CT – 7.3- constructive and destructive forces over time ... · CT – 7.3-Landforms are the...

Contributors: Louise McMinn,

Scofield Magnet School, Stamford Public Schools

Michael Ross,

Connecticut Science Center

Updated: March 2012

CT – 7.3-Landforms are the result of the interaction of constructive and destructive forces over time. MA – Earth and Space, Gr. 3-5 #’s 4, 7; Gr. 6-8 #’s 6,7

CT Science Content Standard 7.3 – Landforms Landforms are the result of the interaction of constructive and destructive forces over time

250 Columbus Blvd. Hartford, CT 06103 www.CTScienceCenter.org Version 3-2012 2

Table of Contents Section Page

Summary .............................................................................................................................................. 3

Inquiry Standards ..............................................................................Error! Bookmark not defined.

CT Science Standards, Grade Level Concepts & Expectations, & CMT Correlation .................... 5

National Science Education Standards ............................................................................................. 7

Massachusetts Learning Standards ................................................................................................... 8

Safety Standards: ................................................................................................................................. 9

Misconceptions and Facts ................................................................................................................ 10

Pre-Visit Activities .............................................................................................................................. 11

Discovery Center Activity.................................................................................................................. 20

Trail Guides ........................................................................................................................................ 29

Teacher Trail Guides ............................................................................................................. 31

Student Trail Guides .............................................................................................................. 37

Post-Visit Activities ............................................................................................................................ 43

Performance Task .............................................................................................................................. 46

Curriculum Guided Investigation ..................................................................................................... 48

Teacher Manual ..................................................................................................................... 48

Student Manual ...................................................................................................................... 60

Teacher Resources ............................................................................................................................ 65

Professional Development .................................................................................................... 67

Interdisciplinary Activities: .................................................................................................... 68

Teacher Websites: ................................................................................................................. 69

Literature Links ....................................................................................................................... 71

Videos ..................................................................................................................................... 73

Careers in Geoscience .......................................................................................................... 74

Additional Activities that relate to the geological history of Connecticut: ...................... 75

Student Resources ............................................................................................................................ 77

Student Websites: ................................................................................................................. 77



Summary This package provides you and your students with pre visit, visit and post visit materials related

to the topic of geologic forces. Specifically how do constructive and destructive forces shape the Earth’s surface? We have focused the investigations on how have those constructive and destructive forces shaped the surface of Connecticut?

This package also includes engaging investigations that give students the opportunity to explore the forces that help to build the land around them, with a focus on those forces that shaped Connecticut. A pre-visit activity has students examining the landforms in Connecticut using Google Earth, as well as weathering and erosion in their school community.

In addition, your students will tour the Planet Earth Gallery and the River of Life Gallery. During their gallery visits, you may provide your students with Trail Guides that will help them make observations and raise further questions about specific exhibits within the galleries that are related to the geologic forces.

In the Planet Earth Gallery, they will view simulations of major geological events that have occurred over millions of years, and learn how geologists have determined Connecticut’s geological past using rocks and fossils. Students will be able to view the changes that have occurred in the Connecticut River Valley over many years and will be able to investigate the effects of erosion in the large stream table located in the River of Life Gallery. Post-visit activities will give students the opportunity to continue their investigations of geological forces.

Also included in this program are lessons that provide interdisciplinary connections, as well as additional resources such as websites, literature links, career information, home and school connections, and related videos.

This unit has been developed to complement some of the core themes, content standards and expected performances of the CT Core Science Frameworks, as well as the National Science Education Standards. It is a supplemental series of “hands-on” investigations that are inquiry-based and designed to engage students as well as to enhance and build upon their prior content knowledge. It may be integrated with other subjects or it may be taught in its entirety within the science classroom.

The complete CT Core Science Curriculum Frameworks is available at the website: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890 Direct link to PDF: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards2011.pdf

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards2011.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/pk8_science_curriculumstandards2011.pdf



Inquiry Standards Following are the specific sections from the CT Core Science Curriculum Framework that are

addressed in this unit. The C INQ information reflects the process skills intended for grades 6-8 specifically representing the content standards of scientific inquiry, literacy, and numeracy.

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy

How is scientific knowledge created and communicated?

Content Standards Expected Performances

SCIENTIFIC INQUIRY

♦ Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.

♦ Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.

♦ Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

SCIENTIFIC LITERACY

♦ Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.

♦ Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

SCIENTIFIC NUMERACY

♦ Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

C INQ.1 Identify questions that can be answered through scientific investigation.

C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information.

C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions.

C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.

C INQ.5 Use appropriate tools and techniques to make observations and gather data.

C INQ.6 Use mathematical operations to analyze and interpret data.

C INQ.7 Identify and present relationships between variables in appropriate graphs.

C INQ.8 Draw conclusions and identify sources of error.

C INQ.9 Provide explanations to investigated problems or questions.

C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.



CT Science Standards, Grade Level Concepts & Expectations, & CMT Correlation

Energy in the Earth’s Systems – How do external and internal sources of energy affect the Earth’s Systems?

GRADE 7

7.3 — Landforms are the result of the interaction of constructive and destructive forces over time.

Core Science

Curriculum Framework

Underlying Concepts

Students should understand that…

Grade-Level Expectations

Students should be able to…

CMT Expected Performances

7.3.a Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, ridges and valleys.

7.3.b Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place.

GRADE-LEVEL CONCEPT 7.3.a.

1. Earth’s surface features, such as mountains, volcanoes and continents, are the constantly-changing result of dynamic processes and forces at work inside the Earth.

2. The solid Earth has a core, mantle and crust, each with distinct properties.

3. Earth’s crust is broken into different “tectonic plates” that float on molten rock and move very slowly. Continental drift is driven by convection currents in the hot liquid mantle beneath the crust.

4. The presence of plant and animal fossils of the same age found around different continent shores, along with the matching coastline shapes of continental land masses, provides evidence that the continents were once joined.

5. Tectonic plates meet and interact at divergent, convergent or transform boundaries. The way in which the plates interact at a boundary affects outcomes such as folding, faulting, uplift or earthquakes.

6. The folding and faulting of rock layers during the shifting of the Earth’s crust causes the constructive formation of mountains, ridges and valleys.

7. Mountain formation can be the result of convergent tectonic plates colliding, such as the Appalachians and the Himalayas; mountains may also be formed as a result of divergent tectonic plates moving apart and causing rifting as in East Africa or Connecticut.

8. Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.

9. The geological makeup of Connecticut shows evidence of various earth processes, such as continental collisions, rifting, and folding that have shaped its structure.

1. Illustrate and describe in writing the composition of the three major layers of the Earth’s interior.

2. Explain how Earth’s internal energy is transferred to move tectonic plates.

3. Demonstrate the processes of folding and faulting of the Earth’s crust.

4. Correlate common geological features/events (deep sea trenches, mountains, earthquakes, volcanoes) with the location of plate boundaries.

5. Examine and compare geological features that result from constructive forces shaping the surface of the Earth over time (e.g., mountains, ridges, volcanoes) with geological features that result from destructive forces shaping the surface of the Earth over time.

6. Analyze and interpret data about the location, frequency and intensity of earthquakes.

C18. Describe how folded and faulted rock layers provide evidence of gradual up and down motion of the Earth’s crust.

C19. Explain how glaciation, weathering and erosion create and shape valleys and floodplains.

C20. Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.



GRADE-LEVEL CONCEPT 7.3.b.

1. Earth’s surface is constantly being shaped and reshaped by natural processes. Some of these processes, like earthquakes and volcanic eruptions, produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over longer periods of time.

2. Glaciers form in areas where annual snowfall is greater than the seasonal melt, resulting in a gradual build-up of snow and ice from one season to the next.

3. Glaciers increase and decrease in size over long periods of time, depending on variations in Earth’s climate.

4. Glaciers move slowly, spreading outward across a region or moving down a slope.

5. Moving glaciers reshape the land beneath them by scraping, carving, transporting and depositing soil and rock.

6. Glacial landforms have identifiable shapes. Connecticut’s landscape provides many examples of glacial movement and deposition.

7. Weathering and erosion work together as destructive natural forces. Both are forces that break down rock into small particles called sediments.

8. Weathering is caused by physical, chemical or biological means. Rock properties, such as hardness, porosity or mineral content, influence susceptibility to weathering.

9. Erosion loosens and transports sediment formed by weathering. Moving water and wind cause changes to existing landforms and create new landforms such as valleys, floodplains, plateaus, canyons, caves or dunes.

SCIENTIFIC LITERACY TERMINOLOGY: Erosion, weathering, glacier, valley, floodplain, core, mantle, folds, fault/fault line, continent, tectonic plate, plate boundary, convection, mountains, volcano, earthquake.

7. Compare and contrast the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity.

8. Investigate and determine how glaciers form and affect the Earth’s surface as they change over time.

9. Distinguish between weathering and erosion.

10. Observe and report on the geological events that are responsible for having shaped Connecticut’s landscape.



National Science Education Standards 5-8 Structure of the Earth Landforms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment; destructive forces include weathering and erosion. 5-8 Earth’s History The Earth’s processes we see today, including erosion, movement of lithospheric plates, and changes in the atmospheric composition, are similar to those that occurred in the past. Earth history is also influenced by occasional catastrophes, such as the impact of an asteroid or comet.



Massachusetts Learning Standards EARTH AND SPACE SCIENCE, GRADES 3-5 4. Explain and give examples of the ways in which soil is formed (the weathering rock by water and wind and from the decomposition of plant and animal remains). 7. Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. EARTH AND SPACE SCIENCE, GRADES 6-8 6. Describe and give examples of ways in which the earth’s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. 7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciations, supports theories that the earth has evolved over geologic time.



Safety Standards:

• Review expectations for appropriate behavior, handling of materials, and cooperative group procedures to be sure those activities are accessible and safe for all students prior to beginning these investigations.

• Make any necessary student modifications. • Monitor students to be sure they are acting appropriately, handling

materials accordingly, and working cooperatively especially when working with water and potentially sharp objects.

• For more comprehensive information on science safety, consult the following guidelines:

American Chemical Society – http://portal.acs.org/portal/fileFetch/C/WPCP_012300/pdf/WPCP_012300.pdf Council of State Science Supervisors – http://www.csss-science.org/downloads/scisaf_cal.pdf Connecticut Department of Education – http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/safety/middleschool_sciencesafety.

pdf

http://portal.acs.org/portal/fileFetch/C/WPCP_012300/pdf/WPCP_012300.pdf

http://www.csss-science.org/downloads/scisaf_cal.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/safety/middleschool_sciencesafety.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/science/safety/middleschool_sciencesafety.pdf



Misconceptions and Facts Phillips, W, 1991. Earth Science Misconceptions http://k12s.phast.umass.edu/~nasa/misconceptions.html Wilson, Paula N and DeBoer, George E. Determining the Appropriateness of Terminology in Content-Aligned Assessments for Middle School Students: Examples from Plate Tectonics AAAS Project 2061 Middle School Assessment, NARST 2007

Misconceptions Facts Tectonic Plates: Students believe that there are gaps between the tectonic plates.

The rigid outer layer of Earth is made up of plates that fit closely together. Each plate directly touches the plate next to it.

Earth’s Landforms: Students may think that mountains are rapidly created.

Plate movement is very slow; it can only be measured in centimeters per year. Mountain formation can occur as the plates slowly move.

Earth’s Landforms: Many students think that the Earth’s surface only changes because of earthquakes and volcanoes.

Many events, including water, change the Earth’s surface. Humans cause changes to the Earth’s surface, too.

Earth’s Landforms: Mountains and valleys have always been on Earth

The geological history of Earth takes place over 4.6 billion years. During that time it has taken billions of years for the Earth to form as it exists today.

Meaning of Weathering and Erosion: Students frequently think that weathering means that weather caused the material to move. They belief that weathering and erosion are synonymous processes.

Weathering and erosion are two different processes. Weathering is the process whereby rocks and minerals are broken down by chemical and or physical alteration into soil. The resultant product might or might not be transported. Weathering creates the soils of the world. Erosion is the transportation of soil from one place to another, usually by running water or wind.

Role of Plants: Some students may think that the soil doesn’t erode because the plants "soak-up" the water.

Plants do use water out of the soil, but the reason plants slow down erosion is because their roots keep dirt particles from being washed away. Also, if the plant drops leaves, the water drops hit the leaves, and the leaves lessen the force that the water droplet hits the earth material, thus limiting the erosion.

Role of Water: Students don’t identify that the speed of water is an agent of change. They often only focus on the amount of water.

With a greater flow of water, the more speed it has, therefore more erosion occurs.

Role of Sediment Type (Size and Weight): Students don’t see the connection between the size and weight of the material and how it is being eroded and deposited.

Finer-grained soils are more susceptible to erosion than coarser-grained soils. Lighter particles (typically smaller and less dense) are deposited farther downstream than heavier particles.

http://k12s.phast.umass.edu/~nasa/misconceptions.html



Pre-Visit Activities The visit to the CT Science Center begins in your classroom with the pre-visit activities. We encourage all teachers who bring their students to the CT Science Center to do these pre and post activities and plan to provide follow up assessments and activities which integrate your visit into a meaningful unit of study. Pre-visit Activity 1 is available as an outreach program. The following highlighted GLCs and GLES are covered in this section:


GRADE 7


Core Science


Underlying Concepts



























Pre-Visit Activity 1 Activity Purpose:

This activity is designed to help the students become familiar with the multitude of landforms in Connecticut. The focus will be on the large scale processes such as plate tectonics, volcanism and glaciers that helped to form the current basic structure of Connecticut Landforms. This will allow them to have an opportunity to make observations and develop questions centered on landforms and the process of the formation of these landforms. Materials:

• Laptops (1 per two students) or one main presentation computer • Google Earth – Identify a number of locations for the students to investigate • Rock Samples from specific locations identified in Connecticut (setup on a table somewhere in the

room) • A rock classification set (set up on the same table as the rock samples

Procedure/Investigation:

We will be doing some research into how some of the landforms in Connecticut came to be. Instead of going to each location, we will be going on a virtual field trip around Connecticut to investigate some of these landform’s locations. We have identified various “stops” at which we will record observations, questions and sketches. As you go to each Google Earth location observe what it looks like, but also come up to examine the rocks that are found at each location. These rocks will either be labeled as to what type (igneous, metamorphic, sandstone, sand) or use the rock classification set to match up the rocks to what type they are.

• Review how to navigate in Google Earth. Primarily how to angle downward in order to see the 3D

topography of the landforms, as well as how to use street view. • Have them begin by flying to the first location. • As they go through each location they should come up to examine the rock samples. • These rock samples are solely used to determine what event formed the land, by looking at the rock

type. • They may also sketch the landform on an outline map of CT.

Sharing After all of the groups have gone through each “stop”, ask the students to relate a few observations and questions they had for each stop. Make sure that they are able to see what kinds of rock appear in certain areas of CT. The rock type gives clues to how these landforms formed. After that, and only if time remains, allow them to propose ideas on how some of these landforms came to be.



Pre-Visit Activity 2

The visit to the CT Science Center begins in your classroom with the pre-visit activities. Please consider these activities as a prerequisite to prepare your students for the actual visit. We encourage all teachers who bring their students to the CT Science Center to do these pre and post activities as well as the integrated lessons and assessments that can be found at the end of this unit package. Pre Assessment: Show students pictures of Connecticut landforms – mountains, hills, road cuts, river banks, coastline, etc. Have students list what they see, and ask them to describe how they might have formed. Erosion and Deposition Walk Concept:

• Weathering, erosion, and deposition wear down and build up the earth’s surface. • Moving water is a main force of erosion.

Objectives:

• To observe and document where erosion and deposition occur on school grounds. • To hypothesize what causes erosion and deposition on school grounds.

Vocabulary: Weathering: breaking solid rocks into smaller pieces/sediments through chemical and/or physical means. Erosion: carrying away weathered materials. Deposition: depositing sediment. Sediment: small pieces of rock or soil. Materials: per group–3 students per group 1. Two clip boards 2. White typing paper for the clip boards 3. Writing utensils 4. Hand lenses* 5. Ruler 6. White school glue 7. 3 X 5 index cards 8. Plastic zip-lock bag to carry materials #3-7 9. Digital camera* 10. Map of school grounds* * Optional



Background Information: The Earth’s crust is constantly being reshaped by constructive and destructive forces. Over

time, weathering due to chemical action (dissolving, oxidation, etc.) and mechanical action (root action, sand blasting, ice wedging, etc.) breaks huge slabs of solid rock into small bits called sediments. Agents of erosion may include currents of air or water, glacial movements, etc. Once the sediments resettle, they’ve been deposited. Engagement:

Ask students what happened when they played in the sandbox as children. As they dug around, what did they notice? How high were they able to pile the sand before it started to slide back down?

In the case of the sandbox, their hands and gravity were the main agents of change, reshaping the sandbox’s sediments.

Activity:

Students will see where sediments have been taken away (eroded) from some places on school grounds and dropped (deposited) in others. They will work in research teams to document places where erosion and deposition have occurred. The documentation will include: 1. A map of the study area with:

A. the approximate location and size of the area where sediments have been eroded and deposited. B. a compass rose. C. arrows pointing in the direction(s) of today’s wind (if any wind is blowing)

2. Detailed drawings and/or digital photographs of areas showing erosion and deposition. These areas will be keyed into their map. 3. Samples of deposited sediments that students have collected.

Students form groups of three and assign roles: a map maker, an illustrator/photographer, and a sample collector. All the students are responsible for making sure that all of their materials are back in their plastic bag before they return to the room. All students may use the hand lenses to observe more detail. They may want to use the rulers to draw the map and/or measure the length, width, and depth of the sediments.

Go over the roles of each student: Map-Maker: Draws a map of school grounds with a compass rose. Takes a wind reading by wetting a finger and feeling the wind. Draws the wind’s direction on the map. Keys in the other two group mates’ evidence of erosion and deposition. Illustrator/Photographer: Provides detailed drawings and/or photographs as evidence of eroded or deposited sediments. The site where these drawings and/or photos were made should be marked on the map with a capital letter.



Sample Collector: Collects samples of deposited sediments. The collector does this by adding a thin, nickel-sized smear of white school glue on an index card and then pressing the card, glue-side-down, onto the sediment deposit. The sediment will stick to the index card. The site where the samples were collected should be marked on the map with a number. Activity:

Pick a safe, self-contained space as the erosion and deposition study area. You may want to add a boundary by putting out orange traffic cones or roping off the area. Remind the students they’ll need to test and record wind direction(s). Allow students to explore and investigate the study area. Check to see that each student is understanding and performing assigned roles, that all groups are on-task, and that all students are working cooperatively. After a suitable amount of time has passed, bring all materials, samples, maps, drawings, and students back to the classroom.

Ask the groups to share their findings. (You might want to wait a day or two so students have a chance to print their digital photos) Possible Discussion Questions: 1) Erosion

Where did they observe erosion? How did they know erosion occurred there? What do they think caused the erosion? Why do they think that?

2) Deposition

Where did they observe deposition? How did they know deposition occurred there? What do they think caused the deposition? Why do they think that?

3) Why did we take wind direction? 4) Where were most sediments deposited? 5) Did all the sample deposits look the same? Compare and contrast the look of the sample deposits.



Pre-visit Activity-3 Glacial Weathering, Erosion and Deposition in Connecticut Objectives:

• To simulate and explore the types of weathering, erosion, and deposition caused by glaciation in Connecticut.

• To make and record observations. • To communicate findings to peers.

Vocabulary: Deposition: the settling of transported material. Erosion: carrying away rock and sediment by water, wind, and glaciers Erratic: boulder transported by the ice of a glacier that is not related to the bedrock near its present

site. Glaciation: the process of covering large parts of the Earth with ice; being covered by ice. Glacier: large, long-lasting mass of ice formed on land by the compaction and recrystallization of

snow which then moves under its own weight. Moraine: a body of till left behind after a glacier has melted. Polish: rock’s high luster created by ice grinding and smoothing rock. Striations: straight scratches in rock created by abrasion of a moving glacier. Till: Pile of boulders, rocks, clay and gravel left by the movement or melting of a glacier Weathering: processes that chemically or physically change rock at or near the Earth’s surface. Background Information: Connecticut was completely covered by the Wisconsinan Glacier about 20,000-25,000 years ago. As the glacier grew and advanced through Connecticut, it weathered and eroded the soil and rocks below. We can see evidence of the glacier’s advance by looking at signs of glacial polishing and striations on exposed horizontal faces of rocks. Sea level dropped more than 250 feet as water was locked in the glacier. Then about 18,000 years ago, the ice sheet began to melt, depositing soil and rocks as the melt water ran out from the glacier. Many glacial lakes formed from the glacier’s melt water including what used to be Glacial Lake Hitchcock and Glacial Lake Connecticut. Glacial erratics and glacial moraines provide clues to where the glacier dropped its load as it melted and retreated.



The Effect of Slope on the Erosion Process-Investigation

INVESTIGATION SUMMARY The students will be investigating how glacial weathering, erosion and deposition are

responsible for creating certain features: striations, erratics, and moraines. They will conduct an investigation in small groups to answer their question on glacial features and report their findings to the whole group. Engagement (5 min.): Materials: Photos of glacial features: http://nsidc.org/data/glacier_photo/repeat_photography.html http://www.nrmsc.usgs.gov/repeatphoto/posters http://www.nrmsc.usgs.gov/repeatphoto/gg_mt-gould.htm Procedure:

1. Display the photos of glacial features. The students will be asked to share what they noticed from glacial photographs and what questions they raised about glacial features. (Notice/Wonderings) Have students create two columns in their science notebooks. Label one column noticings and one column wonderings. Ask students to record their observations and questions here.

2. Tell the students that they are now going to investigate the question they chose. Some of the possible questions are:

• What caused the gouges in the rocks? • What put a rock here all by itself? • How did this ridge form?

3. Share with the class that these features were all caused by glaciers in Connecticut thousands of years ago. Task: Simulating Glacial Conditions Materials: Aluminum (not aluminum foil) baking pans, ice cubes, ice cubes with sand embedded in them, sand, rocks, modeling clay, plastic straws, plastic tubing, plastic cups, Styrofoam cups, overhead heat sources such as lamps or blow dryers.

http://nsidc.org/data/glacier_photo/repeat_photography.html

http://www.nrmsc.usgs.gov/repeatphoto/posters

http://www.nrmsc.usgs.gov/repeatphoto/gg_mt-gould.htm



Procedure: 1. Divide the class into research teams by topic: those who have questions about how striations

formed, those who have questions how the erratics got where they were, and those who have questions how the moraines formed.

2. The students will discuss how they will use the materials to try to simulate how glacial weathering

through erosion and deposition; form striations, erratics and moraines. 3. Allow the groups time to plan their projects. Facilitate as each group tries to recreate the

necessary conditions for their feature to be created.

4. Give the class time to share their results. Did they find answers to what their questions? Ask the class to determine which features were caused by glacial weathering and erosion, and which features were caused by glacial deposition.



Discovery Center Activity The following highlighted GLCs and GLES are covered in this section:


GRADE 7


Core Science


Underlying Concepts





























Activity Purpose: • Experience the affects of weather, erosion, and glaciers on the formation of landscapes. • Fulfill GLE’s 7, 8, and 9.

Preparation: Make enough ice cubes that each group of 3 has 1 cubes. Introduction

Contrary to popular belief, Glaciers do not act as solid blocks of ice. They have a more fluid or plastic motion. This is one reason why the term glacial “flow” is often used. This will help the learner to get a better sense of how glaciers travel and how this traveling affects the landscape through erosion and deposition. As it is very difficult to simulate glacial flow in a lab setting; please see this websitehttp://www.as.uky.edu/academics/departments_programs/EarthEnvironmentalSciences/EarthEnvironmentalSciences/Educational%20Materials/Documents/elearning/module13swf.swf for nice descriptions and animations of glacial flow. Also the interactive simulation located at http://phet.colorado.edu/simulations/sims.php?sim=Glaciers allows the learners to see the flow of rock material through the glacier. You can adjust temperature and snow fall, as well as a toolbox of tools to measure different aspects of the glacier.

These websites could be explored with your class to help them get a better idea of glaciers and

glacially created features. Consider using these as the introduction or wrap up to glaciers and the formations they leave behind. Some of the glacial formations we see today such as eskers and stratified drift deposits are produced by the glacial melt-water. Moraines, drumlins, till, kettle pots, etc, are deposited directly by glaciers. The creation of these cannot be simulated in a classroom.

Also in the website there are animations of glacial weathering and erosion, which the students

will have a chance to experiment with during the activity. Scientists use many terms to describe glaciers, their structure and formations they leave behind.

It can be overwhelming and a little confusing sometimes. This USGS website http://pubs.usgs.gov/of/2004/1216/ has list of glacial terms, definitions and pictures of examples. These definitions should be used when explaining glaciers and glacial formations. As the students will be labeling glacial formations on their sketches, a review of the most common terms should be completed.

The types of weathering that will be discussed are glacial, mass movement, flowing water, and mechanical weathering.

Weathering is the wearing away or breakup of rock and other material. Erosion is the process

by which material is moved from one place, to another place by wind, water, or mass movement. Basically, weathering is the process by with rock is broken to smaller pieces and erosion is the process by which the pieces are carried away.

http://www.as.uky.edu/academics/departments_programs/EarthEnvironmentalSciences/EarthEnvironmentalSciences/Educational%20Materials/Documents/elearning/module13swf.swf

http://www.as.uky.edu/academics/departments_programs/EarthEnvironmentalSciences/EarthEnvironmentalSciences/Educational%20Materials/Documents/elearning/module13swf.swf

http://phet.colorado.edu/simulations/sims.php?sim=Glaciers

http://pubs.usgs.gov/of/2004/1216/



Safety: Please review the safety concerns specified at the beginning of this package. Materials: Per group: 1 x Ice Cubes Pebbles Play Sand 1 x Plastic Bin Colored Sand Water Science notebook Cup Small Beads Tray 6 inches of fishing line or bead wire Computer for each group Ring Stand and Clamp (to set ice cube on) Hydrochloric acid or vinegar Ruler Limestone/natural chalk Fabric such as denim 6” x 6” Initial Investigation On the board, allow the class to make a list of landforms in CT. Most of the landforms they will mention were formed by Glaciers about 10,000 to 20,000 years ago. Today we will be using computer simulations and lab experiments to develop theories about how certain glacial features were formed. When geologists observe a structure in the real world, they take careful notes of location and composition. Then they go back to the lab and try to recreate possible ways that this feature could have formed. They may draw, simulate, or model their ideas until they develop the most likely way of formation. This is what we will do today. The students will look at real pictures of glaciers and glacial features. They can choose one or two features to explore by using the simulations and materials at their table.



Investigation #1 – Glacier Creation and Behavior 1) Have the students look at the University of Kentucky simulation in the overview section-glacial

movement section. Have them notice how the ice crystals move in the back and front of the Glacier. Why does this happen? The following experiment will demonstrate this unique quality of ice.

2) Take fishing line or bead wire and thread a bead or two on to the line. Tie the ends together. (This may be already assembled)

3) Place the ice cube on ring clamp. 4) Lay the bead and the wire over the ice cube, attach a heavy weight to the wire (around 2kg). 5) What do you think will happen to the bead and wire? Draw the setup and write a prediction in

your notebook. 6) Leave this for about 30 minutes while we go onto the next activity. Do not observe until the

end of the class.

Teachers Notes: Due to the thickness and weight of the glacier, the ice crystals in a glacier actually compact and lose their shape. Any rocks or other material at the base of a glacier will get “pushed” into the ice. The glacial ice actually “flows” around the objects and flows down the valley. Think of it as literally a flowing ice river. The glacial ice has a more fluid and melted plastic type of motion. The pressure from the bead and wire force the ice to melt slightly. As the ice melts the bead and wire move down into the ice cube. The small amount of melted water flows up and around the wire and refreezes above it. This is a similar process in which huge boulders get caught up in the glacial flow. See http://phet.colorado.edu/simulations/sims.php?sim=Glaciers

http://phet.colorado.edu/simulations/sims.php?sim=Glaciers



Investigation #2 – Mechanical Weathering In looking at pictures of glacial till, glacial outwash, eskers, and moraines you will notice something about the material. Where did all the sand, silt and varying rock sizes come from? Can you quantify it somehow? For help they can look at the UKY simulation

What they will discover - 1) Take the rocks in and grind/hit/rub them together over a flexible plastic mat or paper. 2) What do you see falling onto the mat? Is there a way to see how much fine material there is to

big chunks? 3) What kind of weathering is this? 4) Carefully pour the sand you made into a clear plastic cup.

Teachers Notes: As rocks grind together, pieces of them break off. This is the process by which large rock is broken down into smaller pieces such as pebbles, sand, etc.

Investigation #3 – Acid/Rain and Chemical Weathering This investigation requires the use of Safety Glasses, nitrile gloves, and aprons. Please put them on now. Avoid clothing and skin contact with universal indicator and HCL. Rinse affected area for at least 1 minute if exposed.

1) Place the colored cup of water and a straw in front of you. The cup contains mostly water, and a small amount of an acid indicator. Depending on the pH of the water, the indicator will change color. Purple for bases, yellow for acids. Carefully and slowly blow into the cup making bubbles. Does anything change in the cup of water? If so, briefly describe how this has taken place. What are you blowing into the cup?

2) If the color changes, find the dropper bottle labeled “Base”. Slowly add drops to the cup until it changes to a green color, if it goes to purple you added too many drops.

3) Have another person blow into the cup until the color changes to yellow. Does the speed at which it changes color depend on the blowing speed? How would this happen in the real world?

4) Move the cup to the side. 5) Take the clear plastic cup with the homemade sand you made in Investigation #2. The rocks

are made of Limestone or marble and are common building stones because of their appearance and ease of cutting.

6) Place 3 drops of the acid on the homemade limestone sand in the cup. Describe what happens?

Teachers Notes: Acid rain is large problem on the Earth. It forms when there is a high concentration of CO2 or other water soluble gases are in the atmosphere. The CO2 dissolves in the water vapor which is then a weak carbonic acid. Acid rain falling on limestone buildings or statues will slowly be eroded away. A more severe effect of acid rain is its affect on the oceans. As acid rain occurrences increase more and more enter into the oceans. Some scientists believe that this decreases the natural pH of the oceans and causes what is called ocean acidification. Lowing the pH affects health of fish and other marine animals. Especially coral reefs which are made of compounds such as calcium carbonate, that dissolve at lower pH’s. In essence, acid rain may be dissolving the coral reefs. See Next Page for Picture of Setup



Investigation #4 – Angle of Repose – Moraines and Talus piles (optional) In some of the glacial feature images the students will see moraines and talus piles. What They Discover - Angle of repose is the maximum slope angle for a granular material such as sand, stones, pebbles, etc. Determine the angle of repose for the sand as you pour it into a pile.

1) Slowly pour the sand into a single pile into the bin. As you pour, notice what happens when the pile gets too high. Describe how the pile of sand stabilizes itself. Using a ruler measure the diameter or height of the pile.

2) Repeat the experiment with the cup of pebbles. Using a ruler, measure the height or diameter of the pile. Is this height different than the height of the sand?

Teachers Note: The angle of repose is most important when discussing erosion along the base of steep cliffs. As rock is weathered and breaks off of cliffs it falls to the base of the cliff. The material that is collecting at the bottom is called talus. Depending on the material sizes the angle of the slope will be different. In general larger material can support a steeper slope, while smaller material can only support a shallower slope. This can be tested in the way it was above. Material is poured into a pile and as soon as it “grows” and spreads out with stuff from the top sliding down, that is the angle of repose. The volume and sand and pebbles should be exactly the same.



Classroom Investigation #5 – Flowing Water from Glaciers Eskers (optional) The long skinny curvy mountains are called eskers. But how did they form? On top or below the glaciers. What they Discover - 1) Glaciers have cracks and rivers running in them and below them. As water runs through these

cracks, it drops sediment behind; as the glaciers recede the sediment is left behind as eskers. 2) Take your long bin with sand in it. Move all the sand to one end of the bin. Take note of the

different grain sizes and where they are located. 3) Tilt the long bin, so that the sand side is higher than the rest. Use a block of wood if available. 4) Place a piece of fabric over the sand or the white foam blocks. The fabric and foam blocks

simulate the bottom of a glacier. The “melt-water” from the glacier makes its way down to the glacier/floor contact and then flows downhill. Fill up the cup with water from the pitcher.

5) Pour the water over the piece of fabric in one spot. Notice what happens to the sediment as it runs downhill.

6) Remove the fabric and observe any small streams or erosion patterns that were created from the water. Do you see any glacial features? Draw a sketch of what you see.

Teachers Notes: As glaciers recede up the valley, the usually melt and produce glacial melt-water. This water can find its way to the bottom of the glacier through huge cracks in the actual glacier. Other water may just flow off the top to a very high waterfall at the end of the glacier. The melt-water that flows under the glacier acts the same way as a normal river or stream would. However, because the glacier is on top of it, the melt-water river actually has a top and produces normal stream beds, but also eskers and other similar features.

Other Discoveries Along with the computer simulations, the tables will have enough materials for them to explore other glacial features and their formations. Sharing/Communicating/Wrap Discuss what the students discovered in their investigation. Have them describe how their experiments explain the formation of these glacial features and how the simulations helped them to visualize this.



Trail Guides We have created a set of “Trail Guides” for use by you and your students. The first section consists of the trail guides with teacher notes; the second section has the exact same Trail Guides without the teacher notes. You may copy these directly as handouts. The following highlighted GLCs and GLES are covered in this section:


GRADE 7


Core Science


Underlying Concepts







































7. Compare and contrast

the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity.






Teacher Trail Guides

Teachers Notes: GLC# 3,5,7,8,9 GLE # 4,5

Trail Guide Earth Observatory: 7.3 Landforms

Visit the Exploring Space Gallery – 5th Floor North Go to the Earth Observatory exhibit. Choose “Plates and Quakes” and write small e’s on the map below the areas where most earthquakes occur. Now choose “Active Volcanoes” and write small v’s where most volcanoes occur. Lastly, look at “Tectonic Plate Movement.” Draw lines to indicate where the plate boundaries are.

What do you notice about where earthquakes, volcanoes and plate boundaries lay? Is there any correlation?



Teachers Notes: The type of rock can be used to determine what process formed the landforms. GLC# 7.3.a-GLC:7,8

Trail Guide Geologic Connecticut of Data: 7.3 Landforms

Visit the Planet Earth Gallery – 6th Floor South Go to the Geologic Connecticut exhibit. Pick a rock and place it on the scanner to learn more about it. What kind of rock did you choose? What land forming process could have created this rock? (ex. erosion, weathering, faulting, folding, glaciers, etc.) What part of Connecticut did this rock come from? Discuss your thoughts with a partner and record them in your science notebook



Teachers Notes: Students can infer that canyons and flood plains will occur at divergent plate boundaries while mountains, ridges and volcanoes will form at convergent plate boundaries. Earthquakes can be associated with any type of plate boundary, especially transform boundaries. GLC # 7.3.a-5,6,7,8GLE # 5

Trail Guide Plate Tectonics: 7.3 Landforms

Visit the Planet Earth Gallery – 6th Floor South Go to the Plate Tectonics exhibit. Look at the different types of plate boundaries. Draw a sketch of each type of plate boundary in your science notebook. Next to your sketches of convergent, divergent and transform boundaries, write down some of the landforms or geologic events that you think may be associated with each type of boundary.



Teachers Notes: Students can infer that canyons and flood plains will occur in the places where two plates are moving away from one another, while mountains and ridges will form in the places where two plates are colliding. GLC 7.3a-#7 GLE # 5


Visit the Planet Earth Gallery – 6th Floor South Go to the Plate Tectonics exhibit. Find the monitor that will allow you to scroll through plate tectonics from 540 million years ago, to 250 million years in the future. Where do you think canyons and flood plains will form in the future? Where do you think mountains and ridges will form in the future?



Teachers Notes: Each of these locations in Connecticut was shaped through tectonic plate move hundreds of millions of years ago. Allow your students to select a location on the map (or suggest one close to your school if possible), so that students can see exactly the role that tectonics played in each scenario. GLC: #5,6,7,9; GLE #4,5, 10

Trail Guide Driving By Mountains of Data: 7.3 Landforms

Visit the Planet Earth Gallery – 6th Floor South Go to the Driving by Mountains of Data exhibit. With a group of your peers, watch one of the following: Kent Falls, Kent, CT Castle Craig, Meriden, CT Junction of Route 9 and 15, Berlin, CT Junction of Route 6 and 66, Willimantic, CT Route 66, Hebron, CT Intersect of Route 11 and 82, Salem, CT Using the place you picked as an example, explain how plate tectonics helped to form parts of Connecticut’s landscape.



Teachers Notes: Both of these locations in Connecticut were formed by glaciers in the area. While Southbury is a boulder train, Hammonasset presents a glacial moraine.

GLC 7.3b-#5,6 GLE # 8,10


Visit the Planet Earth Gallery – 6th Floor South Go to the Driving by Mountains of Data exhibit With a group of your peers, go to Southbury, Connecticut or Hammonasset State Park, Madison, CT. Using the video you selected as an example, explain how glaciers helped to form parts of Connecticut’s landscape.



Student Trail Guides

Trail Guide Earth Observatory: 7.3 Landforms

Visit the Exploring Space Gallery – 5th Floor North Go to the Earth Observatory exhibit Choose “Plates and Quakes” and write small e’s on the map below the areas where most earthquakes occur. Now choose “Active Volcanoes” and write small v’s where most volcanoes occur. Lastly, look at “Tectonic Plate Movement.” Draw lines to indicate where the plate boundaries are.

What do you notice about where earthquakes, volcanoes and plate boundaries lay? Is there any correlation?



Trail Guide Geologic Connecticut of Data: 7.3 Landforms

Visit the Planet Earth Gallery – 6th Floor South Go to the Geologic Connecticut exhibit Pick a rock and place it on the scanner to learn more about it. What kind of rock did you choose? What land forming process could have formed this rock? (ex. erosion, weathering, faulting, folding, glaciers, etc.) What part of Connecticut did this rock come from? Discuss your thoughts with a partner and record them in your science notebook




Visit the Planet Earth Gallery – 6th Floor South Go to the Plate Tectonics exhibit Look at the different types of plate boundaries. Draw a sketch of each type of plate boundary in your science notebook. Next to your sketches of convergent, divergent and transform boundaries, write down some of the landforms or geologic events that you think may be associated with each type of boundary.




Visit the Planet Earth Gallery - 6th Floor South Go to the Plate Tectonics exhibit Find the monitor that will allow you to scroll through plate tectonics from 540 million years ago, to 250 million years in the future. Where do you think canyons and flood plains will form in the future? Where do you think mountains and ridges will form in the future?




Visit the Planet Earth Gallery – 6th Floor South Go to the Driving by Mountains of Data exhibit With a group of your peers, watch one of the following: Kent Falls, Kent, CT Castle Craig, Meriden, CT Junction of Route 9 and 15, Berlin, CT Junction of Route 6 and 66, Willimantic, CT Route 66, Hebron, CT Intersect of Route 11 and 82, Salem, CT Using the place you picked as an example, explain how plate tectonics helped to form parts of Connecticut’s landscape.




Visit the Planet Earth Gallery – 6th Floor South Go to the Driving by Mountains of Data exhibit With a group of your peers, go to Southbury, Connecticut or Hammonasset State Park, Madison, CT. Using the video you selected as an example, explain how glaciers helped to form parts of Connecticut’s landscape.



Post-Visit Activities The following highlighted GLCs and GLES are covered in this section:


GRADE 7


Core Science


Underlying Concepts


















1. Earth’s surface is constantly being shaped and reshaped by natural processes. Some of these processes, like earthquakes and volcanic eruptions, produce dramatic and rapid change. Others, like weathering and erosion, usually work less













conspicuously over longer periods of time.















Activity Purpose The purpose of this activity is to bring together everything investigated so far into an understanding of how Connecticut’s landforms developed. From the general landforms discovered in the Pre-Visit activity to a growing understanding of the smaller processes that form the land. The students will have a chance to do their own scientific investigation into how specific landforms were formed. Materials

- Computers or laptops with access to the internet - Geologic models, tectonic models, glacier models, simulations, etc. - Pictures of geologic features that the students will be investigating, such as features in state parks

or some other area - Chart paper, graph paper, colored pencils, etc.

Procedure Instruct the students that we will be doing a geologic investigation on how certain features formed. Either give them a location or have them chose one from the pictures. Mention that they can use the internet to do research on each of the areas, there are also models for them to test out some theories with. At the end of the time they will present their findings to the class in a powerpoint, on chart paper, model or some other method. Communicating Have the students present their findings in an interesting and engaging way. When all have presented, see if they notice any correlation with location in Connecticut and type of event that formed the landforms.



Performance Task Background for the Teacher Based on geologic evidence, Connecticut has had an amazingly diverse series of geologic

events. These events have left us a unique landscape shaped by constructive and destructive forces.

Constructive forces include tectonic plate collision, folding of rock layers, lava flows, and glacial and

rainwater deposition. Destructive forces include tectonic plate separation, faulted rock layers,

rainwater erosion, and glacial erosion. These constructive and destructive forces working together

have left us folded hills in the eastern and western thirds of Connecticut, and a lower, faulted area in

the central third of Connecticut known as the Connecticut River Valley.

Task 1 Designing an Exhibit on Connecticut's Geology

You have been hired by a local museum to design an exhibit on Connecticut's geologic

features and geologic history.

• Research a geological feature found in Connecticut or a part of Connecticut’s

geological history.

• Produce an exhibit diagram that will help museum visitors understand what happened

during that geological time or what happened to create that geological feature.

o Include materials or equipment needed

o Include a written description of the exhibit

Task 2

Designing a Website on Connecticut’s Geology

You are a geologist developing a website for the Department of Environmental Protection. The

website will be used to inform the public about the geological history of Connecticut.



It is important to include some of the following details in the website:

• What are some of the major landforms found in Connecticut?

• What geological events helped to shape these landforms?

• When was the last Glaciation period?

• What are some of the features left by the glaciers?

• Where are some of these features located in Connecticut?

Include in your website:

• Maps of Connecticut

• Links to State Parks

• Pictures and diagrams of the landforms



STEM Curriculum Guided Investigation

Middle School Science

Core Science Curriculum Framework Content Standard 7.3

http://www.exploratorium.edu/faultline/activezone/photos.html

Shake, Rattle & Roll

A guided exploration of earth movement

Teacher Manual

Connecticut Science Center

Sandra M. Justin, Ph. D.



Teacher Materials

Introduction to "Shake, Rattle and Roll"

An Exploration of the Effect of Earthquakes on Structures This is a learning unit about the movement of energy through the Earth's crust. Each year more

than 3 million earthquakes occur; many are too small to notice. The ground may move as a result of an erupting volcano, the collapse of a cavern, the tumbling of an underwater ridge or the impact of a meteor. Because earthquakes are among the most destructive of disasters, it is important to understand how and where earthquakes occur in order to protect and prevent the loss of lives and property.

In this performance task, students will explore the effect of earthquakes on structures. By simulating the movement of energy through the earth, with the use of a shake table, students will be able to design, create and test structures that are resistant to motion. Curriculum Embedded Inquiry Investigation: "Shake, Rattle and Roll" can relate conceptually to the following:

Energy in the Earth’s Systems – How do external and internal sources of energy affect the Earth’s systems?

Safety: • Marbles that fall on the ground can be a sliding hazard. Use caution when walking around the room. • Elastic bands when released against skin can be painful and cause irritation. Avoid dangerous use of

elastic bands.

Content Standards 7.3 Landforms are the result of the interaction of constructive and destructive forces over time.

C.1 Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust.

C.2 Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.



8.4 In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.

Unpacked Content Standards • Earth's surface is constantly being shaped and reshaped by natural processes. Some of these

processes like earthquakes and volcanic eruptions produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over longer periods of time.

• Earth's surface features, such as mountains, volcanoes and continents, are the constantly changing

result of dynamic processes and forces at work inside the earth. • Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come

together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.

Underlying Science Concepts • Most earthquakes occur as a result of the buildup of strain at plate boundaries. • The energy released in an earthquake travels in waves. • A seismograph is used to determine the magnitude (strength) of an earthquake and the location

of its epicenter. • The amount of damage an earthquake causes depends on where it occurs and its magnitude. • Safe building practices can limit the loss of life and property.

Key inquiry Skills • Identify questions that can be answered through scientific investigation. • Design and conduct appropriate types of scientific investigations to answer different questions. • Use appropriate tools and techniques to make observations and gather data. • Draw conclusions and identify sources of error. • Provide explanations to investigated problems or questions. • Communicate about science in different formats, using relevant science vocabulary, supporting

evidence and clear logic. Objectives: Students will 1. Explore different materials, shapes and design options that affect the durability of a building. 2. Understand how to use models to perform controlled, scientific explorations.



"Shake, Rattle & Roll."

Engineering Problem Your company has been hired by the City of San Francisco to build the new town hall on Alcatraz Island. Your job is to design an attractive structure that is earthquake resistant on Alcatraz Island. Use what you have learned about earthquakes, building materials and structures to prepare a presentation to the town council in support or rejection of your design. Per classroom: Shake table (At least one is needed, but more can be made available.) Directions as follows:

How to Build a Shake Table Materials: 1 shallow box, about 10 cm tall and lid 4 elastic bands 10 -20 marbles scissors, staples, string 1. Cut the lid so that it will fit into bottom of the box with a 2 cm clearance on all sides. This is the base of the Shake Table. 2. Staple an elastic band to each corner of the base. 3. Fill the box with marbles and place the base on the marbles.

3. Cut small slits in the corners of the box at the height of the base. 4. Attach the free end of the elastic to a paper clip and slide it through the slits. Adjust the elastics for easy movement. 5. To simulate an earthquake, gently pull one side of the base and let go.



Optional: To simulate more rapid movement, attach strings to each side of the base at the middle, make small holes at the corresponding point in the sides of the box. To move the base, pull the strings through the holes and pull them back and forth. For each lab group: Building materials, such as straws, straight pins, sugar cubes, mini marshmallows, toothpicks, pipe cleaners and Popsicle sticks. Cardboard or stock paper (for the making of roofs and for foundation support) Modeling clay Advance preparation for the teacher: Make the shake table(s). Obtain construction materials. ENGAGE

This is where you set the hook! Give the students something to observe or to think about, but no tools. Ask them to raise a question/make a statement about the object(s). Compare/contrast, use Venn diagrams and other graphic organizers. This is an anticipatory set to introduce them to the exercise and to set the context. This is an opportunity for a pretest. Listen carefully and note any misconceptions that might arise. Knowing the most common misconceptions, you might consider exposing the students to a demonstration to pique their interest and curiosity and most importantly, to get them to begin to confront their misconceptions

When you think of earthquakes, what comes to mind? What is an earthquake? Where and why

do earthquakes occur? Teacher notes: At this point you might expect to hear comments related to tsunamis, falling buildings, loss of life, fault lines, the movement of the earth, and other similar topics.

Technology connections: There are some engaging simulations and videos on the Internet

that would interest the students. These may be used at an introduction to the unit, as a way to present content or as an attention grabber.

Engage students with video clips from a website, such as the National Geographic website, listed below. Other appropriate web sites can be found at the end of the unit. The video clip information found at these sites are exciting and informative and would be a natural introduction to Shake, Rattle & Roll. http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html

Base & attached

strings.

http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html

http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html



Student Misconceptions Misconceptions and Facts about Formation of Landforms

Misconceptions Facts There are gaps between the tectonic plates.

The rigid outer layer of Earth is made up of plates that fit closely together. Each plate directly touches the plate next to it.

Mountains are created rapidly.

Plate movement is very slow; it can only be measured in centimeters per year. Mountain formation can occur as the plates slowly move.

Earthquakes occur only in certain places on the earth.

Earthquakes occur in many areas, although some areas are more susceptible.

Someday, during an earthquake, California will break off from the continent, fall into the ocean or become an island.

The plates that meet at the San Andreas Fault System exhibit horizontal motion. In effect, Los Angeles is moving north at a rate of 46 millimeters a year.

If an area has not has an earthquake for some time, it means that a large earthquake will soon happen.

An increase or decrease in activity does not predict an earthquake. There is natural variation in seismic activity and there is no way to know when an earthquake will happen.

The ground can open up during an earthquake.

During an earthquake, movement occurs along the plane of the fault. The edges of the fault slide up or down, they cannot spread apart.



EXPLORE Teacher note: To allow for a fair test, the teacher should determine the magnitude (strength) and length of time of the 'earthquake' on the shake table. This information should be shared with the students. For example, the teacher states that the earthquake will last 5 seconds and consist of 15 back and forth shakes of the table.

Investigation #1 allows the students to start thinking about and working with building structures and the use of materials. As the students manipulate the sugar cubes, they will learn that the structures they create are fragile. You may or may not introduce the shake table at this time.

Investigation #1 - Guided exploration Materials: 20 sugar cubes Paper & cardboard Scissors You have the job of building a structure out of bricks. You may only use 20 bricks and your structure must have a roof. Use a cardboard base as a foundation. • What would you structure look like? • How big would it be? • How sturdy is your structure?

1. Plan the shape of your structure. 2. Build your structure 3. Did you have any problems? How were they solved?

4. Would your structure survive an earthquake? 5. What do you notice or wonder about as you build your structure? Write your noticing and wonderings in your notebook.

Teacher note: Investigation #2 is a challenge. The students have a choice of building materials. It is up to them to create the design to meet the challenge.

Investigation #2 -Challenge Materials:

Sugar cubes, toothpicks, stirrers, mini marshmallows, plastic or paper straws, straight pins, pipe cleaners, Popsicle sticks, clay to be used as a base, cardboard, construction paper, scissors, rulers, tape Students may also bring in pre approved materials from home.

In this activity, you will design, build and test a structure for stability during an earthquake.

Your structure must be at least 30 cm tall, have a roof and not collapse on the shake table. You may use any of the materials on the table to build your structure. All completed structures will be tested on the shake table under the same conditions.



Purpose: In small groups, you will investigate variables such as the shape and size of the building, stability, and building materials. Don't forget that buildings are designed to be attractive and functional. As you design your structure, keep an OWL chart.

Observations

What you notice Wonderings

Questions or ideas you have

Learning What you have learned

Procedure: 1. Using paper and pencil, design a structure that is at least 30 cm tall. 2. Check the design with you teacher. 3. Build your model. 4. Test your model on the shake table. You may use tape to secure your base to the shake table. 5. Observe the designs of your classmates as they are tested. Which designs were more stable? Draw the designs and make notes about the designs in your notebook. 6. Did you make any changes to your original design? Why or why not? 7. Write questions that you would like to investigate based on your observations and wonderings. Thinking tool: Note for the teacher: A thinking tool is a demonstration, probing question, or comment that focuses student thinking. Cut a 30 cm piece of foil wrap from a roll. Lay it on the table. With your hands firmly placed on the edges, slowly bring your hands together. As the foil buckles, it models the folding of the earth as two plates slowly come together. Ask the students to identify mountains, valleys and other geologic features as they appear on the crumpled foil. Teacher note: Share with the class any additional materials that will be available for their use; this may add to the number and type of questions. Collect and post the student generated questions. You might read through the questions and post them according to content or concept area. When the questions are posted, you could discuss the questions with the students. Some questions might not be investigable at this time, others might need clarification and some might inspire new questions. The students are now ready for a 'gallery walk.' A gallery walk allows the students to walk by and read all the posted questions. You may chose to allow pre-formed groups to select a question. Students can also form groups based on interest. Once a student has selected a question, he/she can stand by the question and wait for others who are interested in the same question. This grouping technique discourages groups based on friendship alone. Examples of student generated questions. What type of foundation or base of the structure is more stable? What shape of building is more stable? How tall can we build a stable structure? How do bridges react to a shake table?



ELABORATE & EXPLAIN Taking your investigation further. You have been exploring structures and building materials. You have tested your ideas and

observed the plans and ideas of other students. You are now ready to explore and do research on your ideas. Feel free to investigate variables such as the shape of a building, construction materials, foundation support or the type of substrate a structure is built upon.

Take time to think about and to write what you have learned. Use your science notebook to write about your experiences and new learnings.

Teacher note: This is a good place for students to engage in writing and research. The students now have some experience in manipulating building materials. This new knowledge should be written in their science notebooks. It can also be used as a writing prompt. Research, via the internet or text, into earthquakes and building construction can also happen at this point.

Investigation #3 - Inquiry In this investigation, you will choose a question to explore based on your interest.

Feel free to use your imagination. Once you have decided upon a question and discussed it with your teacher, you will be ready to design your own investigation. As you plan, keep these questions in mind.

• How will you build your structure? What materials will you use? • How will you identify the variables? What is your control? • How will you test your structure(s)? How will you judge success? • How will you present your findings? Diagram? Chart? Graph? Demonstration? • On what will you base your conclusion of a successful design?

1. Choose a question for investigation. 2. Using the materials at hand, design a structure that can withstand 'an earthquake.'

Give reasons why you chose certain materials and how you decided upon the design. This should be part of your explanation to the teacher.

3. Show your design to the teacher before you start construction. You will be expected to share your design, reasoning and results with the class. 4. Build your structure. 5. Test your structure and complete your investigation. 6. Plan your presentation. 7. Communicate your findings.

• What were your results? • What did you learn? • What would you do differently next time?

Teacher note: As you go from group to group, you should make a note of the science concepts that are discussed or demonstrated. This is when you might identify and correct misconceptions. During the presentations, encourage questioning and clarification from the students Add any new learnings



that are expressed to your list. While the students are present, you may chart the concepts and scientific content. This important next step is the synthesis. The teacher summarizes the evidence presented and ties the concepts together. The student's work is validated and the learning is reinforced.

Extensions or Variations • Students might enjoy constructing their own shake table. • Other materials can be used as a base, such as gelatin, pudding and foam. • Some students might wish to build a bridge that is earthquake resistant. • Interested students might explore the 'Ring of Fire,' the zone of volcanic activity that rings the

Pacific Ocean. • The study of plate tectonics can be a unit of study for motivated students. • Earthquake tremors occur frequently in New England. A study of local earthquakes is an

appropriate extension. • Encourage the use of mathematics to present data - height, mass, elevation, etc.



EVALUATE

Performance Assessment

Engineering Problem Your company has been hired by the City of San Francisco to build the new town hall on

Alcatraz Island. Your job is to design an attractive structure that is earthquake resistant on Alcatraz Island. Use what you have learned about earthquakes, building materials and structures to build, test and prepare a presentation to the town council in support or rejection of your design.

Design Now that students have had the opportunity to investigate the various forces acting upon the

structures, students should now design their own building to solve the initial problem. Remember the design must include the materials and the total cost of the project.

Build Model Students build model based on their building design.

Testing Students test their model, collecting data to analyze the success of their model.

Data Analysis Students analyze their testing data using graphs, charts, tables, and statistics.

Design/Model Revision Using the testing results that have been analyzed, students will redesign their model to improve the behavior of their model design.

Retest Students retest their model, collecting data to analyze the success of their model.

Communicate Results Students now share their bridge results with one another. Using all of this information, students complete their presentation for the class.



Simulations, demonstrations and teacher information There are numerous sites on the web that offer "up to the minute" earthquake information. Lesson plans and tools for educators. http://school.discoveryeducation.com/lessonplans/programs/earthquakes/ A well organized site offering video, audio and dramatic photos of earthquakes. http://www.nationalgeographic.com/xpeditions/lessons/07/g912/fonquakes.html U.S. Geological Survey Earthquake Survey Hazards program - Offers all types of information. There is a site for students and teachers. Shows recent earthquake information for New England. http://earthquake.usgs.gov/ World Wide Earthquake Locator - offers up to the minute earthquake information. http://tsunami.geo.ed.ac.uk/local-bin/quakes/mapscript/home.pl A good, teacher friendly website with examples of activities and assessments. http://quake.ualr.edu/schools/quakelsn.pdf USGS site with activities and information for students http://earthquake.usgs.gov/learning/kids/

http://school.discoveryeducation.com/lessonplans/programs/earthquakes/

http://www.nationalgeographic.com/xpeditions/lessons/07/g912/fonquakes.html

http://earthquake.usgs.gov/

http://tsunami.geo.ed.ac.uk/local-bin/quakes/mapscript/home.pl

http://quake.ualr.edu/schools/quakelsn.pdf

http://earthquake.usgs.gov/learning/kids/



STEM Curriculum Guided Investigation Middle School Science

Core Science Curriculum Framework

Content Standard 7.3

http://www.exploratorium.edu/faultline/activezone/photos.html

Shake, Rattle & Roll

A guided exploration of earth movement

Student Manual

Connecticut Science Center Sandra M. Justin, Ph. D.



Student Materials

Introduction to Shake, Rattle & Roll!

An Exploration of the Effect of Earthquakes on Structures

This is a learning unit about the movement of energy through the Earth's crust. Each year more than 3 million earthquakes occur; many are too small to notice. The ground may move as a result of an erupting volcano, the collapse of a cavern, the tumbling of an underwater mountain or the impact of a meteor. Because earthquakes are among the most destructive of disasters, it is important to understand how and where earthquakes occur in order to protect and prevent the loss of lives and property.

Engineering Problem Your company has been hired by the City of San Francisco to build the new town hall on Alcatraz Island. Your job is to design an attractive structure that is earthquake resistant on Alcatraz Island. Use what you have learned about earthquakes, building materials and structures to build, test and prepare a presentation to the town council in support or rejection of your design. ENGAGE

When you think of earthquakes, what comes to mind? What is an earthquake? Where and why do earthquakes occur?

Write your thoughts in your science notebook. EXPLORE

Investigation #1 - Guided Exploration Materials: 20 sugar cubes Paper & cardboard Scissors You have the job of building a structure out of bricks. You may only use 20 bricks and your structure must have a roof. Use a cardboard base as a foundation. • What would you structure look like? • How big would it be? • How sturdy is your structure?

1. Plan the shape of your structure. 2. Build your structure 3. Did you have any problems? How were they solved?

4. Would your structure survive an earthquake? 5. What do you notice or wonder about as you build your structure? Write your noticing and wonderings in your notebook.



Investigation #2 - Challenge Materials:

Sugar cubes, toothpicks, stirrers, mini marshmallows, Plastic or paper straws, straight pins, pipe cleaners, Popsicle sticks, clay to be used as a base, cardboard, construction paper, scissors, rulers, tape

In this activity, you will design, build and test a structure for stability during an earthquake.

Your structure must be at least 30 cm tall, have a roof and not collapse on the shake table. You may use any of the materials on the table to build your structure. All completed structures will be tested on the shake table under the same conditions. Purpose: In small groups, you will investigate variables such as the shape and size of the building, stability, and building materials. Don't forget that buildings are designed to be attractive and functional. As you design your structure, keep an OWL chart.

Observations

What you notice Wonderings

Questions or ideas you have

Learning What you have learned

Procedure: 1. Using paper and pencil, design a structure that is at least 30 cm tall. 2. Check the design with you teacher. 3. Build your model. 4. Test your model on the shake table. You may use tape to secure your base to the shake table, 5. Observe the designs of your classmates as they are tested. Which designs were more stable? Draw the designs and make notes about the designs in your notebook 6. Did you make any changes to your original design? Why or why not? 7. Write some questions you would like to investigate based on your observations and wonderings.

ELABORATE & EXPLAIN Taking your investigation further

You have been exploring structures and building materials. You have tested your ideas and observed the plans and ideas of other students. You are now ready to explore and do research on your ideas. Feel free to investigate variables such as the shape of a building, construction materials, foundation support or the type of substrate a structure is built upon.

Take time to think about and to write what you have learned. Use your science notebook to write about your experiences and new learnings.



Investigation #3 - Inquiry In this investigation, you will choose a question to explore based on your interest. Feel free to

use your imagination. Once you have decided upon a question and discussed it with your teacher, you will be ready to design your own investigation. As you plan, keep these questions in mind.

• How will you build your structure? What materials will you use? • How will you identify the variables? • How will you test your structure(s)? How will you judge success? • How will you present your findings? Diagram? Chart? Graph? Demonstration? • On what will you base your conclusion of a successful design?

1. Choose a question for investigation. 2. Using the materials at hand, design a structure that can withstand an “earthquake.” Give reasons why you chose certain materials and how you decided upon the design. This should be part of your explanation to the teacher. 3. Show your design to the teacher before you start construction. You will be expected to share your design, reasoning and results with the class. 4. Build your structure. 5. Test your structure and complete your investigation. 6. Plan your presentation. 7. Communicate your findings.

11. What were your results? 12. What did you learn? 13. What would you do differently next time?



EVALUATE Applying your findings: Expected Performance

Engineering Problem Your company has been hired by the City of San Francisco to build the new town hall on

Alcatraz Island. Your job is to design an attractive structure that is earthquake resistant on Alcatraz Island. Use what you have learned about earthquakes, building materials and structures to build, test and prepare a presentation to the town council in support or rejection of your design.

Design Now that students have had the opportunity to investigate the various forces acting upon the

structures, students should now design their own building to solve the initial problem. Remember the design must include the materials and the total cost of the project.

Build Model Students build model based on their building design.

Testing Students test their model, collecting data to analyze the success of their model.

Data Analysis Students analyze their testing data using graphs, charts, tables, and statistics.

Design/Model Revision Using the testing results that have been analyzed, students will redesign their model to improve the behavior of their model design.

Retest Students retest their model, collecting data to analyze the success of their model.

Communicate Results Students now share their bridge results with one another. Using all of this information, students complete their presentation for the class.



Teacher Resources Safety Disclaimer:

The content of this Teacher’s Resource section is intended to serve as an educational resource for teachers and students.

Preparing for the safety of yourself and your students is a critical step in planning for any hands-on science- related activities. Prior to conducting any of the activities included in this resource section, please familiarize yourself and your students with any potential hazards, and take the necessary precautions appropriate for each specific activity.

Connecticut Science Center is not responsible for the contents of any books, videos, websites or other resources to which we provide a reference and does not necessarily endorse the opinions, activities, services, products or information expressed within them.



Geological History of Connecticut Background Information: Connecticut’s landscape is characterized by uplands in the eastern and western thirds of the state and a large valley in the middle third of the state. The Eastern and Western Uplands have been subjected to about 200 million years of weathering and erosion and, as a result, these uplands stand considerably lower than they did 200 million years ago. Much of the material eroded from the uplands was deposited into the Central Valley. Like the uplands, this valley has also been shaped by weathering, erosion and geologic processes over the past 200 million years. 500 million years ago – Pre Pangaea

250 million years ago - Two plates collided “Crunch” – African, North American and Pieces of Europe

- PANGAEA Closed off the Lapetos Ocean 200 million years ago – Super continent began to break apart, separating North America and Africa.

Atlantic Ocean begins to form.

The “Crack” that formed became the start of the Connecticut River Valley. Rock is largely sedimentary – formed by sediment from lake floor. More susceptible to erosion.

Collision terrain – metamorphic rock – formed by the heat and pressure of the collision -

Eastern and Western Uplands 85,000 years ago - Most recent glaciation 20-25,000 years ago – glaciation reaches its peak – Ice was higher than the highest peaks of the

Northwest Highlands 18,000 years ago – glaciers started melting, sea levels rose. Terminal moraine – North Shore of Long Island Recessional Moraines – along the coast of Connecticut – Hammonassett Glacial lakes formed 9,000 years ago – Paleo-Native American tribes were walking around.

Erosion continues to wear away the surface of Connecticut



Professional Development Field Trip Professional Development Workshop Come be a student a day. Prior to bringing your class to the CT Science Center, you are encouraged to spend time at the Center and explore the exhibits and programs available to you and your students by participating in our day long Field Trip Professional Development Workshop. During this day, you will have an opportunity to explore the Planet Earth Gallery, and the River of Life Gallery and other relevant galleries using our standards based Trail Guides. These guides will lead you and your students on the pathway toward enjoying the museum while maintaining focus on your grade level or content standard. You will also have the opportunity to participate as a learner in the pre visit, visit and post visit activities provided by the CT Science Center. Afterward, you will process the various activities and discuss their applications in your classroom and in your students’ learning.

Introduction to Inquiry

The Connecticut Science Center’s Introduction to Inquiry Professional Development workshop was launched in the summer of 2005 and funded by the GE Education Foundation. Based upon the Exploratorium’s Institute for Inquiry in San Francisco, our Science Center’s professional development workshop is a five day immersion experience in inquiry-based learning and teaching plus an additional two days at the Annual Follow Up Conference.

The Center’s Introduction to Inquiry workshop is tied directly to the CT Science Framework Connecticut adopted in 2004. The workshop’s programming addresses requirements in Connecticut’s Common Core of Teaching and Common Core of Learning as well. Please visit http://www.CTScienceCenter.org/pd for more information and to register.

http://www.ctsciencecenter.org/pd



Interdisciplinary Activities Social Studies: Standard: Students will compare and contrast differences among maps, globes, photographs,

models and satellite images for solving geographic problems. • Draw maps that compare Pangaea with present day continent locations.

Standard: Students will describe human and natural characteristics of places and how they shape or place identity.

• Develop a timeline showing the geological history of Connecticut and man’s presence on Earth.

Standard: Students will use latitude and longitude to locate places and calculate differences between places.

• Plot the location of the latest Earthquakes in the world on a world map using information from USGS. http://earthquake.usgs.gov/eqcenter/recenteqsww/Quakes/quakes_all.php

Standard: Students will understand how concepts of physical geography can be applied to explain natural processes;

• Research major earthquakes in the United States: Prince William Sound Alaska 1964 San Francisco 1906 New Madrid Region 1811

Language Arts: Standard: Students will research information from multiple sources for a specific purpose. Students

will research information from multiple sources for a specific purpose. • Write a children’s book that will describe a geologic event. Examples: What is a

glacier? How is a Mountain Made? What is an Earthquake? Mathematics: Standard: Students will display and compare sets of data using various systematic or graphical representations.

• Using ice core data, students will graph carbon dioxide levels against temperature change to establish trends. http://earth.rice.edu/activities/earthupdate/activities/EUactivities/activity07.html

Standard: Students will solve geometric and measurement problems through the use of a variety of tools, techniques and strategies.

• Using premade maps, students will measure the distance between South America and Africa at two points in Earth’s history and calculate the average speed at which the continents have been drifting apart.

http://earth.rice.edu/activities/earthupdate/activities/EUactivities/activity13.html

http://earthquake.usgs.gov/eqcenter/recenteqsww/Quakes/quakes_all.php





Teacher Websites All about Glaciers National Snow and Ice Data Center offers information, pictures, data, and virtual tours of glaciers http://nsidc.org/glaciers/story/ American Geological Institute This organization offers current information on geology and educational resources. It sponsors the annual Earth Science Week in October. http://www.agiweb.org/index.html Connecticut Geology Information on the geological history of Connecticut http://www.wesleyan.edu/ctgeology/ Connecticut Geology Summary of places of geological note http://geology.about.com/od/regional_geology/a/geology_CT.htm Digital Library of Earth Science Comprehensive database of earth science resources for educators http://www.dlese.org Geological History of Connecticut: A summary of the major geological events in Connecticut http://www.yale.edu/ynhti/curriculum/units/1978/4/78.04.02.x.html#a IRIS – Incorporated Research Institutions for Seismology – Offers animations, one page information sheets and current data on earthquakes http://www.iris.edu/about/ENO/ Life Cycle of a Glacier: NOVA website that supports the television segment “Descent into the Ice” http://www.pbs.org/wgbh/nova/mtblanc/glacier.html Modeling Glacier Dynamics with Flubber Leigh A. Stearns, University of Maine. This activity uses “Flubber” made with white glue and borax to model glacier changes. The resource at the bottom of the page relates the activity to Malaspina, the largest glacier in Alaska. http://nagt.org/nagt/programs/teachingmaterials/11337.html Online Glacier Database: Photographs of glaciers and how they are changing with global warming. The state is sponsored by the National Snow and Ice Data Center http://nsidc.org/data/glacier_photo/special_collection.html Plate Tectonics: Made to Order NSDL/NSTA web seminar and links explaining plate tectonics http://learningcenter.nsta.org/products/symposia_seminars/NSDL/webseminar4.aspx The Face of Connecticut Michael Bell online version of the geological history of Connecticut http://www.tmsc.org/face_of_ct/index.html

http://nsidc.org/glaciers/story/

http://www.agiweb.org/index.html

http://www.wesleyan.edu/ctgeology/

http://geology.about.com/od/regional_geology/a/geology_CT.htm

http://www.dlese.org/

http://www.yale.edu/ynhti/curriculum/units/1978/4/78.04.02.x.html#a

http://www.iris.edu/about/ENO/

http://www.pbs.org/wgbh/nova/mtblanc/glacier.html

http://nagt.org/nagt/programs/teachingmaterials/11337.html

http://nsidc.org/data/glacier_photo/special_collection.html

http://learningcenter.nsta.org/products/symposia_seminars/NSDL/webseminar4.aspx

http://www.tmsc.org/face_of_ct/index.html



Paleontological Research Institution Explanation of historical glacial activity in the Northeast http://www.priweb.org/ed/TFGuide/NE/ne_main.htm U.S. Geological Survey – This is a wonderful resource for local and national information on Earth Science. The site has many education resources and links that are helpful. www.usgs.gov

Some links from USGS that may be helpful:

• Ask a Geologist – students can submit questions http://walrus.wr.usgs.gov/ask-a-geologist/

• Interior of the Earth – More technical information about the Earth’s layers: http://pubs.usgs.gov/gip/interior/

• This Dynamic Earth: website and online booklet that reviews the theory of plate tectonics http://pubs.usgs.gov/gip/dynamic/dynamic.html

• Faults and Earthquakes http://geomaps.wr.usgs.gov/parks/deform/gfaults.html • Paper models to demonstrate faulting

http://geomaps.wr.usgs.gov/parks/deform/7modelsa.html • Volcanic events in Connecticut

http://vulcan.wr.usgs.gov/LivingWith/VolcanicPast/Places/volcanic_past_connecticut.html

http://www.priweb.org/ed/TFGuide/NE/ne_main.htm

http://walrus.wr.usgs.gov/ask-a-geologist/

http://walrus.wr.usgs.gov/ask-a-geologist/

http://pubs.usgs.gov/gip/interior/

http://pubs.usgs.gov/gip/dynamic/dynamic.html

http://geomaps.wr.usgs.gov/parks/deform/gfaults.html

http://geomaps.wr.usgs.gov/parks/deform/7modelsa.html





Literature Links

Title Author ISBN Publisher Summary Elementary

Rocks in His Head

Carol Otis Hurst

0-06-029403-5 Greenwillow Books

Describes how a childhood passion for rocks leads to a productive career

Geology Rocks! 50 Hands-On Activities to Explore the Earth

Cindy Blobaum 1-885593-29-5 Williams Publishing Company

Activities that reflect the processes that formed the Earth

Girls Who Looked Under Rocks

Jeannine Atkins 1-58469-011-9 Dawn Publications

Brief biographies of female naturalists

Diving to a Deep Sea Volcano

Kenneth Mallory

978-0-618-33205-2

Houghton Mifflin Company

Photographs and explanations of deep sea thermal vents

Middle Level Probing Volcanoes

Laurie Lindop 0-7613-2700-2 Twenty-First Century Books

Describes the careers of geologists and geochemists

Erosion: How Land Forms, How it Changes

Darlene R Stille 0-7565-0857-1 Compass Point Books

Resource for learning about erosions and its effects

Plate Tectonics Rebecca L. Johnson

0-8225-3056-2 Twenty-First Century Books

Explanation of how the Plate Tectonic Theory developed

Land In Motion- California’s San Andreas Fault

Michael Collier 0-520-21897-3 Golden Gate National Parks Association

Photos and geological history of the San Andreas Fault



Title

Author ISBN Publisher Summary

Reference Books The Face of Connecticut

Michael Bell 0-942-08101-3 Connecticut Department of Environmental Protection

Detailed information on how Connecticut was formed and shaped

Over the Mountains: An Aerial View of Geology

Michael Collier 1-931414-18-1 Mikaya Press Magnificent photos and explanations of geological features across the United States

Plate Tectonics: The Way the Earth Works

Kevin Cuff, Ian Carmichael and Carolyn Willard

0-924886-60-9 GEMS Teacher Guide

Activities for students to explore plate tectonics

Project Earth Science: Geology

Brent A. Ford 0-873551-31-1 National Science Teachers Association

Explanations and activities of major geological events



Videos Earth Science in Action: Weathering and Erosion Schlessinger Media 23 minutes – Descriptions of the forces that cause weathering, erosion and deposition Earth Science in Action: Land Formation Schlessinger Media 23 minutes Explanations on how plains, mountains, plateaus, deltas, and other formations develop Planet Earth: Mountains Wonderful Explanations and breathtaking video on forces of nature that have developed and eroded our mountain systems available at http://dsc.discovery.com/convergence/planet-earth/guide/mountains.html World’s fastest glacier http://www.pbs.org/wgbh/nova/sciencenow/3210/03.html

http://dsc.discovery.com/convergence/planet-earth/guide/mountains.html

http://www.pbs.org/wgbh/nova/sciencenow/3210/03.html



Careers in Geoscience Atmospheric scientist Marine geologist

Economic geologist Meteorologist

Engineering geologist Mineralogist

Environmental geologist Museum curator

Geochemist Oceanographer

Geochronologist Paleoecologists

Geologist Paleontologists

Geomorphologists Petroleum geologists

Geophysicists Planetary geologists

Glacial geologists Sedimentologists

Hydrogeologists Seismologists

Hydrologists Soil scientists

Marine geologists Volcanologists

Teachers

Geoscience Career websites:

American Geological Institute: http://www.earthscienceworld.org/careers

American Geophysical Union: http://careers.agu.org/search.cfm

Association of Women Geoscientists: http://www.awg.org/

Careers for Geosciences Video – Career introduction and interviews with geologists – watch online or purchase. 42 minutes. http://www.earthscienceworld.org/careers/video/index.html

http://www.earthscienceworld.org/careers

http://careers.agu.org/search.cfm

http://www.awg.org/

http://www.earthscienceworld.org/careers/video/index.html



Additional Activities that relate to the geological history of Connecticut: Layers of the Earth: Group Research and Model Building Background Information:

The Earth is made of three main layers: core, mantle and crust. The outer layer, the crust, is by far the thinnest layer and relatively rigid/inflexible. Underneath that outer layer is the middle layer called the mantle. The top part of the mantle, called the asthenosphere, is semi-solid--similar in consistency to putty. Hotter than the overlying crust, the asthenosphere has convection currents that flow within it. Beneath the mantle is the hottest layer of all–-the core. The core has two parts: an inner core that is mostly solid iron, and an outer core that is mostly liquid iron. Both the mantle and the core are under tremendous pressure due to the mass of the materials lying above them. Research Activity: Earth’s Layers

Have students research the three layers of the Earth. The information they gather should address the following characteristics of Earth’s layers:

thickness volume temperature composition consistency (inflexible, putty-like, solid, liquid, etc.) any other information they think might be relevant or useful (like density) how scientists/geologists think they know about these layers even though

they’ve never been able to reach beneath the crust Activity: Earth’s Layers

After the students have researched the Earth’s layers, ask them to make a scale model of the Earth’s layers. Students may choose to make two dimensional posters or three dimensional models. Allow students to pick their own materials for 3-D models.

Activity: Convection Currents in the Asthenosphere: Demonstration and Simulation Background information: Once students understand how the Earth is put together, they are ready to find out how convection currents form in the asthenosphere. Convection currents are loops that form due to temperature and density differences in asthenosphere materials. The materials at the bottom of the asthenosphere are hotter. Since they are hotter, they are less dense and rise–as a hot air balloon rises above cooler air. As the hot asthenosphere rises, it cools. This cooled material is more dense, so it sinks back down again, completing the loop called a convection current.



Demonstration Activity: Convection currents Demonstrate how convection currents work using a lava lamp, heating a beaker with glitter,

etc. Students can speculate what is causing the movement of materials within the lamp and/or beaker. They need to see a connection between this kind of movement in your demonstration with the types of movement in the asthenosphere. Activity: Convection Currents

Ask students to create their own convection currents using sponges to represent land masses/continents/crust/crustal plates, water to represent asthenosphere, and a candle or other heat source from below to represent the heat coming from within the Earth. 1. Place a metal tray over two equal stacks of books. Make sure the tray is high enough for the heat source to fit under it but close enough so that the heat source can actually heat the water in the tray. 2. Fill the tray about halfway with cool water. 3. Float a few pieces of sponge on top of the water. 4. Begin heating the tray. 5. Observe what happens to the sponges as the water heats. What is causing this? Again, students need to see a connection between this kind of movement in their simulation with the types of movement in the asthenosphere and its effects on the overlying crust.



Student Resources Safety Disclaimer:

The content of this Student’s Resource section is intended to serve as an educational resource for students.

Preparing for the safety of yourself is a critical step in planning for any hands-on science- related activities. Prior to conducting any of the activities included in this resource section, please familiarize yourself with any potential hazards, and take the necessary precautions appropriate for each specific activity.

Connecticut Science Center is not responsible for the contents of any books, videos, websites or other resources to which we provide a reference and does not necessarily endorse the opinions, activities, services, products or information expressed within them.

Student Websites: Al Pie del Volcán Interactive Spanish–language site that explores volcanoes.

http://enespanol.discovery.com/interactivos/discoverypresenta/discoverypresenta.html Astroventure Animated geology guide that has offers career and content information

http://astroventure.arc.nasa.gov Careers in the Geoscientists Easy to understand site that explains the career opportunities and

education required http://www.earthscienceworld.org/careers/brochure.html

http://enespanol.discovery.com/interactivos/discoverypresenta/discoverypresenta.html

http://astroventure.arc.nasa.gov/

http://www.earthscienceworld.org/careers/brochure.html

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