredients. (Teacher would
direct adding of ingredients so
that students could also see
layers) If you had a lot of time,
you could maybe sort out the
sugar, flour, and baking soda.
Dropping ingredients in together
Wet Ingredient Stage (after
using mixer)
Particles are all mixed up.
Ingredients stick together.
Mushing together/pressure
Baked Cake Stage No ingredients visible. Has
solid mass.
Heat

59

Student Rock Cycle Graphic Organizer

60

Teacher Rock Cycle Graphic Organizer

61

Sample Class Created Graphic Organizer
Sedimentary Rock Igneous Rock Metamorphic Rock
Formed by minerals and
particles sticking together

Sediments are formed by
weathering and erosion

Often have layers, called
strata

Often has grainy, rough
appearance or texture

Generally considered a soft
rock

Often have fossils

May react with acid

May have mud cracks, worm
burrows, raindrop
impressions

formed through heating and
cooling (i.e. volcanoes)

may form with crystals and
gas bubbles

Intrusive igneous is course
grained. Extrusive igneous
are fine grained.

May float

Generally considered a hard
rock

May be shiny and smooth,
like glass

Normally contain no fossils

Rarely reacts with acid

Usually has no layering
Formed by heat and pressure
deep within the earth

Often has appearance of
banding or stripes

Can be brittle along lines (i.e.
rock is foliated such as slate)

Can be fine or course grained

Unlike sedimentary rock,
when broken it will break
across the grains instead of
shattering into individual
grains

Rarely has fossils

May be shiny

Very dense

Generally considered a hard
rock

62

63

64

Lab Report Rubric

__/5 Problem Clearly Identified
__10 Research is on topic and from reliable sources. There are at least three different sources.
__/5 Independent variables are clearly listed.
__/5 Dependent variable is clearly identified.
__/5 Constant variables are identified.
__/25 Data is clearly presented in graphs following the 5 critical elements of a graph.
__/5 Data is summarized in order to draw conclusions
__/10 Conclusion follows data, discusses applications or real world connections, and explains whether
hypothesis is rejected or accepted based on the data.
__/70 Points Possible

5 Critical Elements of Graphs Rubric
Remember TAILS!
__/5 Title-What is your graph called?
__/5 Axis Labels
__/5 Increments-Are you measuring in tens, twenties, hundreds?
__/5 Labels-What are you measuring on your x axis and your y axis?
__/5 Spacing-Does your graph have equal spacing?

65

Teacher Venn Diagram Rubric

__/2 Student identifies common element of formation between metamorphic and igneous rock (heat)
__/2 student identifies that both metamorphic and sedimentary rock may have stripes
__/2 student identifies that both metamorphic and sedimentary rock may have fossils
__/2 student identifies that both metamorphic and igneous rock may have crystals
__/4 student identifies that both metamorphic and igneous rock may be hard and smooth
__/2 student identifies that both metamorphic and igneous rock break across grains instead of into
individual
grains.
__/4 student identifies that igneous and sedimentary rock may both be rough grained and react to acid.
__/1 student identifies that metamorphic rock is formed by pressure and heat
__/1 student identifies that sedimentary rock is formed by erosion and weathering
__/1 student identifies that igneous rock may have gas bubbles and may float.

66

Earthquakes

Teacher: Valerie Oram
Unit title / Lesson Title/ Grade level: Solid Earth/Earthquakes/6
th
Grade
Benchmarks GLCEs:

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major
geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building)
result from these plate motions.
S.IP.06.12 Design and conduct scientic investigations.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,
thermometer, sieves, microscopes) appropriate for scientific investigations.
S.RS.06.19 Describe how science and technology have advanced because of the contributions of many
people throughout history and across cultures.
S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
Lesson objectives:

E.SE.06.52~SWBAT: Define terms for earthquakes. (low)
E.SE.06.52~SWBAT: Classify different types of plate boundaries. (medium)
E.SE.06.52~SWBAT: Describe verbally how earthquakes result from plate motions. (low)
E.SE.06.52~SWBAT: Explain in written form how earthquakes result from plate motions. (high)
S.IP.06.12~SWBAT: Design plan for earthquake structure model. (high)
S.IP.06.13~SWBAT: Use meter sticks and stopwatches appropriately. (medium)
S.RS.06.19~SWBAT: Compare and Contrast the Richter and Mercalli scales. (medium)
S.IA.06.13~SWBAT: Demonstrate results and observations of slinky activity. (medium)
S.IA.06.13~SWBAT: Defend structure design using evidence collected during testing period. (high)
S.IA.06.13~SWBAT: Communicate verbally how earthquake structure design contributed to its success
when compared to the class. (low)
Materials:
Computer and Internet to research and play interactive game
Plate Simulation Activity
Oreos
Slinky Activity
Slinkys: 1 per group of 3
Stopwatch: 1 per group of 3
Calculators: 1 per group of 3
Structure Building Activity
Earthquake Simulator
67

Toothpicks
Popsicle Sticks
Wooden Blocks
Clay
Sugar Cubes
Legos
Pipe Cleaners

Vocabulary: Plate tectonics, lithospheric plates, Pangaea, Richter scale, seismograph magnitude, tremor,
earthquakes
ENGAGEMENT:
Show pictures of major earthquake damage that occurred in Northridge, California in 1994
http://thegeosphere.pbworks.com/w/page/24656759/1994%20Northridge%20Quake
Begin a KWL
Show the class a video of an actual earthquake that occurred in China in 2008
http://www.youtube.com/watch?v=5db_OBEScrY
Read the story Earthquakes by Ker Than
Show class video of plate tectonic movement/Pangaea
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.plateintro/plate-tectonics-an-
introduction/
Ask the class if they think earthquakes are very dangerous
Discuss if we can predict earthquakes
Ask the class to brainstorm what could be done to earthquake proof buildings, share ideas on the
board
Ask the class how advancement in technology can help predict where earthquakes might happen and
how to prepare
EXPLORATION:
Students will complete a worksheet; draw and explain the three types of plate boundaries and give
examples of where major and minor tectonic plate boundaries are located
Students will break into groups of 3 to complete slinky lab
Students will use a slinky to model the motion of earthquake waves
2 students in the group will stretch the slinky 6 feet apart, each student holding opposite ends on the
ground and 1 student will keep track of time (each trip of wave back and forth) with a stopwatch
Students will complete 3 trials of each wave and record the time and then take the average (find the
mean)
Students will draw a sketch of the movement of the wave
Students will complete during and post-lab activity worksheet; they will record their data, draw the
waves and they will compare S Waves and P Waves by listing characteristics of each type of wave,
they will be able to use any resource to research.
Students will use the Internet and textbook to find the differences and similarities between the
Richter and Mercalli scales
68

EXPLANATION:
Discuss plate tectonic and earthquake misconceptions: Earthquakes happen randomly across the
earths surface, the ground opens up during an earthquake
Develop matching quiz with vocabulary words for students
Discuss seismic waves and transfer of energy by reading out of textbook and drawing on the board
Discuss how earthquakes result from plate tectonic movement
Describe types of plate movement: convergent, divergent, and transform boundaries by showing the
class the three variations using Oreo cookies and show class on a map of the world where
major/minor plate tectonic boundaries are located
Discuss the similarities and differences between the Richter and Mercalli scales
Demonstrate earthquake drop, cover, and roll method and have class practice
Discuss how to earthquake proof your home
Students will explore earthquake safety website and play game using
http://www.dropcoverholdon.org
Students will revisit and update KWL
ELABORATION:
Before students create their structure model that withstands an earthquake they will draw their plan
and provide a write up of why they chose certain materials in science journal
Students will create at least 2 different structures using different materials in order to determine if the
structures could withstand the earthquake simulator
Possible independent variables: material of structure (toothpicks vs. Popsicle sticks vs. blocks vs.
clay vs. sugar cubes vs. Legos vs. pipe cleaners etc.)
Possible dependent variables: time elapsed with structure still standing, example 5 minutes, 10
minutes, etc.
Students will test their models with the earthquake simulator
Students will take pictures and videos during their experiment and then make a PowerPoint to present
to the class their findings and tell us why they built their structure using the materials they chose
EVALUATION:
E.SE.06.52 Define terms for earthquakes. (low)
Evaluation: Students will complete vocabulary quiz. (formative assessment)
E.SE.06.52 Classify different types of plate boundaries. (medium)
Evaluation: Students will complete plate boundary using Oreos worksheet. (formative assessment)
E.SE.06.52 Describe verbally how earthquakes result from plate motions. (low)
Evaluation: Students will discuss in groups of 3 how earthquakes result from plate motion and then share
ideas with class and teacher on the white board. (formative assessment)
E.SE.06.52 Explain in written form how earthquakes result from plate motions. (high)
Evaluation: Students will write a 1-page report on a worksheet that includes several focus questions/KWL.
(formative assessment)
S.IP.06.12 Design plan for earthquake structure model. (high)
Evaluation: Pre-lab plan: before creating a certain structure that withstands an earthquake, the students will
design and draw their plan. They will provide a write up of why they chose certain materials in their science
journals. (formative assessment)
S.IP.06.13 Use meter sticks and stopwatches. (medium)
69

Evaluation: Teacher will observe students using meter sticks and stopwatches appropriately. (formative
assessment)
S.RS.06.19 Compare and Contrast the Richter and Mercalli scales. (medium)
Evaluation: Students will complete a Venn Diagram comparing and contrasting the Richter and Mercalli
scales. (formative assessment)
S.IA.06.13 Demonstrate results and observations of slinky activity. (medium)
Evaluation: Students will complete a during and post lab worksheet. (formative assessment)
S.IA.06.13 Defend structure design using evidence collected during testing period. (high)
Evaluation: Students will share their PowerPoint with pictures of their structures as evidence collected
during lab. (formative assessment)
S.IA.06.13 Communicate verbally how earthquake structure design contributed to its success when
compared to the class. (low)
Evaluation: Class discussion/verbal explanations of why students chose certain materials to use for building
structure. (formative assessment)
70

Name: __________________________________
Venn Diagram-Richter Scale vs. Mercalli Scale
Compare and Contrast

_____/ Total Points 15
Richter Scale
Mercalli Scale
Richter
&Mercalli
71

Answer Key
Venn Diagram-Richter Scale vs. Mercalli Scale
S.RS.06.19 Compare and Contrast the Richter and Mercalli scales. (medium)
Evaluation: Students will complete a Venn Diagram comparing and contrasting the Richter and Mercalli scales.
Compare and Contrast

Richter
Scale
Mercalli Scale
Richter &
Mercalli
Measures the effects
caused by an earthquake
Measures the intensity of
an earthquake
Measuring tool:
observations
Scale: I (not felt) to XII
(total destruction)
Calculated by
quantification from
observation of effect on
the earths surface, human
objects, and other man-
made structures
Developed in 1884
Geophysicist
Not considered scientific
by many people
Measures the energy
released by the
earthquake
Measure the
magnitude of
earthquakes
Measuring tool:
seismograph
Scale: From 2.0 to
10.0+
Calculated by using a
base-10 logarithmic
scale by calculating
amplitude of waves
Developed in 1935
Volcanologist
Considered more
scientific than Mercalli
Scale
Measure
earthquakes
Both are scales
that determine
what damage
earthquakes can
produce
Both are
scientists
Both scientists
are male
Both have a
method of
calculation
72

Venn Diagram Rubric

5 Points 3 Points 1 Point
Placement of Statements
within Venn Diagram
All statements are placed in the
correct circle (5+)
Most statements are placed in
the correct circle (3-4)
Few of the statements are placed
in the correct circle (less than 3)
Number of Statements Student is able to make 5 or
more comparison statements in
each circle
Student is able to make 3-4
comparison statements in each
circle
Students makes 2 or fewer
statements in each circle
Organization The Venn Diagram is legible
and organized
The Venn Diagram is sloppy
and it takes away from the
content
The Venn Diagram is
unreadable


73

Name: __________________________________
Vocabulary Quiz
Match the following vocabulary terms with their definitions:
Key Term Definition
1. _____ Earthquake a. A hypothetical continent including all the landmass of the earth
prior to the Triassic period when it split into Laurasia and
Gondwanaland.
2. _____ Fault b. A linear feature that exists between two tectonic plates that are
moving away from each other.
3. _____ Focus c. An actively deforming region where two tectonic plates or
fragments of lithosphere move toward one another and collide.
4. _____Epicenter d. A small earthquake or tremor that follows a major earthquake.
5. _____ Seismic Wave e. The release of sudden and extreme energy that is caused by
shifting in the Earth's crust.
6. _____ Primary Wave (P Wave) f. A shaking movement of the ground before or after an earthquake.
7. _____ Secondary Wave (S Wave) g. The starting point of an earthquake
8. _____ Richter Scale h. Theory that the Earth's lithosphere (the crust and upper portion of
the mantle) is divided into about 12 large plates and several small
ones that float on and travel independently over the asthenosphere.
9. _____Surface Wave i. A boundary that is created by the action of two tectonic plates
that are sliding past each other in a sideways motion. In this type of
boundary, neither plate is added to, or destroyed.
10. _____ Seismograph j. A seismic wave that travels across the surface of the Earth as
opposed to through it.
11. _____ Magnitude k. A measure of the size of an earthquake based on observation of
the effects of the shock at the earth's surface.
12. _____ Aftershock l. An elastic wave in the earth produced by an earthquake or other
means.

74

13. _____Intensity m. A longitudinal earthquake wave that travels through the interior
of the earth and is usually the first conspicuous wave to be recorded
by a seismograph.
14. _____ Tremor n. A measuring instrument for earthquakes that tracks duration and
magnitude.
15. _____ Plate Tectonics o. A transverse earthquake wave that travels through the interior of
the earth and is usually the second conspicuous wave to reach a
seismograph.
16. _____ Pangaea p. A measure of the size of an earthquake based on the quantity of
energy released.
17. _____ Seismic Gap q. A weakness in the rock strata that can shift and create an
earthquake.
18. _____ Convergent Boundary r. The part of an active fault that has experienced little or no seismic
activity for a long period, indicating the buildup of stresses that are
useful in predicting earthquakes.
19. _____ Transform Boundary s. A logarithmic scale used to express the total amount of energy
released by an earthquake. Its values typically fall between 0 and 9,
with each increase of 1 representing a 10-fold increase in energy.
20. _____ Divergent Boundary t. The point of the Earth's surface right above the focus of an
earthquake.

75

Answer Key
Vocabulary Quiz
Match the following vocabulary terms with their definitions:
E.SE.06.52 Define terms for earthquakes. (low)
Evaluation: Students will complete vocabulary quiz. (formative assessment)

Key Term Definition
1. ___E__ Earthquake a. A hypothetical continent including all the landmass of the earth
prior to the Triassic period when it split into Laurasia and
Gondwanaland.
2. ___Q__ Fault b. A linear feature that exists between two tectonic plates that are
moving away from each other.
3. __G__ Focus c. An actively deforming region where two tectonic plates or
fragments of lithosphere move toward one another and collide.
4. ___T__Epicenter d. A small earthquake or tremor that follows a major earthquake.
5. ___L__ Seismic Wave e. The release of sudden and extreme energy that is caused by
shifting in the Earth's crust.
6. ___M__ Primary Wave (P Wave) f. A shaking movement of the ground before or after an earthquake.
7. ___O__ Secondary Wave (S Wave) g. The starting point of an earthquake
8. ___S__ Richter Scale h. Theory that the Earth's lithosphere (the crust and upper portion of
the mantle) is divided into about 12 large plates and several small
ones that float on and travel independently over the asthenosphere.
9. ___J__Surface Wave i. A boundary that is created by the action of two tectonic plates
that are sliding past each other in a sideways motion. In this type of
boundary, neither plate is added to, or destroyed.
10. ___N__ Seismograph j. A seismic wave that travels across the surface of the Earth as
opposed to through it.
11. ___P__ Magnitude k. A measure of the size of an earthquake based on observation of
the effects of the shock at the earth's surface.
12. ___D__ Aftershock l. An elastic wave in the earth produced by an earthquake or other
means.

76

13. ___K__Intensity m. A longitudinal earthquake wave that travels through the interior
of the earth and is usually the first conspicuous wave to be recorded
by a seismograph.
14. ___F__ Tremor n. A measuring instrument for earthquakes that tracks duration and
magnitude.
15. ___H__ Plate Tectonics o. A transverse earthquake wave that travels through the interior of
the earth and is usually the second conspicuous wave to reach a
seismograph.
16. ___A__ Pangaea p. A measure of the size of an earthquake based on the quantity of
energy released.
17. __R___ Seismic Gap q. A weakness in the rock strata that can shift and create an
earthquake.
18. __C___ Convergent Boundary r. The part of an active fault that has experienced little or no seismic
activity for a long period, indicating the buildup of stresses that are
useful in predicting earthquakes.
19. ___I__ Transform Boundary s. A logarithmic scale used to express the total amount of energy
released by an earthquake. Its values typically fall between 0 and 9,
with each increase of 1 representing a 10-fold increase in energy.
20. ___B__ Divergent Boundary t. The point of the Earth's surface right above the focus of an
earthquake.

77

Name: __________________________________
Points: Each box worth 1 point
Plate Boundaries Using Oreos Illustration
PLATE BOUNDARIES
DIVERGENT CONVERGENT TRANSFORM
When 2 Plates
(fill in the blank)

__________________
When 2 Plates
(fill in the blank)

__________________
When 2 Plates
(fill in the blank)

__________________

Image 1
(use arrows)

Image 2
(use arrows)

Image 3
(use arrows)
Name a Location of a
Major/Minor Divergent Plate
Boundary

__________________

Major/Minor Convergent
Plate Boundary

__________________

Major/Minor Transform Plate
Boundary

__________________

78

Answer Key
Plate Boundaries Using Oreos Illustration

E.SE.06.52 Classify different types of plate boundaries. (medium)
Evaluation: Students will complete plate boundary using Oreos worksheet. (formative
assessment)

PLATE BOUNDARIES
DIVERGENT CONVERGENT TRANSFORM
When 2 Plates
(fill in the blank)

Move away from each other
When 2 Plates
(fill in the blank)

Move towards one another
When 2 Plates
(fill in the blank)

Slide past each other

Image 1
(use arrows)

Image 2
(use arrows)

Image 3
(use arrows)
Major/Minor Divergent Plate
Boundary

Mid-Atlantic Ridge, East
African rift, etc.
Major/Minor Convergent
Plate Boundary

Andes Mountains, Mariana
islands, etc.

Major/Minor Transform Plate
Boundary

San Andreas Fault, etc.

79

Name: __________________________________

K-W-L EARTHQUAKES
K (know)

W (want to know)

What I Want Students to
Know
The three different plate
boundaries
Safety precautions for
earthquakes
P and S waves
Continental Drift theory
Pangaea
Cause of Earthquakes
2 methods of measuring
earthquakes: Mercalli vs.
Richter scale
Plate tectonics
L (learned)

80

K-W-L Rubric
E.SE.06.52 Explain in written form how earthquakes result from plate motion. (medium)
Evaluation: Students will write a 1-page report on a worksheet that includes several focus
questions/KWL. (formative assessment)

5 Points 3 Points 1 Point
Quantity Student completes all 3
columns with several
ideas in each
Student completes all 3
columns with only a
few ideas in each
Student does not
complete all 3 columns
Critical Thinking Student ideas are in
depth and show and
display understanding
Student ideas show
some evidence of
understanding
Student ideas are short
and shallow and lack a
show of understanding
Organization The K-W-L is legible
and organized
The K-W-L is sloppy
and it takes away from
the content
The K-W-L is
unreadable

81

Evaluation
Total Points _____/30
Write a one-page summary of how earthquakes result from plate motion.
Possible focus questions to include:
What causes earthquakes?
What is the plate tectonic theory?
How are plate tectonics and earthquakes related?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

82

Answer Key
Write a one-page summary of how earthquakes result from plate motion.
Possible focus questions to include:
What causes earthquakes? (10 points)
What is the plate tectonic theory? (10 points)
How are plate tectonics and earthquakes related? (10 points)

E.SE.06.52 Explain in written form how earthquakes result from plate motion. (high)

Evaluation: Students will write a 1-page report on a worksheet that includes several focus
questions/KWL. (formative assessment)

Earthquakes are caused by movements of plates underneath the Earths surface. The
places where the plates meet are breaks in the Earths crust called faults. Earthquakes occur
when these plates along the faults move in different directions. The shifting plates create
energy; seismic waves.
The plate tectonic theory states that the Earths lithosphere (the crust and upper
portion of the mantle) is divided into about 12 large plates and several small ones that float
on and travel independently over the asthenosphere.
Plate tectonics and earthquakes are related because the plates of the Earths
lithosphere are constantly moving (divergent boundaries, transverse boundaries, and
convergent boundaries) with great force which rift into the Earths crust causing
earthquakes to occur.

83

Name: __________________________________
Slinky Activity Data and Post Questions
1) Record the time it took for an S wave to travel back and forth using a stopwatch.
Time in seconds
Trial 1: ___________________ (1 point)
Trial 2: __________________ (1 point)
Trial 3: __________________ (1 point)
2) Average time of the 3 trials above: __________________ (1 point)
3) Observations: Draw a sketch of the movement of an S wave. (1 point)

4) Record the time it took for a P wave to travel back and forth using a stopwatch.
Time in seconds
Trial 1: ___________________ (1 point)
Trial 2: __________________ (1 point)
Trial 3: __________________ (1 point)
5) Average time of the 3 trials above: __________________ (1 point)
6) Observations: Draw a sketch of the movement of a P wave. (1 point)

84

7) Research Question: Compare and Contrast P and S Waves in paragraph form. Provide at
least 5 characteristics of each wave. You may use any resource. (10 points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

85

Slinky Activity Data and Post Questions Rubric
S.IA.06.13 Demonstrate results and observations of slinky activity. (medium)
Evaluation: Students will complete a during and post lab worksheet.

During Lab Data

_____/1 Recorded time
_____/1 Found average
_____/1 Accurate sketch of P wave
_____/1 Found average
_____/1 Accurate sketch of S wave
Post Lab
_____/5 Characteristics of P Waves
_____/5 Characteristics of S Waves

Answer to Research Question: Compare and Contrast P and S Waves in paragraph form.
Provide at least 5 characteristics of each wave. You may use any resource. (10 points)
P waves are longitudinal earthquake waves, they travel through the interior of the earth, they are
also known as primary waves, they are the first conspicuous wave to be recorded by a seismograph,
and they are powerful and fast.
S Waves are transverse earthquake waves, they travel through the interior of the earth, they are
also known as seismic waves, they are the second conspicuous wave to be recorded by a
seismograph; they are not very powerful compared to P waves and are slower moving.

86

Layers of the Earth
Teacher: Kaylyn Christie
Unit title / Lesson Title/ Grade level: Solid Earth/Layers of the Earth/6
th
Grade
Benchmarks GLCEs:

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major
geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and
dense metallic core.
S.IP. 06.11 Generate scientific questions based on observations, investigations, and research.
S.IA.06.11 Analyze information from data and tables and graphs to answer scientific questions.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits,
and activities.
Lesson objectives:

E.SE.06.53~SWBAT: Student defines unit terms: lithosphere, crust, mantle, outer core, inner core,
asthenosphere.
E.SE.06.53~SWBAT: Students will combined research of each layer on a poster board.
E.SE.06.53~SWBAT: Describe the layers of the Earth through drawings.
E.SE.06.53~SWBAT: Identify that the Earth is made of multiple layers, and each layer has a distinctly
different composition.
S.IP.06.11~SWBAT: Student will be able to generate new scientific questions after the elaborate stage of
the lesson based on their updated and ongoing KWL chart.
S.IA.06.11~SWBAT: Analyze a graph on the different layers based on their composition, thickness, and
location.
S.RS.06.15~SWBAT: Compare and contrast the similarities of the Earth and a hardboiled egg.
S.RS.06.15~SWBAT: Construct a model of the Earth, containing key information on each specific layer.
S.RS.06.15~SWBAT: Demonstrate the different layers of liquid based on their density.
Materials: Brown sugar, flour, clay, glass beakers, hardboiled eggs, marble, foam ball, construction paper
(blue, red, brown, yellow), poster board, light corn syrup, vegetable oil, dish soap (blue), honey, food
coloring (orange), clear plastic cups, plastic knives, napkins, skewers, measuring cup, rulers, colored pencils,
scissors, glue

Vocabulary: Lithosphere, Crust, Mantle (Upper Mantle and Lower Mantle), Outer Core, Inner Core,
Asthenosphere

87

ENGAGEMENT:
Show pictures of the different layers of the earth.
Discuss vocabulary words: Lithosphere, Crust, Mantle (Upper Mantle and Lower Mantle), Outer
Core, Inner Core, Asthenosphere (provide handout)
Show video on the Journey of the Earth.
Read the following statement to the class:
Earth is made of three main layers: the thin outer crust, the thick mantle, and the central core.
Ask students to create their own definition for each term, share orally.
Have students create a KWL on the outer layer, the Crust.
Possible questions to ask about the Crust:
1. What layer is the Crust?
2. What is the Crust made of?
3. How is it different from the other layers?
4. What is the purpose of the crust?
Guided questions to ask:
1. What are the characteristics (thickness, location, special feature, solid or liquid) of each
layer?
2. What is the primary composition of each layer?
3. What is the location of each layer?
4. How do each of Earths layers compare to each other?
Have two containers filled half way with water. Have two different objects of the same size but
different weight, for example, a marble and a small foam ball.
Have an empty glass beaker. Next to it have clay, packed brown sugar and flour (1 cup of each).
Explain to the students that you will be layering the components into the container.
Show play a YouTube song (Mr. Lees layers of the earth rap).
EXPLORATION:
Divide students into 4 group and assign each of the following to a group: A-crust, B-mantle, C-outer
core, D-inner core. Indicate areas of the room for those groups assemble.
Students will form groups (previously assigned) of 4 each consisting of one A, B, C, and D. Student
will describe their layer to their group members.
Each group will utilize research materials (textbook, internet, media center) to determine and
describe the thickness, location, temperature, what each layer consist of, and feature of their assigned
layer.
Show students a hardboiled egg and ask what they think the relation is to the Earth.
Guided questions:
1. What are the layers of an egg?
2. What are the thicknesses of the egg layers?
Distribute a hardboiled egg to students in groups of two. Students will examine the outside of the egg
and progress through each layer.

88

With the two containers filled with water, allow two students place the marble and foam ball into the
water. Beforehand, ask the class which object they think has more density and will sink to the
bottom.
Provided questions for layering the 3 components:
1. Will the three layers mix together?
2. Which component is denser?
3. How easy will it be to poke a skewer through the layers?
4. Predict what will happen to the layers when the skewer is poked through.
Pour clay, brown sugar, and flour into the glass beaker (in this order). Have students write down
observations as each layer is poured.
Have a student poke a skewer through the three layers.
Based on their prior knowledge of density, provide questions: (students are to record questions and
answer for their KWL)
1. What was the difference between each layer?
2. What was the difference between the densities of the layers?
3. Was it more difficult to poke through some layers than others?
EXPLANATION:
Emphasize the terms crust, mantle, and core by placing them on the board as a visual reference.
Encourage group members to ask questions to clarify or expand their understanding of the layers
features.
Students will put together their layers on a poster board using accordingly. Students will note the
characteristics from their group members under the layers.
Update KWL-students work together to answer prior questions.
While students are examine their hardboiled egg, explain to them the process of the shell cracking
and how it relates to the Earths surface and the movement of plates. (students will have prior
knowledge on plate tectonics, volcanos, earthquakes, and the formation of mountains)
Review and update vocabulary words: Lithosphere, Crust, Mantle (Upper Mantle and Lower
Mantle), Outer Core, Inner Core, Asthenosphere
Explain what density means: Density of a material is its mass per unit volume. The simplest way is
by comparing the difference in the weight of two different objects of the same size. Also taking a
reference point, you can also point out that things with less density will float and things with a higher
density will sink.
Explain to the class why the marble has more density and sank to the bottom of the container;
because it is heavier.
Have a discussion about the density of each layer and what components the layers are made out of to
create the density.
1. Crust layer- Continental and Oceanic crust. Continental is less dense and floats higher, oceanic is
denser and floats lower.
2. Mantle layer- Lower mantle is solid because of high pressures of silicon, magnesium, and
oxides. Upper mantle is solid but with higher temperatures causing it to have less density and
consisting of iron and magnesium silicates.
3. Core- Outer core is a liquid made up of iron, nickel, and sulfur. Inner core is a solid made up of
iron and nickel.

89

ELABORATION:
Maintaining their original layer assignment, students will construct a 2 dimensional model of Earth
and its layers.
Provide the worksheet Hardboiled Egg Lab to the students so they will be able to identify the parts
of the egg and the relation to the Earth.
Students test new variables based on the order of components poured into the container.
1. Brown sugar, flour, clay order vs. clay, brown sugar, flour order.
2. Clay, brown sugar, flour order vs. flour, brown sugar, clay order.
3. What would happen to the flour? It would not be protected.
4. Will it be easier to poke the skewer through based on the new order of the components?
In groups of 2, students will conduct an experiment based on the density of the Earths layers.
Density Experiment-Test new variables using different liquids to see which has more density and
how they create layers. (Oil, soap, syrup, etc.)
Provide experiment worksheet to the students.
Students record their observations while testing new variables.
Explore using online sources through National Geographic on Earths layers.
EVALUATION:
E.SE.06.53~SWBAT: Student defines unit terms: lithosphere, crust, mantle, outer core, inner core,
asthenosphere.
Evaluation: Unit terms are correctly defined.
E.SE.06.53~SWBAT: Students will combined research of each layer on a poster board.
Evaluation: Poster board rubric provided.
E.SE.06.53~SWBAT: Describe the layers of the Earth through drawings.
Evaluation: Student generated layer of the Earth drawing including the 4 layers-crust, mantle, outer core,
and inner core.
S.IP.06.11~SWBAT: Students will be able to generate new scientific questions in KWL chart.
Evaluation: Evaluation in KWL rubric.
S.IA.06.11~SWBAT: Analyze a graph on the different layers based on their composition, thickness, and
location.
Evaluation: Students will complete a graph based on the properties of the Earths layers.
S.RS.06.15~SWBAT: Compare and contrast the similarities of the Earth and a hardboiled egg.
Evaluation: Provide evidence of the similarities between the Earth and a hardboiled egg based on the
procedure of cutting the egg in half.
S.RS.06.15~SWBAT: Construct a 2 dimensional model of the Earth, containing key information on each
specific layer.
Evaluation: Student created model of earth (rubric provided).
S.RS.06.15~SWBAT: Demonstrate the different layers of liquid based on their density.
Evaluation: Completion of the density experiment (rubric provided), completed lab write-up, and teacher
observation.

90

Name____________________________

Layers of the Earth Terms

Lithosphere-___________________________________________________________________
______________________________________________________________________________

Crust-________________________________________________________________________
______________________________________________________________________________

Mantle-_______________________________________________________________________
______________________________________________________________________________

Outer Core-___________________________________________________________________
______________________________________________________________________________

Inner Core-___________________________________________________________________
______________________________________________________________________________

Asthenosphere-________________________________________________________________
______________________________________________________________________________

91

ANSWER KEY-Answers may vary

Layers of the Earth Terms

Lithosphere- The outer solid part of the Earth, including the crust and uppermost mantle. The lithosphere
below the crust is brittle enough to produce earthquakes. The Earth has two types of lithosphere: oceanic
and continental. The lithosphere is broken up into tectonic plates.
Crust- The outer layer of the Earth (the part we live on).
Mantle- Largest part of the Earth and lays above the outer core. The mantle is solid rock and is
subdivided into the upper mantle and lower mantle.
Outer Core- The layer under the mantle that has liquid metals including nickel and iron that flow slowly.
Inner Core- The very center of the Earth, a solid ball of nickel and iron.
Asthenosphere- Is the ductile part of the Earth just below the lithosphere, including the upper mantle.
The Asthenosphere is a layer of the earth crust that is very soft and changes form with changes in
temperature. The Asthenosphere is what carries the mass of the continents and the lithosphere on its back.

92

Modeling Earths Layers
STEP 1
1. In your group of four collect the following materials: 1 sheet each: red, yellow, blue, and brown
construction paper, a ruler, colored pencils, scissors, 1 sheet of poster board, glue, and research
information for your layer collected in previous lessons.

2. Measure, draw, then cut a circle for YOUR assigned layer. Use the information below to create
your layer:
a. Crust blue paper 8 circle
b. Mantle brown paper 7 circle
c. Outer Core yellow paper 6 circle
d. Inner Core red 3 circle

3. Label your layers with its NAME at the outer edge of the circle.

4. Starting with the Crust glue the circle to the poster board, next glue the Mantle, Outer Core and
Inner Core.

5. On your layer, provide the information that you collected. Include the composition, thickness, and
a unique feature. You may add additional information you found.
STEP 2
6. Assemble into your new group so each group consists of an A, B, C, D member.
7. With each layer, provide the information on your poster board. Lay out the layers in the order that
they appear.

8. Under each layer, provide additional information if needed.

9. Record information into your science journal.

Group Members___________________________________

93

Modeling Earths Layers: Rubric
10 8 6 4
Labeling All layers are
labeled correctly
3 layers are
labeled correctly
2 layers are
labeled correctly
1 or less layers
are labeled
correctly
Color Pattern All layers are the
appropriate
assigned colors
and sizes.
3 layers are the
correct color and
size.
2 layers are the
correct color and
size.
1 layers are the
correct color and
size.
Information All layers contain
the composition,
thickness, and a
unique feature.
3 layers contain
the composition,
thickness, and a
unique feature.
2 layers contain
the composition,
thickness, and a
unique feature.
1 or less layers
contain the
composition,
thickness, and a
unique feature.
Grammar/Spelling No misspelled
words or
grammatical
errors.
Some misspelled
words and
grammatical
errors.
Many misspelled
words and
grammatical
errors.
All misspelled
words and
grammatical
errors.

Total__/40

94

Name_______________________
K-W-L
K
What we think we
know about the
Earths Interior
W
What we want to
know about the
Earths Interior
L
What we have
learned about the
Earths Interior

95

K-W-L Rubric

5 3 1

Quality
Student completes all three
columns with several ideas
in each.
Student completes all
three columns, but only
lists a few ideas in
each.
Student does not
complete all three
columns.

Critical
Thinking
Student's comments are in
depth and show evidence
of critical thinking.
Student's idea show
evidence of critical
thinking.
Student's ideas are short
and shallow.

Reflection
Student refers to own
experiences/knowledge
and shows reflective
thinking in how they could
continue learning.
Student refers to own
knowledge but does not
demonstrate how they
could continue
learning.
Student does not list
what they know about
Earths interior and does
not demonstrate how
they could continue
learning.

Total__/15

96

Name____________________________

Layers of the Earth
1. Fill in the table below:

The Layers of the Earth
Layer Thickness Composition Location

2. Which layer do we live on? _______________________

3. What layer is directly below your answer above? _______________________

4. What is the thickest layer? ______________________

5. The Earths inner core is made up of mainly ___________ and _____________

6. What substance is found in only the outer core and inner core? ___________________

7. How thick is Earths crust? ___________________

8. How much thicker is the outer core the inner core? _____________________

97

ANSWER KEY
Layers of the Earth
1. Fill in the table below:

The Layers of the Earth
Layer Thickness Composition Location
Crust 30-40 km Oceanic and
Continental Crust
Outer layer
Mantle 2900 km Silicon, Oxygen,
Magnesium & Iron
Surrounds the core
Outer Core 2250 km Liquid iron & nickel Outer region of center
Inner Core 1200 km Solid Iron & Nickel Center

2. What is Earths thin, rocky outer layer? Crust

3. What layer is directly below your answer above? Mantle

4. What is the thickest layer? Mantle

5. The Earths inner core is made up of mainly Iron & Nickel

6. What substance is found in only the outer core and inner core? Nickel

7. How thick is Earths crust? 30-40 km

8. How much thicker is the outer core the inner core? 1050 km

98

Name_____________________________

Hard Boiled Earth Lab

1. What layers of the Earth are represented by the egg layers?
a. Shell =__________________
b. Egg White =______________
c. Yolk= ________&__________

2. Crack the egg shell into a number of different pieces. How is that like the outside layer of the
Earth?

Cut your egg in half with the plastic knife

3. Your egg yolk is completely solid. Is this an accurate model of the Earths core?

4. How should your yolk be different to be a better model of the cores?

5. What part of the egg would represent the Lithosphere?

6. What layer of the Earth do we live on?

What an EGG-CELLENT lab!

99

ANSWER KEY

Hard Boiled Earth Lab

1. What layers of the Earth are represented by the egg layers?
a. Shell =Crust
b. Egg White =Mantle
c. Yolk=Outer Core & Inner Core

2. Crack the egg shell into a number of different pieces. How is that like the outside layer of the
Earth?
Plates on the crust of the Earth moving.

Cut your egg in half with the plastic knife

3. Your egg yolk is completely solid. Is this an accurate model of the Earths core?
Yes, the center of the Earth is solid.

4. How should your yolk be different to be a better model of the cores?
If the outer part of the yolk was in a more liquidly state than the middle of the yolk.

5. What part of the egg would represent the Lithosphere?
The shell.

6. What layer of the Earth do we live on?
Crust

100

Name_______________________

Density Experiment

Density of a liquid is an important scientific concept that can be viewed with the naked eye. We see it all
the time with oil and water. Oil has a different density than water so the two liquids do not mix. In this
experiment you will look at liquids with different densities.

What You Need:
Light corn syrup
Vegetable oil
Dawn dish soap (blue)
Honey
Glass beaker
Plastic cups
Skewer
Measuring cup (1/2 cup)

What You Do:
1. Pour cup of corn syrup into a cup and add a few drops of orange food coloring.
2. Squeeze honey into the bottom of a large clear glass (just enough to give a thin layer).
3. Next add the corn syrup. Pour this from the cup and try to pour it into the middle of the large
glass slowly.
4. Pour cup of dish soap in next (remember to pour it into the middle of the glass).
5. Pour cup in vegetable oil.
6. You should have 4 layers of density.

Why dont the liquids all blend together?
ANSWER: It's because each of the liquids has a different density. The various densities allow you to
stack liquids on top of each other.

Mix the liquids together with a skewer. What happens to the liquids?

Wait a moment. Observe the liquids after a moment from stirring. What happens to the liquids?

Density of each component: Corn syrup = 1.33 Vegetable Oil = 0.91 Dish soap = 1.03
Honey = 1.36

101

Name_________________________
Density Experiment Lab Write-Up
Materials-____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Hypothesis (what you think will happen)-
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Procedure (steps throughout the experiment)-________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Data collected (what you observed)-_______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Conclusion (restate hypothesis and the outcome of the experiment)-______________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

102

Density Experiment: Rubric

10 8 6 4
Recording Recorded all the
liquids density.
Recorded almost
all liquid density.
Recorded some
liquid density.
Recorded only a
few liquid density.
Order of Liquids Liquids layered in
the correct order.
Almost all liquids
layered in the
correct order.
Some liquids
layered in the
correct order.
No liquids layered
in the correct
order.
Observations
Made
Observations
made while each
liquid was added.
Some
observations made
while each liquid
was added.
Very few
observations made
while each liquid
was added.
No observations
made while each
liquid was added.
Participation/
Clean Up
All group
members
participated and
helped clean up.
Some group
members
participated and
helped clean up.
Very few group
members
participated and
helped clean up.
No group
participation or
clean up.

Total__/40

103

Writing Connection

EVERYBODY NEEDS A ROCK
CLASS: 6
th
grade ELA
UNIT: Descriptive writing
TIME OF LESSON: 2 class periods
TEACHER: Rebecca Lowe
STANDARDS:
W.2.A: Introduce a topic, organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
E.SE.06.41: Compare and contrast the formation of rock types (igneous, metamorphic,
and sedimentary) and demonstrate the similarities and differences using the rock cycle
model.
MATERIALS: Everybody Needs a Rock by Byrd Baylor, a class set of rocks, paper and pencil,
class set of graphic organizers, 2 quart container of vinegar and a class set of Dixie cups.
ANTICIPATORY SET-Read Everybody Needs a Rock by Byrd Baylor.
OBJECTIVE-
W.2.A~SWBAT: Use a graphic organizer to organize ideas about their rock
W.S.A~SWBAT: Create an outline
W.2.A~SWBAT: Describe their rock using rock cycle definitions
W.2.A~SWBAT: Classify their rock type
W.2.A~SWBAT: Compare and contrast their rock type to the three rock types of the
rock cycle.
E.SE.06.41~SWBAT: Classify their rock type according to similarities and differences
to the three stages of the rock cycle

INPUT:
Teacher will explain that students will select a rock, fill out a graphic organizer
describing their rock, create an outline, and write a descriptive piece about their rock. The rocks
will then be mixed up, students will switch writing pieces and try to find each others rocks. The
teacher will provide an example of their descriptive writing of their rock.

104

GUIDED PRACTICE:
-Students will select a rock.
-Students will fill out a graphic organizer on their rock
-Students will write an outline and meet with the teacher in individual conferences to
check for understanding before proceeding
INDEPENDENT PRACTICE:
-Students will write a descriptive writing piece about their rock. Then all the rocks will be
mixed up, students will switch writing pieces and try to find each others rocks.
EVALUATION:
W.2.A~SWBAT: Use a graphic organizer to organize ideas about their rock
Evaluation: This is a completion grade based on whether the graphic organizer is filled
out or not.

W.S.A~SWBAT: Create an outline
Evaluation: Teacher will meet with student to check for 3 paragraphs, each with topic
sentence and supporting detail sentences.

W.2.A~SWBAT: Describe their rock using rock cycle definitions
Evaluation: Teacher will evaluate essay based on the rubric.

W.2.A~SWBAT: Classify their rock type

W.2.A~SWBAT: Compare and contrast their rock type to the three rock types of the
rock cycle.

E.SE.06.41~SWBAT: Classify their rock type according to similarities and differences
to the three stages of the rock cycle

105

Rubric for Everybody Needs a Rock Writing

__/ 2 Writing provides a clear decision identifying rock type
__/5 Writing provides evidence, comparing and contrasting rock to the stages of the rock cycle
__/3 Writing provides definition of rock cycle terminology
__/5 Writing is presented in a clear, organized fashion
Paragraph One: Rock characteristics
Paragraph Two: Characteristics compared to Rock Cycle Model
Paragraph Three: Decision about rock type

Everybody Needs a Rock Writing Example

Black and white stripes greet your eyes. Is it a zebra? No, its a rock! My rock is shaped like an
off-center diamond with bands of white and black stripes. There is also a rust colored stain on
one side, although my rock did not react to vinegar. My rock is smooth and uniform looking. All
of these traits indicate where my rock most likely fits into the rock cycle right now.
Sedimentary rocks often have course grain, so my rock is probably not sedimentary.
However, both sedimentary and metamorphic rocks may have stripes. Igneous does not, so my
rock is not igneous. When looking at my stripes, my rock has slight wavy lines. This might
indicate mineral layers separating under heat and pressure, rather than different layers of
sediment deposits, which are not wavy. This makes me think my rock is probably metamorphic
and not sedimentary. Also, my rock does not have fossils. There are some slight chips or tiny
holes along one of the narrow sides that make me think that the rock could break in lines.
Breaking along lines is one of the characteristics of metamorphic rocks.
I can clearly rule out igneous rock. That leaves metamorphic and sedimentary. Between
the waves in the bands, the lack of individual grains, and the tiny holes that look like the rock
would break along lines, I believe it is clear that my rock is metamorphic.

106

Everybody Needs a Rock
Graphic Organizer

What does your rock look like?

What does your rock smell like?

What does your rock feel like?

What does your rock sound like?

107

Characteristics What Rock Type(s) Does
This Indicate?
Does it have grain? What is the
grain like?

Does it have crystals? Big or small?

Does it have fossils?

Does it have stripes? Are the stripes
more like layers or wavy bands of
color?

Does it react to vinegar (acid)?

It is soft? Hard? Brittle?

Rock Type Best Guess:

108

Everybody Needs a Rock
Graphic Organizer
What does your rock look like? Black and white stripes, smooth, no grain

What does your rock smell like? Vinegar-y

What does your rock feel like? smooth

What does your rock sound like? Hard and solid

109

Characteristics What Rock Type(s) Does
This Indicate?
Does it have grain? What is the
grain like?

no

Metamorphic or igneous
Does it have crystals? Big or small? no

any
Does it have fossils? no

any
Does it have stripes? Are the stripes
more like layers or wavy bands of
color?
Yes. Stripes are wavy bands of
color

Metamorphic
Does it react to vinegar (acid)?

no Metamorphic
It is soft? Hard? Brittle? Hard. May be brittle-little holes
look like rock might break along
lines.

Metamorphic
Rock Type Best Guess: Metamorphic

110

Music Connection

Class: 6
th
Grade Science
Unit: Earth Science
Teacher: John Chesley

Objectives:

SRS.06.15- SWBAT: Describe or model knowledge of scientific concepts using illustrations,
Evaluation: Write a song about erosion using the learned terminology and concepts. Song must
be to the beat of a song they know. This will be performed either in front of the class or
recorded/ videotaped.

ART.M.II.6.4- Compose short pieces to communicate ideas and/ or stories (music integration).
SWBAT: Write a song about erosion using terminology and concepts discussed in class.

Standards: Students are expected to choose a song that they know but change the lyrics to
describe erosion. The song can be from any genre they wish but the new lyrics must align with
the musical beat. It must be at least 2 verses plus the refrain, however, bonus points may be
awarded for a complete re-write of a song in its entirety. After submitting a rough draft, and
making corrections, the students will perform their song for the class. Creativity and active
participation is a must. This will be done in groups of 2-3 students.

Materials: Pencil, paper, and song of their choosing.

Duration: 2 weeks to write and edit with time in class as needed or able.

Anticipatory Set: Remind, or replay, the erosion song in the Bill Nye video (20:30). Ask the
class to think of ways to use analogies to help their creativity.

Input: Instruction prior to introduction of assignment, previous handouts, Jeopardy, discussions,
etc.

Modeling: Present a brief example written by the teacher:
(To the beat of Berzerk by Eminem):

Erosions bout to kick off, this weather is wack
Lets take it back to straight science and start it from scratch
Landscapes are changin, everybody get back
These rocks are fightin weather and theyre startin to cra-ack!
So if erosion is a chess game, check mate
But it cant happen without weatherin, dang-dang
Its chemical, mechanical, different thangs
So come check out this Kids rock, baw wit da baw, dang-dang

111

We got rain, gravity, dont forget oxidation
Glaciers carved 5 lakes for our generation
Water erodes Niagara and the Grand Canyon
Sand dunes made by that crossing wi-ind...

Checking for Understanding: Verbally review terminology and concepts, open the floor to any
questions for students to clarify anything they need to.

Questioning Strategies: Ask the class trick questions such as, Erosion is when rocks are
broken down, right? Isnt rust caused by mechanical weathering?

Guided Practice: Walk around while students are working on the assignment or brainstorming
and listen, discuss, and provide input as needed.

Independent Practice: Once terminology and concepts are correct students will practice singing
their song for the performance aspect of the assignment. This repeated reading will solidify
knowledge and build confidence.

Closure: Review the erosion process and ask students to retell their song in their own words
what they just sang. Ask how did having to think of words that rhymed make it more difficult
and did that help to better understand terms?

112

Song Rubric- 20 points:

Minimum of two verses and the refrain
Lyrics fit with the beat of the chosen song
Song must include 8 of the following terms or concepts (extra credit awarded for using
more scientific terms):
Erosion
Weathering
Deposition
Chemical change
Mechanical change
Wind
Water
Glaciers
Sediment
Silt
Oxidation

Verse & Refrain:
2 or more verses plus refrain= 100%
One verse plus refrain= 75%
One verse with no refrain= 50%

Terms & Concepts:
More than 8= 1% for each, added to final percentage
8= 100%
7= 88%
5-6= 75%
4 or less= 50%

Scores are averaged to determine final grade.

Unit-Solid Earth Unit

Uploaded by

Copyright:

Available Formats

Unit-Solid Earth Unit

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit-Solid Earth Unit

Uploaded by

Copyright:

Available Formats

1

Oakland University MATEE

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.