to the
Lesson Plan UnitEarth’s Surface
Changes
Created By: The Owl Teacher
Teacher Information PageOur planet is an amazing place and so much fun to teach! I
hope your students love the activities planned in this unit as
much as mine did. Each activity has been tested out by excited
fifth graders and again when I taught third grade.
This unit explores the three layers of the earth by a quick
demonstration and by reading an related article. Then students
sort characteristics of each layer. There is even an activity that
gets students up and moving around!
Then students begin exploring earthquakes through a series of
experiments, including my “Catch Shifty Crust” station rotation
where students are detectives on the hunt for Shifty Crust and
the destruction he has caused!
Students will also be exploding over volcanoes as they explore
the causes and effects of volcanoes. I have also put causation
cards in for a fun, high energy activity. Of course, it wouldn’t be
complete without students creating their own volcano!
This unit is also packed full of experiments and demonstrations
for students to fully understand team weathering and erosion–
the slow earth changing team!
In addition to all the experiments and demonstrations, you will
find practice pages, journal prompts, review sheets, and
vocabulary strengtheners to help your students understand all
the destructive and constructive processes that changes the
earth both rapidly and slowly.
Copyright Tammy DeShaw, The Owl Teacher 2014
Exploring the Earth’s Layers- Lesson Plan
1.) Introduce students to the three layers of the earth- crust, mantle,
and core by reading the provided text.
2.) Using a hard boiled egg, discuss with students that the earth is
composed of many plates that float along the top of the mantle and are
joined like puzzle pieces. Then ask students what the hard, thin layer of
the shell represents (the crust). Demonstrate that it moves around a bit
on this slippery layer, called the mantle. I show students that
sometimes this layer buckles in some places, while exposing parts of
the mantle in others. Then discuss how in the center of the “earth” (the
yolk) is the core.
3.) Using the Layers of the Earth Cards, randomly give students either
a core, crust, or mantle card and have them form in concentric circles
according to the directions on the card. (This activity is optional- can
be used as a review or activating activity.)
4.) Provide students with the Layers of the earth sort for practice
identifying the layers and their characteristics. It can be collected for a
grade if desired.
Materials
*Hard-boiled egg
*Digging to the center of the earth text (provided)
*Layers of the earth cards (provided- optional)
*Layers of the earth sort (provided)
Directions
Copyright Tammy DeShaw, The Owl Teacher 2014
Digging to the Center of the Earth
Imagine pulling out your handy shovel and deciding you are going to dig to
the other side of the earth! It has to be faster than an airplane ride to China,
right? Well, at least cheaper.
The earth is composed of three layers called the crust, mantle, and core. If
you were to dig through these layers, you would be burnt to a crisp by all the
intense heat before you would even get close to the center of the earth. Even
though scientists have never dug to the center of the earth, with advanced
technology, they do have a pretty good idea just what lies beneath our feet.
The outermost layer of the earth is
called the crust. It is made up of all the
continents that we live on and the ocean
floor that lies deep below the fish! This
layer is the thinnest and of course the
coolest layer– no matter how hot it feels
during the summer time. It is composed
of solid rock and mostly granite.
The next layer, found just below the
crust is called the mantle. This layer is
unique because it isn’t quite solid rock,
but it isn’t really melted rock either. It is
more like silly putty that slowly moves
the plates of the crust. This layer is also
the thickest layer of the earth. This
layer is about five times hotter than
boiling water!
The core is the found in the center of the earth and is sometimes referred to
separately as the inner core and outer core. This layer is the deepest and
HOTTEST layer– as hot as the sun! It is mostly composed of nickel and iron.
The outer core is melted rock, while the inner core is solid.
So why is it important to know the various layers of the earth– besides
the fact that you now know you can’t dig to China? By knowing how the
earth is composed, it helps scientists understand a bit more about how
landforms happen and the many changes that occur on earth.
crust
mantle
outer
core
inner
core
Copyright Tammy DeShaw, The Owl Teacher 2014
Layers of the Earth Sort
CoreMantleCrust
thickest layer of
earth
deepest layer
of earth
thinnest layer
of the earth
made mostly of
granite and
rocks
made mostly of
nickel and iron
made of solid
and melted
rock
five times
hotter than
boiling water
is as hot as the
sun
contains the
ocean floor and
continents
the outermost
layer
slowly moves
like putty
has an inner
and outer
portion
Directions Cut out each characteristic and glue under its
proper heading.
Name __________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Layers of the Earth Sort
CoreMantleCrust
thickest layer of
earth
deepest layer
of earth
thinnest layer
of the earth
made mostly of
granite and
rocks
made mostly of
nickel and iron
made of solid
and melted
rock
five times
hotter than
boiling water
is as hot as the
sun
contains the
ocean floor and
continents
the outermost
layer
slowly moves
like putty
has an inner
and outer
portion
Directions Cut out each characteristic and glue under its
proper heading.
Name __________________________Key
Copyright Tammy DeShaw, The Owl Teacher 2014
Cru
st
Co
reM
an
tle
Sta
nd
on
the
ou
tsid
e
of th
e c
ircle
.
Slo
wly
cla
p
Sa
y:
Te
cto
nic
s, Te
cto
nic
s
Sh
oo
t up
and
dow
n
Sa
y:
HO
T! H
OT
! HO
T!
Sta
nd
so
lid in
the
ce
nte
r of th
e c
ircle
Sa
y:
Co
re, C
ore
, Co
re
Dire
ctio
ns
To
revie
w th
e la
yers
of th
e e
arth
,
pro
vid
e s
tud
en
ts w
ith o
ne
of th
e
follo
win
g c
ard
s. Y
ou
will n
ee
d 4
-6
co
re c
ard
s, 6
-8 m
an
tle c
ard
s, a
nd
9-
11 cru
st c
ard
s. H
ave
stu
de
nts
sta
nd
in 3
co
nce
ntric
circ
les, re
ad
the
ir
ca
rd, a
nd
co
mp
lete
the
actio
n.
Copyright Tammy DeShaw, The Owl Teacher 2014
Exploring the Earth’s Movements- Lesson Plan
Materials
*Paper Plates (1 for each student)
*Frosting (white or add food coloring for the
mantle)
*Graham Crackers
*Exploring Earth’s Movement Worksheet
Directions
1.) Provide each student with a paper plate smeared with white frosting
(You can add red food coloring to appear as the mantle) and two
graham crackers.
2.) Work through the demonstration (as detailed in the worksheet)
together and discuss the various movements.
Note: In third grade we do not call them divergent or convergent
movements, but you are more than welcome to. The main point of the
demonstration is to get students thinking about how these plates can be
constructive.
Copyright Tammy DeShaw, The Owl Teacher 2014
The earth’s layers are like puzzle pieces that float around on
top of the mantle. Sometimes these layers collide, while other
times they slide past one another. These movements cause
changes to the surface of the earth in the form of
earthquakes, volcanoes, and mountain building.
Exploring Earth’s Movements
To begin, spread thick frosting on a paper plate. This represents the mantle of
the crust. On top of the “mantle” place two graham crackers. This will
represent our plates of the crust.
1.) Pull the “plates” apart about 3 cm. What do you notice happening to the
“mantle?” What do you think occurs?
________________________________________________________________
________________________________________________________________
You should have observed the “magma” rising and filling the gaps between the
two “plates.” This creates underwater mountains and causes earthquakes.
2.) Move the two “plates” toward one another, but slide one “plate” under the
other. What do you notice? What do you think occurs?
________________________________________________________________
________________________________________________________________
With this movement, the thinner crust will go under the thicker crust causing
an opening and creating volcanoes.
Copyright Tammy DeShaw, The Owl Teacher 2014
Name __________________________
3.) Move the two “plates” toward one another– but have them collide. What do
you observe? What do you think occurs?
________________________________________________________________
________________________________________________________________
You should have observed the “plates” colliding, cracking, and folding up
creating mountains.
4.) Draw an illustration of each type of movement we demonstrated today in
the boxes below. Then write a caption that describes each.
Copyright Tammy DeShaw, The Owl Teacher 2014
______________
______________
______________
______________
______________
______________
______________
______________
______________
Catch Crust
Earthquake Discoveries Lab Teacher’s Guide
Station 1- Provide students with the maps and chart sheet provided.
Station 2- Provide students with the article provided and a few plastic rulers
(one for each student at the station in your rotations). The ruler must be
plastic.
Station 3- Fill two medium sized aluminum pans- one with play sand and one
with soil. Then using a brick from a store like Home Depot or Lowe’s, stand it
up inside the pan. I have purchased the inexpensive light grey ones and
drawn windows on them to represent buildings for fun. I try to make sure my
soil is thick to hold the building a bit more sturdy than the sand.
Station 4- Provide students with clay. I always have it flattened in a
rectangle ahead of time. It’s important to remind students to return the clay
flat upon leaving the station for the next group.
DirectionsDuring this fun, interactive lab, students will be “detectives” exploring
earthquakes through a fictional character, Shifty Crust.
I always rearrange my classroom to look as if an earthquake had occurred in
the classroom. One time I even tilted a filing cabinet. The students get super
excited. I then tell them that an earthquake has occurred and there is only
one suspect- Shifty Crust. I ask them if they can be detectives and look at his
criminal folder. (I provide students with a file folder with the center sheets
glued on the inside and the cover glued to the front for appeal and
engagement).
Materials
Set-Up
*maps (provided) *Clay
*chart (provided) *File Folders
*2 medium aluminum pans *student sheets
*plastic ruler *2 grey bricks
*play sand *soil
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch Crust
Station One Directions
Look at the chart and maps provided.
They both provide information about all the places that Shifty Crust has visited lately. What patterns do you notice?
Answer the question in his case file.
CrustCatch
Station Two Directions
First read the article provided.
Very carefully bend the ruler. You do not want to break it, but rather want to see the way it vibrates when you apply a bit of
pressure to it.
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch CrustStation Three Directions
Check to make sure the bricks are standing up in each pan.
Gently shake the first pan. Notice what happens to the building.
Gently shake the second pan. Notice what happens to this building.
Stand any buildings that fell over back up.
CrustCatch
Station Four Directions
Make sure you have two flat, rectangle pieces of clay.
Lay the clay end to end. Gently push the two ends against each other and observe what happens.
Separate the clay and flatten it again for the next group.
Copyright Tammy DeShaw, The Owl Teacher 2014
Earthquake Discoveries Lab
Profiler’s Name
Case #
Investigator’s Name
Shifty Crust
01-09857698
An earthquake has occurred and there’s only 1 suspect—
Shifty Crust!
Copyright Tammy DeShaw, The Owl Teacher 2014
Station 1 Where Has He Been?
Shifty is hard to catch because he is always moving around! Explore the
various files and answer the following questions about Shifty Crust to
complete his profile on where he has been.
1.) Name a location where Shifty Crust has been. Write the date next to it
too.
2.) Look at the two different maps. One shows where Shifty usually visits.
The other shows where mountains are found. What can you conclude?
3.) Does it seem like Shifty ever takes a vacation? Why or why not?
Station 2Shifty’s Accomplices
1.) How does Shifty commit his crimes? (How does an earthquake
occur?)
3.) How are volcanoes and tsunamis related to Shifty Crust?
2.) Bend the plastic ruler back. (Careful not to break it). How does the ruler
relate to the earth’s crust? What happens when the earth’s crust “snaps?”
Who is a known as an accomplice of Shifty? Who is involved in Shifty’s
series of crimes? Determine who else can become involved.
Copyright Tammy DeShaw, The Owl Teacher 2014
Station 3 Standing Against Shifty
Can anyone stand against Shifty and all the damage he’s creating?
1.) Make sure the bricks are standing up in the pan of soil and the pan of
sand. Slowly shake each pan, one at a time. Which held better? Which
tumbled?
2.) Why do you think one didn’t fall as quickly and as easily?
Station 4Mountain Building
Shifty has made a mess creating mountains! Complete the activity below,
then answer the question.
1.) Take two pieces of rectangle clay and push them together end for end.
Draw what occurred.
2.) How is mountain building related to Shifty Crust?
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch Crust
Year Location Magnitude Deaths
2012 Philippines 6.7 113
2011 Japan 9.0 20,896
2010 Haiti 7.0 316,000
2009 Indonesia 7.5 1,117
2008 China 7.9 87,587
2007 Indonesia 8.5 25
2006 Indonesia 6.3 5,749
Station One Earthquake Chart
Source: USGS http://earthquake.usgs.gov/earthquakes/eqarchives/year/byyear.php
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch Crust
Station One Earthquake Map
Source: http://www.iss.k12.nc.us/schools/wms/WorldVolcanoes.JPG
This map shows where most earthquakes occur in red.
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch Crust
Station One Mountain Map
Source: http://www.eoearth.org/view/article/154714/
This map shows where mountains are located.
The darker the color, the higher the elevation.
Compare this map to the earthquake occurrence map.
What do you notice?.
Copyright Tammy DeShaw, The Owl Teacher 2014
Catch Crust
Station Two ArticleThe earth is made of many plates like a puzzle that slowly floats
on top of the mantle. These pieces, called tectonic plates,
sometimes slide past one another or collide. When this occurs,
an earthquake happens!
The boundaries of these plates have jagged edges and stick to
one another like Velcro. Since the plates are always moving, they
store up energy and when they finally unstick, that energy
releases. It is a lot like a game of tug-of-war. If you and a friend
are both pulling on the rope and suddenly he lets go, what
happens? All your energy from pulling releases and wham! You
fall.
When the plates release, it creates waves that ripple out into the
earth, very much like a pebble when it’s thrown into a pond.
These waves are the trembling of the earth that we feel.
Scientists measure these waves to determine the size of the
earthquake (called magnitude) using a seismograph.
When the tectonic plates are floating around, they can cause an
earthquake underwater, on the ocean floor. When this happens,
large waves are created and it is called a tsunami. Sometimes
these waves will work their way to land and destroy towns and
cities along the coast.
In addition to earthquakes happening, when some plates
collide they are pushed together causing the crust to
build up and form mountains or volcanoes. Volcanoes
can also happen when the plates are pulled apart and
magma seeps out.
Copyright Tammy DeShaw, The Owl Teacher 2014
Station 1 Where Has He Been?Shifty is hard to catch because he is always moving around! Explore the
various files and answer the following questions about Shifty Crust to
complete his profile on where he has been.
1.) Name a location where Shifty Crust has been. Write the date next to it
too.
2.) Look at the two different maps. One shows where Shifty usually visits.
The other shows where mountains are found. What can you conclude?
3.) Does it seem like Shifty ever takes a vacation? Why or why not?
Station 2Shifty’s Accomplices
1.) How does Shifty commit his crimes? (How does an earthquake
occur?)
3.) How are volcanoes and tsunamis related to Shifty Crust?
2.) Bend the plastic ruler back. (Careful not to break it). How does the ruler
relate to the earth’s crust? What happens when the earth’s crust “snaps?”
Who is a known as an accomplice of Shifty? Who is involved in Shifty’s
series of crimes? Determine who else can become involved.
KEY
Answers may vary. Any of the following are acceptable: 2012 –
Philippines; 2011 – Japan; 2010 – Haiti; 2009 , 2006, 2007 –
Indonesia; 2008 - China
That mountains in this region where earthquakes are commonly
occurring form the mountain ranges.
No, because earthquakes occur every day around the world in various
places, sometimes multiple times a day.
Tectonic plates slide past one another or collide.
The ruler has pressure on it very much like the plates of the Earth. When the
pressure is too great, it releases cause it to break. On the Earth, when it
breaks, it creates waves that ripple out.
Volcanoes happen when plates pull apart and magma seeps out. Plates
on the ocean floor collide, creating large waves (tsunami).
Copyright Tammy DeShaw, The Owl Teacher 2014
Station 3 Standing Against Shifty
Can anyone stand against Shifty and all the damage he’s creating?
1.) Make sure the bricks are standing up in the pan of soil and the pan of
sand. Slowly shake each pan, one at a time. Which held better? Which
tumbled?
2.) Why do you think one didn’t fall as quickly and as easily?
Station 4Mountain Building
Shifty has made a mess creating mountains! Complete the activity
below, then answer the question.
1.) Take two pieces of rectangle clay and push them together end for end.
Draw what occurred.
2.) How is mountain building related to Shifty Crust?
The soil should hold the building in place better and longer than the sand
which should tumble quickly and easily.
The sand is loosely packed and thus has room to move around when
shaking into empty pockets. The soil is packed tighter leaving no room
for it to wiggle around.
Drawings vary, but should demonstrate that the middle part of the clay
crumpled and pushed up against one another.
Mountains are created when two plates collide. Shifty Crust is the
movement of these plates- therefore, the plates are always moving and
creating mountain building.
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
You move to California on the steep side of a hill. You discover
that your house is sitting mostly on sand. Your friends say that
California is known for earthquakes. Are you safe? Explain.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
Do the continents still move today? Explain your reasoning.
What are the results of these plates moving?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
How are earthquakes harmful? How are earthquakes beneficial?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Exploding with Cause and Effect- Lesson Plan
1.) Review with students how when one of the plates of the crust slides under
another, it creates volcanoes. Discuss (or review) cause and effect.
2.) Have students read the article about volcanoes.
3.) Have students create a cause and effect booklet. They can fold the
booklet and (cut it down the middle if desired) inside write cause on one side
and effect on the other.
Of course, for fun, you can always make your own volcanoes.
*cone shaped cups *clay
*Plaster of Paris *Baking Soda
*red food coloring *Vinegar
1.) Have students roll a small piece of clay into a ball and place at the bottom
of
a cone shaped cup.
2.) Using a Plaster of Paris mixture, pour into the cup on top of the clay.
3.) After allowing ample time to dry, peel the cup and remove the clay ball.
4.) Have students pour a small amount of baking soda into the sunken hole (I
have these prepped ahead of time in a solo cup).
5.) Mix red food coloring with vinegar. (Again, I have these prepped in a solo
cup ahead of time.) Pour on top of the baking soda.
6.) Watch it explode!
*I love to do the Mentos and Diet Coke explosion! The kids get a HUGE kick out
of that!
Materials*Explosion Text *Cause and Effect Flip Book
Directions
Materials
Directions
Exploding Volcanoes (for fun)
Copyright Tammy DeShaw, The Owl Teacher 2014
When the crust of the Earth has weakened cracks, part of the
melted rock in the mantle creeps out. This melted rock is called
magma. Magma is found inside a mountain that builds up around
an opening of the Earth’s crust called a volcano. When magma
moves up through a volcano it can EXPLODE… or just slowly seep
out.
Think about a tube of toothpaste. If you were to poke a small hole
in the tube and press gently, the toothpaste would just slowly ooze
out because there isn’t much pressure. If you were to squeeze
really hard, it would shoot across the room! How much pressure
building up inside the Earth’s mantle determines the kind of
eruption the volcano has.
Once this melted rock is on the land, it is called lava. Lava piles up
on the Earth, along with ash and rocks. The lava then hardens and
over time becomes a mountain.
Volcanoes can be very destructive by damaging land and buildings
around it. One major eruption occurred in 79 AD and buried the
ancient Roman city of Pompeii. Two thousand people died when
they were covered with a thick carpet of volcanic ash.
On the other hand, volcanoes can be a good thing too! For
instance, volcanoes provide important nutrients for the surrounding
soil. Even more beneficial, volcanoes help create new land over
time, such as the Hawaiian Islands.
Copyright Tammy DeShaw, The Owl Teacher 2014
and
Copyright Tammy DeShaw, The Owl Teacher 2014
Exploding Changes Causation Cards
One fun activity I like to do with my students after exploring volcanoes is
the exploding changes causation cards. I pass out cards to random
students but I hold on to card number one. I explain to students that the
part written in red is the last thing said by the person in front of them. This
is what they should be on alert for. The part in black is what they actually
say, and the part in orange is the action they do while saying their part.
I like to make it a little fun by doing a run through and then seeing if we can
beat the amount of time it took to do it.
If the card has anything in blue in the bottom right corner, it needs a prop
to go with it. For instance, one card requires a popsicle stick, while another
will need a balloon partially blown up. The balloon should not be sealed
because the student will need to release it so it will shoot across the room.
I would laminate these cards for durability.
Copyright Tammy DeShaw, The Owl Teacher 2014
Ex
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sEx
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sC
ard
1
Ca
rd 2
Ca
rd 3
Ca
rd 4
Th
e e
arth
co
nta
ins th
ree
layers
,
the
cru
st, th
e m
an
tle, a
nd
the
co
re!
the
co
re…
Th
e c
rust s
hifts
and
cra
cks
(bre
ak th
e p
op
sic
le s
tick in
ha
lf)
sh
ifts a
nd
cra
cks…
(ju
mp
and
sa
y)
Up
co
me
s th
e m
ag
ma
!
the
ma
gm
a…
It exp
lod
es o
ut o
f the
vo
lca
no
,
sh
oo
ting
hig
h in
to th
e s
ky!
(rele
ase
the
air-fille
d b
allo
on
tow
ard
the
ce
iling
)
Popsiclestick
Partiallyfilledballoon-nottied.Clipw
ithaclotheslineclip.
Copyright Tammy DeShaw, The Owl Teacher 2014
Ex
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sEx
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sC
ard
5
Ca
rd 6
Ca
rd 7
Ca
rd 8
sid
e o
f the
vo
lca
no
…
bu
t wh
en
the
lava
co
ols
, it form
s a
sp
ecia
l kin
d o
f rock c
alle
d ig
ne
ou
s
(era
se
the
vo
lca
no)
ca
lled
ign
eo
us…
So
me
rocks a
re m
ad
e o
f ash
and
lava
(form
yo
ur b
od
y in
to a
ba
ll to
rep
rese
nt a
rock)
ash
and
lava
…
(go
to th
e b
oa
rd a
nd
dra
w a
tall
bu
ildin
g)
So
me
rocks fro
m th
e e
arth
are
use
d
in ta
ll bu
ildin
gs.
into
the
sky…
Th
is la
va
run
s d
ow
n th
e s
ide
of th
e
vo
lca
no
(go
to th
e b
oa
rd a
nd
dra
w a
vo
lca
no)
Copyright Tammy DeShaw, The Owl Teacher 2014
Ex
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sEx
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sC
ard
9
Ca
rd 10
Ca
rd 11
Ca
rd 12
use
d in
tom
bsto
ne
s…
So
me
rocks a
re u
se
d in
sta
tue
s a
nd
mo
nu
me
nts
.
(era
se
the
co
rners
of th
e b
uild
ing
on
the
bo
ard
and
brin
g th
e lin
es to
a p
oin
t.
Write
the
wo
rds, W
ash
ing
ton
Mo
nu
me
nt
next to
it)
and
mo
nu
me
nts
…
So
me
vo
lca
no
es a
re u
nd
er w
ate
r
(sw
im to
wa
rd th
e b
oa
rd a
nd
era
se
it)
are
und
erw
ate
r…
Th
ese
vo
lca
no
es m
ay fo
rm is
land
s!
(Go
to th
e b
oa
rd a
nd
dra
w a
n is
land
with
a p
alm
tree)
use
d in
bu
ildin
gs…
So
me
of th
ese
rocks a
re u
se
d in
tom
bsto
ne
s
(fall d
ow
n a
nd
pla
y d
ea
d)
Copyright Tammy DeShaw, The Owl Teacher 2014
Ex
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sEx
plo
din
g C
han
ge
s
Ex
plo
din
g C
han
ge
sC
ard
13
Ca
rd 14
Ca
rd 15
Ca
rd 16
form
ed
from
vo
lca
no
es…
Haw
aii is
kn
ow
n fo
r the
ir hula
da
nce
(do
the
hula
da
nce)
the
hula
da
nce
…
An
oth
er p
op
ula
r vo
lca
no
is M
oun
t
Sa
int H
ele
ns! It is
very
exp
losiv
e!
(Ju
mp
and
Sa
y: K
ab
oo
m!)
very
exp
losiv
e…
Ka
bo
om
!…
Mo
un
t St. H
ele
ns e
xp
lod
ed
ba
ck in
198
0 a
nd
thre
w a
sh
all o
ver n
ea
rby
tow
ns.
(Go
to th
e b
oa
rd a
nd
dra
w a
city
with
ash
“rain
” fallin
g o
n it.)
ma
y fo
rm is
land
s…
Haw
aii is
an
isla
nd
form
ed
from
vo
lca
no
es
(go
to th
e b
oa
rd a
nd
ad
d s
ma
ller
isla
nd
s in
a ro
w n
ext to
the
larg
er
on
e)
Copyright Tammy DeShaw, The Owl Teacher 2014
Ex
plo
din
g c
han
ge
s
Ca
rd 17
Ca
rd 18
Ca
rd 19
Ca
rd 2
0th
e s
hiftin
g c
rust…
We
all k
now
tha
t if the
cru
st s
hifts
an
ea
rthq
ua
ke
ma
y o
ccu
r
(Tip
over a
ch
air c
are
fully
and
act
like
an
ea
rthq
ua
ke
occu
rred
)
ea
rthq
ua
ke
ma
y o
ccu
r…
vo
lca
no
es c
an
de
stro
y th
e e
arth
(Pun
ch
yo
ur fis
t into
yo
ur o
ther
ha
nd
)
de
stro
y th
e e
arth
…
bu
t vo
lca
no
es c
an
als
o c
rea
te n
ew
ea
rth.
(Ch
eer fo
r the
vo
lca
no)
the
ne
arb
y to
wn
s…
So
to s
um
ma
rize, v
olc
an
oe
s a
re
ca
use
d b
y s
hiftin
g c
rust
(da
nce
by s
hiftin
g b
ack a
nd
forth
–to
the
righ
t and
the
left)
Ex
plo
din
g c
han
ge
sEx
plo
din
g c
han
ge
s
Ex
plo
din
g c
han
ge
s
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
How are volcanoes harmful? How are volcanoes beneficial?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
While earthquakes, volcanoes, landslides, and floods cause
quick, dramatic changes to the earth’s surface, there is another
team at large that changes the earth so slowly, they often go
unnoticed. This is team weathering and erosion.
Weathering is the process of breaking down rocks on the earth’s
surface to much smaller pieces. It often takes millions of years, but
nonetheless, it creates the rocks and sand we are used to seeing.
There are two different types of weathering: physical and chemical.
This means that sometimes weathering occurs from simple physical
movement, while other times it is based on chemicals like acid rain.
Weathering has many friends that assist in breaking down
rocks. For instance, water is a best friend of weathering. Water
likes to carry rocks that scrape against other rocks as it moves.
This slowly wears them down. It also likes to seep into cracks and
when it freezes (turning to ice) it has to expand, thus cracking
rocks. Another friend to weathering is wind. Much like water, wind
picks up small rocks and blows them against the terrain. This
beating definitely breaks it up.
Once weathering has committed the crime of breaking the
earth’s surface down, erosion takes it away from the crime scene.
Erosion has some friends that also help just like weathering. Water
in rivers, streams, and even ocean waves picks up rocks and sand,
moving it to a new spot. When it drops this sediment in a new
place, it is called deposition. Another friend of erosion is wind. Just
like with weathering, wind picks up rocks and transports them.
Glaciers, large masses of ice, move very slowly across land. When
gravity pulls the glacier downhill, it picks up and drops off rocks
along the way.
Did you know that you also help team weathering and erosion?
Living things are always uncovering rocks as they create
development and moving them to new locations too.
Team Weathering and Erosion
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
Weathering and erosion work together. How is it like a never-
ending cycle?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
Why is weathering and erosion important?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
The Grand Canyon is a product of weathering and erosion.
Theorize more specifically how the Grand Canyon was formed.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth Science Journal Question
Evaluate which is more destructive, weathering or erosion.
Explain your reasoning.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Name __________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Washing Away
Materials
*4 paint roller pans (4, one per group) *play sand
*mini-houses (like found in a Monopoly game) *watering can
or small wooden blocks that can represent *water
houses (found in craft stores) *pebbles
*blocks (like from the game Jenga) *pretend money
*soil (with grass intact if possible) *grid paper
*popsicle sticks for fencing *rocks of multiple sizes
*directions sheet & reflection sheet *drinking straw
Directions
Erosion Discoveries Lab Teacher’s Guide
1.) Set up the stations as preferred.
2.) Instruct the students that they will be engineers and need to solve the
neighborhood problem of erosion. Each group will be given supplies to
complete this task. The supplies will be:
-a cup of sand -a cup of pebbles
-a block - a “town” (scene)
-$200.00 -grid paper for planning
3.) Have students plan out how they will “prevent” erosion and then
purchase more items if needed. (Have extra items on hand and price
them expensive.)
4.) After 15 minutes test their structure by blowing sand around (using a
drinking straw), splashing water up on the beach, pouring water down
the river (watering can) and moving the glacier down hill. I try to make
sure that the houses/land is destroyed, as erosion cannot actually be
stopped. (It can only be slowed.)
Copyright Tammy DeShaw, The Owl Teacher 2014
Washing Away
Using the paint roller pans, choose from the various scenarios to
represent. You will likely have to duplicate depending on how many
groups you want.
a) a beach scene. Place sand at the top of the roller and water along the
bottom- the part that would hold paint. Place a few houses along the
“ocean front.”
b) a river scene. Place soil along the top of the roller pan, but then run a
groove down the middle toward the bottom portion to represent a
river running through it. Place houses along the side of the river.
You’ll add water later to this one.
c.) a sand dune scene. Place sand in all of a paint roller pan. Place
houses at the bottom of the roller.
d.) a glacier scene. Place sand or soil in all of a paint roller pan. Place
ice cubes along the top of the pan. Add houses.
Set-Up
Erosion Discoveries Lab Teacher’s Guide
Copyright Tammy DeShaw, The Owl Teacher 2014
Congratulations! You have just been hired as an
engineer to solve the neighborhood erosion problem.
They have noticed in the area erosion has been playing
a part! Some area houses are near danger of falling
into rivers, being drawn into the ocean, being washed
away by the glaciers, or having sand blasting into their
yards! We need to QUICKLY determine a way to prevent
erosion from destroying these homes. What can we do?
As a group you are to work together and complete the
following:
1.) Create/sketch a plan on paper to solve the erosion
problem. This plan must be approved by the building
inspector (your teacher!). You have 10 minutes to plan,
be approved, & purchase supplies.
2.) Determine what supplies you will need. (You will be
provided with some supplies and some funding, but
once you are out, you are out!) Realistically, in the
world, you don’t have unlimited funding.
3.) After approval for the building of your “erosion
preventor,” you will need to build your new invention.
Keep in mind that the new creation MUST be appealing.
Neighbors don’t want to look at a “trashy”
neighborhood. People pay good money to have land on
a beach overlooking the sea, etc. You will have only 15
minutes to build. Timelines are realistic in the real
world!
4.) After the teacher tests your erosion model, answer
the questions on the reflection sheet.
Copyright Tammy DeShaw, The Owl Teacher 2014
1.) What was your plan to solving the erosion problem?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2.) Was your plan successful? Why or why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3.) What did you notice about other people’s erosion prevention plans?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Stopping Erosion Reflection
Name____________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
4.) Can erosion ever be prevented? Explain your thinking.
______________________________________________________________
______________________________________________________________
______________________________________________________________
5.) Since erosion can only be slowed down, what examples can you think of
today that are in place to slow down erosion?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Copyright Tammy DeShaw, The Owl Teacher 2014
Weathering Through It- Lesson Plan
Materials
*Weathering student sheets *dropper
*small plastic containers *vinegar
*water *graham crackers
*sandpaper *sugar cubes
*student goggles *paper cups
*small plastic jar/container *pebbles
*clay *blocks of wood
Directions
1.) Review with students what weathering is. If you have taught the
difference between physical and chemical weathering, review that as
well.
2.) Depending on your preference, have students work through the lab
sheets provided to explore the various agents of weathering that
occurs.
3.) Have students predict before performing the lab demonstration.
4.) Have students see the connection between the demonstration and
weathering in real life.
**Based on your preference, you can do each of these on separate
days, or have each group perform their own demonstration and report
back to the class. You can also pick and choose which you do together
as a whole group and which you choose to demonstrate yourself.
Copyright Tammy DeShaw, The Owl Teacher 2014
through it
1.) Label your group’s container
2.) Fill it completely to the top and seal.
3.) Place the container in the freezer overnight.
4.) Answer the questions below before and after
removing the container from the freezer the next day.
Predict
What do you think will occur?
Results
What actually happened?
How does this relate to rocks when water freezes in its cracks?
Weathering by Ice
Directions:
Copyright Tammy DeShaw, The Owl Teacher 2014
through it
1.) Using the clay provided, create three rounded balls.
2.) In your jar of small pebbles and water, add the three
rounded balls of clay.
3.) Complete your prediction below
4.) Shake the jar and record the results.
Predict
What do you think will occur?
Results
What actually happened?
How does this relate to water rushing over rocks?
What would happen if you shook the jar 50 times?
Weathering by Water
Directions:
Copyright Tammy DeShaw, The Owl Teacher 2014
through it
Predict
What do you think will
occur?
Results
What actually happened?
How is this like sand blowing against rock over time?
1.) Put on the goggles to protect your face.
2.) Predict below what you think will happen.
3.) Rub the sandpaper against the blocks of wood.
4.) Complete the questions below.
Weathering by Wind
Directions
Copyright Tammy DeShaw, The Owl Teacher 2014
through it
Predict
What do you think will occur?
Results
What actually happened?
What happened to the soil? Did it protect the bedrock?
How does this relate to underground caverns?
1.) Line the bottom of a cup with sugar cubes.
2.) Pack tightly on top of the sugar cubes graham crackers.
The sugar cubes represent limestone while the graham
crackers represent the soil.
3.) Predict what you think will happen once you squeeze the
vinegar on the graham crackers.
4.) Using the dropper, squeeze one dropper full of vinegar
(acid rain) on the soil until it’s empty.
5.) Complete the questions below.
Chemical Weathering- Sinkholes
Directions:
Copyright Tammy DeShaw, The Owl Teacher 2014
through it
Predict
What do you think will occur?
Results
What actually happened?
How does this relate to our statues being destroyed by acid
rain?
1.) Fill one cup with water and another cup with vinegar.
2.) Label each cup with your name and if it is water or
vinegar.
3.) Place a piece of chalk in each cup and leave it overnight.
4.) Complete the questions below on day one and again the
following day.
Chemical Weathering- Limestone
Directions:
Copyright Tammy DeShaw, The Owl Teacher 2014
Earth
Ch
an
ge
s Ch
art
Typ
e o
f ch
an
ge
-
Fa
st o
r Slo
w?
Wh
at is
it?
(de
finitio
n)
Wh
at c
au
se
s it?
How
do
es it
ch
an
ge
the
Ea
rth’s
su
rface?
Ea
rthq
ua
ke
s
Vo
lca
no
es
Ero
sio
n
We
ath
erin
g
Na
me
__________________________________________
Co
pyrig
ht T
am
my D
eS
haw
, The O
wl T
eacher 2
014
Slider FrameDirections
1. Copy the pattern for the slider frame
on
to cardstock for durability, if desired.
2. Using the pattern for the slider frame,
cut out the two windows and the
thumb notch.
3. Fold back along the dotted lines.
4. Tape the two edges together on the
back.
5. Fold the slider page in half.
6. Place the slider in the pattern frame.
7. Read the question or definition in
window #1. Answer in your head or
out loud.
8. Move the slider to next window (#2)
to check your answer.
9. Continue until finished.
Copyright Tammy DeShaw, The Owl Teacher 2014
Vocabulary ReviewSlider Frame
cut
outcut
out
Name___________________
Co
pyrig
ht T
am
my D
eS
haw
, The O
wl T
eacher 2
014
Fo
ld b
ack a
nd
tap
eFo
ld b
ack a
nd
ta
pe
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
magma
volcano
erosion
deposition
core
The earth’s
thinnest layer
crust
The earth’s
hottest layer
This layer is
like putty- both
solid and
melted.
mantle
earthquake
The sudden
movement of
the earth’s
crust.
A mountain that
builds up around
an opening in
Earth’s crust.
Melted rock
found inside a
volcano.
lava
Melted rock
found outside a
volcano.
weathering
The breaking
down of rock
into smaller
pieces.
The movement
of weathered
rock.
The dropping
off of
weathered
rock.
Co
pyrig
ht T
am
my D
eS
haw
, The O
wl T
eacher 2
014
A SpecialThank You!
Thank you for taking the time to download this
resource! I know as a teacher, you have so much to
do and so little time, along with being limited on your
resources. I am here to help by creating products
that help you take back your weekends, without sacrificing quality teaching!
Thank you for letting me help you!
TermsTermsof Use
Each page of this document is © Copyright of Tammy DeShaw, The Owl Teacher. All rights reserved. *This product is to be used by
the original downloader only
for classroom & personal use
ONLY.
*Copying for teachers,
classroom, department, school,
or school system is prohibited.
*Teachers may NOT upload the
product to school / district
servers, or to any website,
distribute via email, or share
digital or print copies, including
to file sharing sites such as
Amazon Inspire or the like.
*You do not have permission to
claim any part of it as your
own, copy, or modify it, & you
may not share or sell anything
based on this document.
A Special
Keep In Touch!
CCrreeddiittssRReellaatteedd Products
Delightful Daily Deals
Earthquake
Tabbed
Booklets
Volcanoes
Tabbed
Booklets