Earth and Space Systems:
Using Maps to Understand
Earth Changes over Time
Washington University in St. Louis
Institute for School Partnership
unit 18
Our Dynamic
Earth
MySci Project-Based Curriculum
Unit Structure
Unit 18
Our Dynamic Earth
Visit the Unit 18 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-18/
DESIGN CHALLENGE:
How can we reduce the impact of earthquakes, volcanoes and erosion on where we live and play?
section
section
1
2
section
3
How can we use maps to learn
about our dynamic Earth?
What are some slow changes that
affect Earth’s landforms?
What are some fast changes that
affect the Earth’s landforms?
lesson
lesson
lesson
1
4
8
How do we analyze and interpret
maps? What can maps tell us
about Earth’s features?
What is geologic time?
What causes earthquakes and
volcanoes?
lesson
lesson
2
5
lesson
How do maps show patterns of
Earth’s landforms changing over
time?
What do fossils tell us about the
distant past?
lesson
lesson
3
6
What are some common landforms
and how are they formed?
What are weathering and erosion?
9
How can we design structures to
reduce the impact of earthquakes?
lesson
7
How and why does soil vary from
place to place?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
2
Unit 18 Teacher Preparation List
Lesson
Inside MySci kit, you’ll find:
Items you must supply:
Extra prep time needed:
Lesson 1
1 roll scotch tape
Prepare now for Lesson 6:
2 aluminum trays
2 quarts soil
4 ounces of grass seed
Spray bottle
Science notebooks & internet access
Scissors
Review MySci Safety Guidelines
Copy and administer pre-assessment
Print copies of the state map (see lesson
for website)
Copies of Map Questions (Appendix i)
Start growing grass now for Lesson 6
Lesson 2
Planet Earth, Inside Out, by Gail
Gibbons
Science notebooks & internet access
Copies of Photo Comparison (Appendix
ii)
Print and copy Pangaea puzzle (See
lesson for website)
Computers with internet access for the
Explore section.
Computers with internet access OR
additional print resources for the
Elaborate section
Copies of Landforms (Appendix iii),
Answer Key (Appendix v)
Copies of the Word and Definition Bank
(Appendix iv)
Printed copies of the National Parks
maps (See links in Explore section of the
lesson)
Lesson 3
Lesson 4
1 roll of adding machine tape
Science notebooks & internet access
Scissors
Rulers
Cut a piece of adding machine tape
for each student. The tape should be
2 inches long for each year of your
students’ age. (For example, 20 inches
for a 10-year-old student.) You may also
want to make a timeline of your own!
Copies of Your Personal Timeline
(Appendix vi)
Lesson 5
6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
1/2 cup of sand
6 teaspoons of tiny assorted
shells
6 Assorted small plastic or silk
leaves
6 small assorted smallest
shark’s teeth
6 paper plates
1/2 cup plastic measuring cup
Fossils Tell of Long Ago, by Aliki
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
Science notebooks & internet access
Water
Stirring spoon
Copies of Canyon Wall Evaluate
(Appendix vii)
NOTE: This lesson takes one week to
complete.
Prep gelatin each day.
Mix Plaster of Paris before making fossils
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
3
Unit 18 Teacher Preparation List (continued)
Lesson
Inside MySci kit, you’ll find:
Items you must supply:
Extra prep time needed:
Lesson 6
1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 2
6 tums
Small bottle vinegar
6 petri dishes
Station 3
4 oz of white glue
1 tsp of Borax
Gallon bag
Food coloring from Lesson 5
Cafeteria tray
1 stop watch
1 cup sand and pebbles
Station 4
1 small green tray
30 small straws
Sand to fill the green tray
Station 5 (Started in Lesson 1)
Tray of grass seed (2)
Spray bottle
Science notebooks & internet access
Water (For Station 1 and Station 5 to fill
spray bottles)
Goggles for Station 2
For Station 3:
1/2 cup cold water
1/3 cup hot water
Prepare stations ahead of time,
including mixing the flubber for Station 3
according to the directions in Appendix
viii – ix
Lesson 7
1 quart bag each of: fine sand,
coarse sand, humus, clay
4 plastic teaspoons
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Dirt, by Steve Tomecek
Science notebooks & internet access
Water
OPTIONAL: 6 empty water bottles
Copies of Soil Mixing Activity Sheet
(Appendix x)
Lesson 8
Shattering Earthquakes
Science notebooks & internet access
Copies of Earthquake and Volcano Maps
(Appendix xi)
Lesson 9
2 cafeteria trays (1 from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
Science notebooks & internet access
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle
(Appendix xii)
Copies of Earthquake-Proof Structures
(2- sided, Appendix xiii and xiv)
Copy and administer post-assessment
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
4
section
1
How can we use maps to learn
about our dynamic Earth?
Lesson 1: How do we analyze and interpret maps? What can maps tell us
about Earth’s features?
LEARNING TARGETS
Read and interpret a variety of maps.
SUMMARY
Students will learn and practice map skills using a variety of maps.
ENGAGE
Ask the class: Has anyone seen a map of our state? What shape is our state?
 Draw a picture of our state in your science notebook. (Save for another use.)
By the way, a scientist who draws or makes maps is called a cartographer. In this
lesson, we are going to be cartographers!
EXPLORE
Put the students into pairs or small groups. Give each group a section of the
state map and legend to study. Go over the legend. (http://education.nationalgeographic.com/maps/missouri-tabletop-map/ The state of Missouri map prints out in
12 sections. Other states might vary.)
Review with the students and then have them complete the Map Question
activity sheet (Appendix i).
EXPLAIN
Have each group show their section of the state map and share their
 answers with the class. Have each group cut the excess white area off
their section of the state map and tape them together. Display the whole map
and discuss what land and water features they see. (Rivers, mountains, plains,
cities, etc.) Go over the answers to Appendix i (See Teaching Tip for Answer
Key).
This may be your students’ first experience with landform definitions. If so,
you can show this slide show and provide discussion about each one: http://
studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/landforms.htm
ELABORATE
Download or show on your smartboard other kinds of maps of your state,
such as driving maps, weather maps, population map, historical map. What
do the different maps show us?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
TEACHER PROVIDES:
1 roll of Scotch tape
Prepare now for Lesson 6:
2 aluminum tray
2 quart soil
4 ounces grass seed
Spray bottle
TEACHER PROVIDES:
Science Notebooks & internet Access
Scissors
Print copies of state map from website:
http://education.nationalgeographic.com/
maps/missouri-tabletop-map/
Copies of Map Questions (Appendix i)
Teaching Tip:
This icon highlights an opportunity to
check for understanding through a
formal or informal assessment.

Teaching Tip:
If you don’t reside in the state of MO,
http://education.nationalgeographic.com/
education/topics/state-mapmaker-kits/ is
a resource you can use to find maps for your
state.
Teaching Tip:
The answers to Appendix i:
1. State boundary lines
2. Highways
3. Rivers
4. Varies
5. Elevation
6. Varies
5
Lesson 1 continued: How do we analyze and interpret maps? What can maps tell us about Earth’s features?
Some good sources for maps are listed below, or use maps you have available
in the classroom. If you have at least 6 different maps, one idea is to put
students into 6 groups, each with a different map, and ask them to review
their map and present their findings to the class. They should answer the
following questions in their presentation:
1. What is the purpose of the map?
2. What features are shown on the map?
Then, have groups compare and contrast their maps.
http://geology.com/state-map/missouri.shtml
https://www.raremaps.com/gallery/detail/19104/Geographical_Statistical_and_Historical_Map_of_Missouri/Carey-Lea.html
EVALUATE
Go back to your original drawings in your science journal. Add other

land formations, rivers, etc. that you would see in your state.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Teaching Tip:
To print so the tiles line up perfectly, do not
print directly from an internet browser. First
download and print from your computer!
Start two trays of grass in your first lesson to
prepare for lesson 6. Pour the soil in the half
of the tray, (leaving room for run off), spray
generously with water and then sprinkle the
grass seeds on top of the soil. Spray with
water daily. The grass should start sprouting
within the week.
Teaching Tip:
If your students need more practice with
maps, check out http://egsc.usgs.gov/isb//
pubs/teachers-packets/mapshow/
6
Lesson 2: How do maps show patterns of Earth’s landforms changing over time?
LEARNING TARGETS
Use maps to identify changes in the Earth’s features over time.
Describe some human and natural causes that change Earth’s features.
SUMMARY
Students will look at maps to understand both human and natural changes
to land forms. They will also learn about plate movement through a Pangaea
puzzle activity.
ENGAGE
Draw a map of your neighborhood. Label as many features as you can
(homes, businesses, streets, parks, etc).
MYSCI MATERIALS:
Planet Earth, Inside Out, by Gail Gibbons
TEACHER PROVIDES:
Science Notebooks
Internet Access
Scissors
Copies of Comparison Photos (Appendix ii)
Print and copy Pangaea puzzle pieces from
http://volcanoes.usgs.gov/about/edu/
dynamicplanet/wegener/puzzlepieces.pdf
Has your neighborhood always looked like this, or has it changed over time? How
could you find out what your neighborhood looked like long ago?
Then show your students this map: https://mapshop.com/classroom/HISTORY/
US-History/a03_Louisiana_Purchase-1803.gif
Ask them if they can find their state on this map. What has changed since1803?
Discuss with your students what they notice. They should mention that they
don’t see outline of the state of Missouri or IL. You may need to prompt your
students to use the key for further understanding.
The changes we have looked at so far (to your neighborhood and the United
States) were caused by people. Can anyone think of natural events that also
cause big changes to maps?
EXPLORE
Read up to the page with the globe and north/south pole (about page 6) of
Planet Earth, Inside Out, by Gail Gibbons. The Earth once looked completely
different.
Hand out scissors and copies of the Pangaea puzzle pieces from http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/puzzlepieces.pdf
Teaching Tip:
If you need more guidance on the Pangaea
activity, you can find the whole lesson plan
at http://volcanoes.usgs.gov/about/edu/
dynamicplanet/wegener/ and an answer
key at http://volcanoes.usgs.gov/about/edu/
dynamicplanet/wegener/continentkey6.pdf
You may choose to have students work in pairs or small groups. Can they use
the same evidence that scientists used to figure out how the continents used
to fit together?
EXPLAIN
Compare the map that students put together to a current world map (such as
in Planet Earth, Inside Out, by Gail Gibbons) or globe. Scientists figured out
that the continents moved using fossil evidence, but WHY and HOW did
the plates move?
Continue reading Planet Earth, Inside Out, by Gail Gibbons up to the page
that shows the tectonic plates.
Teaching Tip:
It may be helpful to display Appendix ii on
the Smartboard so that students can see the
color images. Possible answers include:
1. Fewer trees, fewer roads and houses
2. Cut down trees, removed houses
3. Answers will vary. Some changes are
positive and some are not.
Then, show this video: http://www.pbslearningmedia.org/resource/ess05.sci.ess.
this animation: https://vimeo.
earthsys.plateintro/plate-tectonics-an-introduction/ and
com/14258924.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
7
Lesson 2 continued: How do maps show patterns of Earth’s landforms changing over time?
ELABORATE
Some changes are caused by nature (like the movement of the plates) and
some are caused by humans.
Watch this slideshow with your students. Ask students to keep a T-chart of
human and natural actions that caused changes to the land over time. (Examples: glaciers melted, sea level rose, Mississippi River altered course, river
sediment built up new land, levees and canals constructed, swamps drained,
hurricanes): http://www.nola.com/speced/lastchance/multimedia/flashlandloss1.swf
EVALUATE
Hand out copies of the Comparison Photos (Appendix ii). Humans
 caused this landscape to change. Answer and discuss the questions on
the handout.
EXTEND (OPTIONAL)
Display this puzzle or have students try it on their own: http://www.geo.cornell.
edu/hawaii/220/PRI/continental_puzzle.html.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
8
Lesson 3: What are some common landforms and how are they formed?
LEARNING TARGETS
Describe and compare common landforms.
TEACHER PROVIDES:
Explain how some landforms are formed.
Copies of the Word and Definition Bank
(Appendix iv), Answer key (Appendix v)
SUMMARY
Students will explore landforms using photos, maps, and the National Parks
website.
Printed copies of the National Parks maps
(See links in Explore section) if you don’t
have computers for students
ENGAGE
Write the world “LANDFORM” on the board. Ask the students where they
think this word came from. Hopefully students can break this down into
“land” and “form”. Discuss what “form” means. It can mean how something
is shaped OR the act of shaping it! Today, we will learn about different land
shapes and how they are formed.
EXPLORE
Ask: Have you ever been to a park? What was it like? Was there a lake there? Or
any hills? Did you know we have National or State Parks too? Here is a list of six
of the over 58 National Parks in America.
Copies of Landforms (Appendix iii)
Computers with internet access or additional
print resources for the Elaborate section
Teaching Tip:
Make sure students know how to zoom in
and out on the National Park maps.
Put students into six groups. Working with your group, discuss what you
might expect to see at each of these parks. Draw a picture of what you would
expect the park to look like in your science notebook.
Grand Canyon National Park
Death Valley National Park
Rocky Mountain National Park
Channel Islands National Park
Glacier Bay National Park
Volcanoes National Park
Here are the websites for each park. Assign each group to one National Park
and ask them to access the park map and photos. They are to answer these
questions and be ready to share out to the class:
Do the map and photos match their expectations?
What other landforms do you see on the map of your park?
(NOTE: Even if your students have computers, print out a map for them to
write on.)
Grand Canyon: http://www.nps.gov/grca/index.htm
Death Valley: http://www.nps.gov/deva/index.htm
Rocky Mountain: http://www.nps.gov/romo/index.htm
Channel Islands: http://www.nps.gov/chis/index.htm
Glacier Bay: http://www.nps.gov/glba/index.htm
Volcanoes: http://www.nps.gov/havo/index.htm
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
9
Lesson 3 continued: What are some common landforms and how are they formed?
EXPLAIN
Hand out copies of Landforms (Appendix iii) and the Word and Definition
Bank (Appendix iv). Ask students to work individually to match up the word
and definition to the correct picture. The answer key for this activity is in
Appendix v.
After students have worked on their own, put them into pairs or small groups
to check their answers and come to agreement. Go over the correct answers
with the class.
ELABORATE
Have students research other landforms and work together as a class to
create more handouts like Appendix iii. Use the word list below or choose
other words from resources that you have available. Assign individuals, pairs,
or small groups of students words from this list to research, make a simple
picture of, and provide a definition. Their definition could include some idea
of how the landforms are formed, comparisons to similar landforms, and an
indication of the size of the landform.
isthmusdeltamesacape
archipelagoridgearroyobarrier island
basinbutteclifffjord
floodplaingorgemeanderoxbow lake
EVALUATE
Using any of the landforms that we discussed today, fill in the following
 prompt.
A _________________ and a ___________________ are similar
because ___________________________ but they are different because
___________________________.
Teacher Guide for Student Responses: If your students are having trouble,
give them an example from below. Alternatively, you could provide the two
landforms and ask them how they are similar and how they are different.
Examples could include:
LANDFORM 1 LANDFORM 2 SIMILARITY
DIFFERENCE
mountain
hill
both tall
mountain is bigger
canyon
valley
both can be formed by
rivers
canyons have steep
sides, valleys don’t
plateau
mesa
both flat and taller
than land around them
Plateaus are large and
mesas are small
island
peninsula
both have long coastlines
Islands are surrounded
by water, peninsulas
have water on 3 sides.
plain
plateau
both large, flat areas
of land
A plateau is higher than
the surrounding, but
plain isn’t
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
10
section
2
What are some slow changes
that affect Earth’s landforms?
Lesson 4: What is geologic time?
LEARNING TARGETS
Create and interpret time lines.
Describe that the Earth is very old and that many earth processes are very
slow.
MYSCI MATERIALS:
1 roll adding machine tape
TEACHER PROVIDES:
Science Notebooks
SUMMARY
Students will create a personal timeline and then use it to compare their own age to
the age of the Earth.
Internet Access
ENGAGE
Ask students: How long do you think it takes the features of the Earth to change?
Provide evidence for your answer. Take student responses. Their answers can
range widely, because some changes are fast (landslides) and some are slow
(continental drift.)
Markers
Remember Pangaea? The count-down clock in this video is showing
MILLIONS of years ago! https://vimeo.com/14258924
EXPLORE
Today we are going to try to understand how old the Earth is and how slowly
some of its features change. Give each student a length of machine tape and a
copy of Explore Your Personal Timeline (Appendix vi).
Follow the directions on the timeline, and then share out as a class at the end.
Hopefully students will understand that a first grade student would have a
shorter time line and their teacher’s time line would be longer.
Scissors
Pencils
Metric rulers or meter sticks
Copies of Explore Personal Timeline
(Appendix vi)
Teaching Tip:
Cut the adding machine tape into strips 20
inches long for each student. (If your students are ten years old). Otherwise adjust 2
inches per year of age.
Teaching Tip:
You may wish to pull up a map of the Earth
or show a globe. Some scientists (called
paleogeographers) study how Earth has
changed over time.
EXPLAIN
Now, we will compare your timeline to some other important timelines. Who
is the oldest person you know? How old are they? (Take student responses.
Choose the oldest response.) How long would this person’s timeline be?
(Multiply times 2 to give the number of inches, divide by 12 to get the
number of feet. Cut a piece of machine tape this long.) That is a long
timeline compared to yours.
How long would a timeline be for the United States of America, which became
independent in 1776? How would we figure this out?
Ask students to figure out the math, and calculate the length of the timeline
of America. (2015 – 1776 = 239 years, at 2” per year, 478”, which is almost 40
feet!) If possible, show the students how long 40 feet would be compared to
their timelines.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
11
Lesson 4 continued: What is geologic time?
The Earth is much older than that. It is 4.6 billion years old. (Write
“4,600,000,000 years old” on the board.)
How long would the Earth’s timeline be, if it was 2 inches per year?
The answer is 145,000 miles! That is more than halfway to the moon! It is
almost long enough to wrap around the Earth at the equator SIX TIMES!
Compare this to your own timeline. As you can see, the Earth is very old!
ELABORATE
One way that scientists study very slow processes is Time Lapse photography.
Here is one example: https://earthengine.google.org/#intro/AralSea
One photograph was taken each year to show this Sea drying up. To us, it
looks like it happens fast, but these pictures were taken over a period of 28
years! In order to understand Earth’s processes, we need to “speed up” what is
happening.
EVALUATE
 Ask: How does your age compare to the age of the Earth?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
12
Lesson 5: What do fossils tell us about the distant past?
LEARNING TARGETS
Observe and describe the formation of fossils.
SUMMARY
Students will observe a demonstration to view the layers of land formations.
Students will make a model of a fossil to compare this to how fossils are made
in nature.
MYSCI MATERIALS:
6 paper soup bowls
5 packages of plain gelatin
1 box of food coloring
1/2 cup of sand
6 teaspoons of tiny assorted shells
6 Assorted small plastic or silk leaves
ENGAGE
Pull up the picture of the canyon on your smart board. The picture is found on
6 small assorted smallest shark’s teeth
http://worldlandforms.com/landforms/canyon/.
(1) 2-cup plastic measuring cup
Have a discussion with your students about this picture. A few probing questions are: What do you notice about the land? Did it take a short time to make the
land look this way or a long time?
Fossils Tell of Long Ago, Aliki
What do you think you could find inside the rocks? We know that land formations take millions of years. We are going to make a model of land formations
that will take one week. Instead of rock, sand and soil, our model will be made
out of gelatin.
Day 1: Before you begin, number the bowls 1 through 6. Mix 1 cup of very
hot water with the package of gelatin. After the gelatin has dissolved, add a
few drops of red and yellow food coloring and 1 cup cool water. Stir well. Then
stir in ½ cup sand into the mixture. Pour the mixture into 6 bowls, giving each
bowl a slightly different amount.(After making Day 1’s jello, skip to the Explore section of this lesson and make the fossil inprint.)
Day 2: Mix 1 cup of very hot water with the package of gelatin. After the
gelatin has dissolved, add a few drops of yellow food coloring and 1 cup cool
water. Stir well. Pour the solution into the 6 bowls on top of the last layer and
give the bowls to each student group. Pass out the shells and have the students
place them on the yellow layer.
Day 3: Mix 1 cup of very hot water with the package of gelatin. After the
gelatin has dissolved, add a few drops of blue and red food coloring and 1 cup
cool water. Stir well. Pour the solution into the 6 bowls on top of the last layer
and give the bowl to each student group. Pass out the leaf replica and have the
students place them on the top layer.
6 paper plates
1 carton Plaster of Paris
30 Small shells
1 small Petroleum Jelly
15 Small brushes
30 Small aluminum cups
Plastic tub
TEACHER PROVIDES:
Science Notebooks
Internet Access
Water
Stirring Spoon
Place to store the jello molds
Copies of Canyon Wall Evaluate (Appendix vii)
Teaching Tip:
You can heat the water in a microwave if
you don’t have a stovetop. You can start on
another lesson while this is forming. You do
not need a refrigerator to make this jello.
Day 4: Mix 1 cup of very hot water with the package of gelatin. After the gelatin has dissolved, add a few drops of blue food coloring and 1 cup cool water.
Stir well. Pour the solution into the 6 bowls on top of the last layer and give
the bowl to each student group. Pass out the sharks’ teeth and have them place
them on top of the last layer.
Day 5: Mix 1 cup of very hot water with the package of gelatin. After the
gelatin has dissolved, add a few drops of green food coloring and 1 cup cool
water. Stir well. Pour the solution into the 6 bowls on top of the last layer and
give the bowl to each student group.
Day 6: Carefully flip the bowls onto a paper plate and slowly peel off the bowl
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
13
Lesson 5 continued: What do fossils tell us about the distant past?
or un-mold the gelatin on to the plate. Have the students observe and discuss
the different layers they see. Ask students: Do you remember which layer is the
“oldest”? Where was it in the bowl? Now show the canyon picture. Which layer
is the oldest? How do they know? (The one on the bottom is oldest and then
newer layers formed on top).
What can we say about fossils found in the bottom layers compared to fossils found in
the top layers? (The fossils in the bottom layers are older.)
EXPLORE
Sometimes in rock layers we find fossils. Why do you think that is so? We
are going to make fossils and then discuss why and how they are formed.
Directions:
Use the variety of shells provided to create the fossils. Mix up Plaster of Paris,
one part water and one part plaster. It should have the consistency of a milkshake. Fill aluminum cups with about an inch of Plaster of Paris.
Cover the shells with a layer of petroleum jelly (so they won’t stick to the plaster), then press them about three-quarters of the way into the plaster. When
the plaster is almost hard (this takes about an hour), pull the shells out and
leave the plaster to dry completely over night.
EXPLAIN
Read and discuss Fossils Tell of Long Ago. Some probing questions that you
could ask: How do fossils form? What can fossils tell us?
If students have tablet or computer access, instruct them to visit this interactive
website on fossils: http://www.amnh.org/ology/features/layersoftime/
Attempt to solve several puzzles. They should start at the easiest level--it is
tricky! If students do not have computer access, you may wish to do this activity as a demonstration on the smartboard.
This simulation shows one of the ways that paleontologists do their work.
ELABORATE
Scientists who study fossils are called paleontologists. Here are some videos
and websites about a few:
http:/www.smithsonianeducation.org/scientist/labandeira.html
http://education.nationalgeographic.com/education/encyclopedia/paleontology/?ar_a=1
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/mary_anning/
EVALUATE
Pass out and have students complete the Copies of Canyon Wall
 Evaluate (Appendix vii).
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
14
Lesson 6: What are weathering and erosion?
LEARNING TARGETS
Describe three different causes of erosion (water, wind, and glaciers).
Explain the process of weathering.
SUMMARY
By making observations and using measurements, students will observe wind,
water, and ice erosion. They will also observe the effect of planting grass on
erosion.
ENGAGE
Hold up the cup of sand. Ask: How did this sand come to be? What was it before
it was sand? Students record thoughts in their notebooks. Share out ideas.
EXPLORE
There are five activities for this lesson. You may choose to set them up as
stations, where 5 groups of students rotate through each station, or you may
choose to set up one or two stations a day and more closely supervise student
explorations. For example, Stations 1 and 3 may be more appropriate as
demonstrations.
EXPLAIN
Watch the link below. Discuss how each of the activities represented each of
the types of weathering. http://studyjams.scholastic.com/studyjams/jams/science/
rocks-minerals-landforms/weathering-and-erosion.htm
ELABORATE
Ask students to make a T-chart or Venn diagram to answer this question: How
are weathering and erosion the same, and how are they different?
Can humans make more erosion happen, make erosion happen faster, or slow
down erosion? If so, how? Take student responses. Then, watch the video:
MYSCI MATERIALS:
1 cup of sand
(1) 12-ounce clear plastic cup
Station 1
1 Aluminum pan
1 quart soil
Small blocks to represent homes
Centimeter ruler
Spray bottle
Station 2
6 tums
Small bottle vinegar
6 petri dishes
Station 3
4 oz of white glue
1 tsp of Borax
Gallon bag
Food coloring from Lesson 5
Cafeteria tray
1 stop watch
1 cup sand and pebbles
Station 4
1 small green tray
30 small straws
Sand to fill the green tray
Station 5 (Started in Lesson 1)
Tray of grass seed (2)
Spray bottle
TEACHER PROVIDES:
Science notebooks & internet access
Water (For Station 1 and Station 5 to fill spray
bottles)
Goggles for Station 2
https://www.youtube.com/watch?v=d27R_rP-9mY
For Station 3:
What human activities can remove the plants that hold soil in place? Take
student responses.
1/2 cup cold water
EVALUATE
Of the three main types of erosion (water erosion, wind erosion, and
 glacier erosion), pick which one you think best fits each question.
Defend your choice with evidence and reasoning.
1/3 cup hot water
Prepare stations ahead of time, including
mixing the flubber for Station 3 according to
the directions in Appendix viii – ix
1. Which kind of erosion do you think is the slowest?
2. Which kind of erosion do you think is the fastest?
3. Which kind of erosion do you think is the most common in Missouri?
4. Which kind of erosion do you think is the most comment in desert habitats?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
15
Lesson 7: How and why does soil vary from place to place?
LEARNING TARGETS
Identify and describe the components of soil.
MYSCI MATERIALS:
1 quart bag each of: fine sand, coarse sand,
humus, clay
Explain how soil is formed.
4 plastic teaspoons
SUMMARY
Students will study the four major components of soil (sand, clay, humus, and
rocks) and then make mixed soil samples.
ENGAGE
Ask the class: Where does soil come from? Take student responses.
6 eye droppers
6 stirrers
30 small cups
6 small foil loaf pans
4 small plastic scoops
Today we are going to learn about the things that make up soil and how soil is
made.
Dirt, by Steve Tomecek
EXPLORE
Hand out copies of the Soil Mixing Activity Sheet (Appendix x). Put the
students into 6 groups. Give each group 5 Dixie cups and have them label the
cups sand, humus, clay, small rocks, and water. Have the groups come up and
give them a teaspoon of each sample in the correct cup as well as a bit of water.
Copies of Soil Mixing Activity Sheet
(Appendix x)
TEACHER PROVIDES:
Science notebooks & internet access
Water
OPTIONAL: 6 empty water bottles
Each group will also need an eyedropper and a stirrer. Ask them to follow the
directions on the handout and explore the four components of soil.
When students have finished, compare the findings as a class. Collect and
discard their samples.
EXPLAIN
Read Dirt, by Steve Tomecek. Now can students explain where soil comes
from?
ELABORATE
Now that we have examined all of the components of soil, each group will
mix up their own “recipe” and compare it to other recipes in the class. Display
these recipes. The number in each column is the number of small scoops of
each soil component that the team gets. Have the teams come up one at a
time, get a small foil loaf pan, and carefully scoop out their recipe.
TEAM 1
TEAM 2
TEAM 3
TEAM 4 TEAM 5
TEAM 6
Clay
1
0
1
2
1
2
Sand
1
1
0
1
2
1
Humus
1
2
2
0
1
1
Rocks
1
1
1
1
0
0
Then, they should return to their table and mix up their soil. When all groups
have received and mixed their soils, have all students examine the mixes. How
does each sample look and feel? If you add a few drops of water to a bit of the
soil mix, how does it behave?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
16
Lesson 7 continued: How and why does soil vary from place to place?
Locate MO on the Global Soil Map. Find out what kind of soil is in MO:
http://forces.si.edu/soils/interactive/statesoils/index.html
Which group had soil most like the one described on the website? (Team 3 or Team
6 could be correct, because both had clay and humus, which are mentioned as
important components of this soil.)
EVALUATE
What do weathering and erosion have to do with soil? Does weathering
 create or destroy soil? Does erosion create or destroy soil? Use evidence from
the previous two lessons to support your answer.
EXTEND (OPTIONAL)
Option 1: Show students this video: http://www.pbslearningmedia.org/resource/
b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/taking-soil-apart/
Then, explain that you are going to test your soil samples using this method.
What do we have to keep constant in order to have a fair test (amount of each
sample added to the bottle, amount of water added to each bottle, same bottle). Number 6 water bottles and then add a small sample of each soil recipe to
a bottle. Add water and perform the shake test.
Have students record their observations. How do their observations relate to
the soil recipes?
Option 2: Ask students to predict which of the 6 soil samples will be the best
for growing grass. Record their predictions and decide what conditions must
be met for a fair test (same amount of soil, same amount of water per day,
same amount of the same type of grass seed, same amount of light for each
sample). Then, plant grass in each sample, water it using the spray bottle, and
monitor the growth of the grass.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
17
section
3
What are some fast changes
that affect Earth’s landforms?
Lesson 8: What causes earthquakes and volcanoes?
LEARNING TARGETS
Use maps as data sources to determine the causes for earthquakes and
volcanoes.
SUMMARY
In this lesson, students will discover the cause for volcanoes and earthquakes.
ENGAGE
Discuss with students the following probing questions:
MYSCI MATERIALS:
Shattering Earthquakes book
TEACHER PROVIDES:
Copies of Volcano and Earthquake Maps
(Appendix ix)
Science Notebooks
Internet Access
Have you heard of any major earthquakes or volcanoes in the news? (Nepal,
Hawaii, Japan, Chile)
Has anybody ever experienced an earthquake of volcano?
Explain that about 200 years ago, Missouri, Kentucky, Arkansas, and Tennessee
experienced a very large earthquake. People as far away as Charleston, SC,
Detroit, MI, and Boston, MA felt this earthquake. For a short time the
Mississippi River flowed the other way! Additional recounts of the earthquake
are on these websites:
Midwest Earthquakes video by PBS: http://www.pbs.org/wgbh/nova/earth/
earthquakes-midwest.html, NOTE: watch from 31:00 to about 35:30
The Virtual Times: Eyewitness account of George Heinrich Crist: http://hsv.com/
genlintr/newmadrd/accnt3.htm
The Virtual Times: Eyewitness account of Eliza Bryan: http://hsv.com/genlintr/
newmadrd/accnt1.htm
EXPLORE
Put the students into pairs or small groups, and pass out the Earthquake and
Volcano Maps (Appendix ix) to each group. NOTE: These maps reproduce
best in color. If you do not have a color printer, display the color version for
students to mark on their gray-scale copies. Ask the students the following
questions:
How are the two maps similar?
How are the maps different?
(Students should start to realize that these both occur along plate lines.)
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
18
Lesson 8 continued: What causes earthquakes and volcanoes?
EXPLAIN
Watch the following video: http://studyjams.scholastic.com/studyjams/jams/science/
rocks-minerals-landforms/earthquakes.htm
Read Shattering Earthquakes or photocopy various sections for the class to read.
ELABORATE
We learned about how scientists study earthquakes, but we still can’t really
predict when and where they will happen. Engineers don’t study earthquakes,
but they do try to improve designs to keep people safe during earthquakes.
What ideas do you have about designing buildings to keep people safer? Share out
student ideas.
EVALUATE
Tell students to compare and contrast earthquakes and volcanoes. How
 are they the same and how are they different? Make a 3-column chart.
Here is the answer key:
EARTHQUAKES
BOTH
Caused where plates
push together, pull apart,
or slide past each other
Caused by the movement Magma reaches the
of plates
surface
Measured on the Richter
scale
Difficult or impossible to
predict
VOLCANOES
Caused where plates pull
apart
Usually happen at plate
boundaries
Teaching Tip:
If necessary, give students one of the phrases
from the answer key and ask them which
column it belongs in.
Can cause widespread
destruction
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
19
Lesson 9: How can we design structures to reduce the impact of earthquakes?
LEARNING TARGETS
Use the Engineering Design Cycle to create and improve a design.
SUMMARY
Students will plan, design, build, test, and redesign structures to resist
earthquake damage.
ENGAGE
How can engineers test earthquake-proof designs, when we don’t know when and
where an earthquake might happen? Take a few student responses. Today,
we are going to do exactly what engineers do to design better buildings.
Handout copies of Appendix xii (Engineering Design Cycle). Discuss the
steps with the class.
This shake-table acts like an earthquake. (See teaching tip on how to assemble
the shake table.) Demonstrate the use of the shake table. Pull the top tray
back less than one inch, then release it. That was a mild earthquake, but
sometimes earthquakes are very severe. Pull the top tray back further and
release it.
MYSCI MATERIALS:
2 cafeteria trays (one from Lesson 6)
2 large rubber bands
4 bouncy balls
2 boxes of Toothpicks
6 glue sticks
6 plastic bears
6 large plastic plates
TEACHER PROVIDES:
3 bags of mini-marshmallows
Rulers (for design and planning)
Copies of the Engineering Design Cycle
(Appendix xii)
Copies of Earthquake-Proof Structures (2sided, Appendix xiii and xiv)
Today, you will design prototypes of buildings that can survive these earthquake
forces.
EXPLORE
As you watch this video, look for destruction caused by the earthquake: http://video.nationalgeographic.com/video/101-videos/earthquake-101
Hand out copies of Earthquake-proof Structures (Appendix xiii-xiv). Ask
students to read the table at the top, and then ask what “criteria” means and
what “constraint” means. Take any questions about the criteria and constraints.
EXPLAIN
Decide how long the class will have to finish their first design, and tell them
how many minutes they have until testing will begin.
Now, you will work with your group to plan your structure. The materials that
you will have include:
1 glue stick per group
50 mini-marshmallows per group
1 bear per group
1 plate per group
Give the students the bear, a ruler, and one marshmallow (for measurements).
Instruct them to work as a group to brainstorm and design a structure. When
they are finished with a design plan (one per group), they should bring it up
and show you to get the rest of their marshmallows for building. Give students
the time remaining at several points in the process.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
20
Lesson 9 continued: How can we design structures to reduce the damage caused by earthquakes?
ELABORATE
When the time for testing arrives, have student groups gather around the
shake table. You can take photographs of the structures before and after
testing or videos of the whole process for students to use to improve their
structures.
Please each house on the shake table one at a time, first testing it with a “mild”
earthquake and then with a more severe earthquake. The group should take
notes on their structure during testing.
After all groups have tested, they should get a chance to re-design
their structure. It is up to you whether you will provide a new set of 50
marshmallows or make them re-use their old ones. You can also choose to
provide each group with toothpicks to use to enhance their designs. Once
again, do not give students their materials until they have shown you a design
plan. Make sure the design plan includes the required elements. When
students are done redesigning and rebuilding their structures, go through
another round of testing.
Note, you can keep redesigning additional times as materials and time allow.
EVALUATE
Ask the student to explain what “criteria” and “constraint” mean to
 engineers and list one criteria and one constraint for their project.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
21
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the
NGSS Codes
NGSS PERFORMANCE EXPECTATIONS
4-ESS1-1
3-5-ETS1-1
Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over
time.
Define a simple design problem reflecting
a need or a want that includes specified
criteria for success and constraints on
materials, time, or cost.
4-ESS2-1
3-5-ETS1-2
Make observations and/or measurements to
provide evidence of the effects of weathering
or the rate of erosion by water, ice, wind, or
vegetation.
Generate and compare multiple possible
solutions to a problem based on how
well each is likely to meet the criteria and
constraints of the problem.
PS1: Matter and its interactions
4-ESS2-2
3-5-ETS1-3
PS2: Motion and stability: Forces
and interactions
Analyze and interpret data from maps to
describe patterns of Earth’s features.
Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model
or prototype that can be improved.
NGSS codes begin with the grade
level, then the “Disciplinary
Core Idea code”, then a standard
number. The Disciplinary Core
Ideas are:
Physical Sciences
PS3: Energy
Life Sciences
Content
PS4: Waves and their applications
in technologies for information
transfer
4-ESS3-2
Generate and compare multiple solutions to
reduce the impacts of natural Earth processes
on humans.
LS1: From molecules to organisms:
Structures and processes
LS2: Ecosystems: Interactions,
energy, and dynamics
LS3: Heredity: Inheritance and
variation of traits
LS4: Biological evolution: Unity and
diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and
Applications of Science
ETS1: Engineering design
ETS2: Links among engineering,
technology, science, and society
For more information, visit http://www.
nextgenscience.org/next-generation-sciencestandards
Unit 18 | Earth Cycles
22
NGSS (continued)
Concepts
Concepts
SCIENCE AND ENGINEERING PRACTICES
Asking Questions and Defining Problems
• Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships.
• Use prior knowledge to describe problems that can be solved.
• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for
success and constraints on materials, time, or cost.
Developing and Using Models
• Identify limitations of models
• Collaboratively develop and/or revise a model based on evidence that
shows the relationships among variables for frequent and regular occurring events.
• Develop and/or use models to describe and/or predict phenomena.
• Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
Planning and Carrying Out Investigations
• Make observations and/or measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon or test a design
solution.
• Make predictions about what would happen if a variable changes.
Constructing Explanations and Designing Solutions
• Construct an explanation of observed relationships (e.g., the distribution of
plants in the back yard).
• Use evidence (e.g., measurements, observations, patterns) to construct or
support an explanation or design a solution to a problem.
Constructing Explanations and Designing Solutions (continued)
• Identify the evidence that supports particular points in an explanation.
• Apply scientific ideas to solve design problems.
• Generate and compare multiple solutions to a problem based on how well
they meet the criteria and constraints of the design solution.
Engaging in Argument from Evidence
• Compare and refine arguments based on an evaluation of the evidence
presented.
• Respectfully provide and receive critiques from peers about a proposed
procedure, explanation, or model by citing relevant evidence and posing
specific questions.
• Make a claim about the merit of a solution to a problem by citing relevant
evidence about how it meets the criteria and constraints of the problem.
Obtaining, Evaluating and Communication Information
• Compare and/or combine across complex texts and/or other reliable
media to support the engagement in other scientific and/or engineering
practices.
• Combine information in written text with that contained in corresponding
tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
• Obtain and combine information from books and/or other reliable media
to explain phenomena or solutions to a design problem.
• Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams,
and charts.
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Earth’s Systems: Processes that Shape the Earth
ESS1.C: The History of Planet Earth
Local, regional, and global patterns of rock formations reveal changes over time due to earth forces,
such as earthquakes. The presence and location of certain fossil types indicate the order in which
rock layers were formed. (4-ESS1-1)
ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice,
wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and
move them around. (4-ESS2-1)
ESS2.B: Plate Tectonics and Large-Scale System Interactions
The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and
volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along
the boundaries between continents and oceans. Major mountain chains form inside continents
or near their edges. Maps can help locate the different land and water features areas of Earth.
(4-ESS2-2)
ESS2.E: Biogeology
Living things affect the physical characteristics of their regions. (4-ESS2-1)
ESS3.B: Natural Hazards
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions).
Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
(Note: This Disciplinary Core Idea can also be found in 3.WC.)
ETS1.B: Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions.
(secondary to 4-ESS3-2)
Patterns
• Patterns of change can be used to make
predictions.
• Patterns can be used as evidence to support an
explanation.
Cause and Effect: Mechanism and Prediction
• Cause and effect relationships are routinely
identified, tested, and used to explain change.
• Events that occur together with regularity might or
might not be a cause and effect relationship.
Scale, Proportion, and Quantity
• Natural objects and/or observable phenomena
exist from the very small to the immensely large or
from very short to very long time periods.
• Standard units are used to measure and describe
physical quantities such as weight, time,
temperature, and volume.
Structure and Function
• Substructures have shapes and parts that serve
functions.
Stability and Change
• Change is measured in terms of differences over
time and may occur at different rates.
• Some systems appear stable, but over long periods
of time will eventually change.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
23
MISSOURI GLE STANDARDS
GLE Standards
Key to Understanding the
GLE Codes
GLE codes are a mixture of numbers
and letters, in this order: Strand, Big
Idea, Concept, Grade Level and GLE
Code.
The most important is the strand. The
strands are:
1. ME: Properties and Principles of
Matter and Energy
2. FM: Properties and Principles of
Force and Motion
4. EC: Changes in Ecosystems and
Interactions of Organisms with their
Environments
5. ES: Processes and Interactions of
the Earth’s Systems (Geosphere,
Atmosphere and Hydroshpere)
6. UN: Composition and Structure of
the Universe and the Motion of the
Objects Within It
7. IN: Scientific Inquiry
8. ST: Impact of Science, Technology
and Human Activity
For more information, visit http://dese.
mo.gov/college-career-readiness/curriculum/
science
Concepts
3. LO: Characteristics and Interactions
of Living Organisms
Fourth Grade
ES 1 A 4 a
Identify and describe the components of soil
(e.g., plant roots and debris, bacteria, fungi,
worms, types of rock) and its properties (e.g.,
odor, color, resistance to erosion, texture,
fertility, relative grain size, absorption rate)
ES 2 A 4 b
Identify the major landforms/bodies of water
on Earth (i.e., mountains, plains, river valleys,
coastlines, canyons)
ES 2 A 4 c
Describe how weathering agents (e.g., water,
chemicals, temperature, wind, plants) cause
surface changes that create and/or change
Earth’s surface materials and/or landforms/
bodies of water
ES 2 A 4 d
Describe how erosion processes (i.e., action
of gravity, waves, wind, rivers, glaciers) cause
surface changes that create and/or change
Earth’s surface materials and/or landforms/
bodies of water
ES 2 A 4 e
Relate the type of landform/water body to the
process by which it was formed
ES 3 A 4 a
Identify the ways humans affect the erosion and
deposition of Earth’s materials (e.g., clearing
of land, planting vegetation, paving land,
construction of new buildings)
ES 3 A 4 b
Propose ways to solve simple environmental
problems (e.g., recycling, composting, ways to
decrease soil erosion) that result from human
activity
IN 1 A 4 a
Formulate testable questions and explanations
(hypotheses)
IN 1 A 4 b
Recognize the characteristics of a fair and
unbiased test
IN 1 A 4 c
Conduct a fair test to answer a question
IN 1 B 4 a
Make qualitative observations using the five senses
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
IN 1 B 4 b
Make observations using simple tools and
equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated
cylinders, spring scale)
IN 1 B 4 c
Measure length to the nearest centimeter, mass
using grams, temperature using degrees Celsius,
volume to the nearest milliliter, force/weight to
the nearest Newton
IN 1 B 4 d
Compare amounts/measurements
IN 1 B 4 e
Judge whether measurements and computation
of quantities are reasonable
IN 1 C 4 a
Use quantitative and qualitative data as support
for reasonable explanations
IN 1 C 4 b
Use data as support for observed patterns and
relationships, and to make predictions to be tested
IN 1 C 4 c
Evaluate the reasonableness of an explanation
IN 1 C 4 d
Analyze whether evidence supports proposed
explanations
IN 1 D 4 a
Communicate the procedures and results of
investigations and explanations through: oral
presentations, drawings and maps, data tables,
graphs (bar, single line, pictograph), writings
ST 1 A 4 a
Design and construct an electrical device,
using materials and/or existing objects, that
can be used to perform a task
ST 1 B 4 a
Describe how new technologies have helped
scientists make better observations and measurements for investigations (e.g., telescopes,
magnifiers, balances, microscopes, computers,
stethoscopes, thermometers)
ST 1 C 4 a
Identify how the effects of inventions or
technological advances (e.g., different types of
light bulbs, semiconductors/integrated circuits
and electronics, satellite imagery, robotics,
communication, transportation, generation of
energy, renewable materials) may be helpful,
harmful, or both
ST 2 A 4 a
Research biographical information about
various scientists and inventors from different
gender and ethnic backgrounds, and describe
how their work contributed to science and
technology
ST 3 A 4 a
Identify a question that was asked, or could
be asked, or a problem that needed to be
solved when given a brief scenario (fiction or
nonfiction of people working alone or in groups
solving everyday problems or learning through
discovery)
ST 3 A 4 b
Work with a group to solve a problem, giving
due credit to the ideas and contributions of
each group member
24
MySci Instructional Unit Development Team
INSTITUTE FOR SCHOOL PARTNERSHIP
LEAD CURRICULUM TEAM
Skyler Wiseman, K-5 Curriculum and Instructional
Specialist, Team Leader
Kimberly Weaver, Engineering Educator
Gennafer Barajas, Communications Coordinator
Victoria May, Executive Director of Institute for
School Partnership, Assistant Dean of Arts and
Sciences
Chris Cella, ISP Resource Center Fleet and
Warehouse Coordinator
James Peltz, Warehouse Assistant
Paul Markovitz, PhD, Science Educator
Keith May, Operations and Materials Manager
Diane Pilla, ISP Resource Center Project Coordinator
Rachel Ruggirello, Curriculum and Assessment
Specialist
Jeanne Norris, Teacher in Residence
Jack Weigers, PhD, Science Educator
EXTERNAL EVALUATOR
Katherine Beyer, PhD
COPY EDITOR
Robert Montgomery
LAYOUT DESIGN
Amy Auman
WUSTL CONSULTANTS
Rich Huerermann, PhD, Administrative Officer,
Department of Earth and Planetary Sciences
Harold Levin, PhD, Professor Emeritus,
Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTS
Charlie McIntosh, Engineering
Carol Ross-Baumann, Earth Sciences
MISSOURI BOTANICAL GARDENS
CONSULTANTS
Bob Coulter, Director, Litzsinger Road Ecology
Center
Jennifer Hartley, Senior Supervisor of Pre K-8
School Programs
Sheila Voss, Vice President of Education
Teacher Authors, Field Testers and Contributors
BLESSED TERESA OF CALCUTTA
Kate Kopke
Sue Ritcher
CHESTERFIELD MONTESSORI
Ama Martinez
COLUMBIA PUBLIC SCHOOLS
Michael Cranford
Ben Fortel
Tracy Hager
Megan Kinkade
Anne Kome
Heather Lewis
Jessica Miller
Elizabeth O’Day
Mike Szyalowski
Jen Szyalowski
Matt Wightman
Rebecca Zubrick
FORSYTH SCHOOL
Gary Schimmelfenig
THE COLLEGE SCHOOL
Uchenna Ogu
FERGUSON & FLORISSANT
Justin Brotherton
Eric Hadley
Christine Ries
Tonja Robinson
Laura Caldwell
Karen Doering
Emily Dolphus
Shaylne Harris
Amelia Hicks
Cathy Holway
FORSYTH
Gary Schimmelfenig
HAZELWOOD
Kelli Becker
Sara Berghoff
Rita Bohlen
David Busch
Bill Caldwell
Georgene Collier
Arianna Cooper
Jennifer Forbes
Susan Gentry
Toni Grimes
Debra Haalboom
Stephanie Heckstetter
Lesli Henderson
Christina Hughes
Stephanie Knight
Scott Kratzer
Stephanie Latson
Jane McPartland
Lisa McPherson
Darice Murray
Dawn Proubst
Lisa Schuster
Twyla Veasley
Sonya Volk
Carol Welch
Cherronda Williams
Justin Woodruff
MIRIAM
Angie Lavin
Jenny Wand
Joe Zapf
NORMANDY
Olga Hunt
Dawn Lanning
J. Carrie Launius
NORTH COUNTY CHRISTIAN
Julie Radin
PATTONVILLE
Kristin Gosa
Jill Kruse
Leslie Jones
Renate Kirksey
Chris Cheatham
Katie Lambdin
Chris Curtis
Kim Dannegger
Vicki Martin
Amanda Denson
Andrea King
Chris Curtis
Allison O’Very
Kaytlin Kirchner
Matt Parker
Chip (Paul) Ianiri
Jackie Ramey
Sarah Funderburk
Stephanie McCreary
Melissa Yount-Ott
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Julia Graham
RITENOUR
Meggan McIlvaine
Meghan McNulty
Kristy Santinanavat
Melanie Turnage
Stephanie Valli
RIVERVIEW GARDENS
JoAnn Klees
SAINT LOUIS PUBLIC SCHOOLS
Debra Granger
Nina Harris
Charlotte Smith
SOULARD SCHOOL
Courtney Keefe
ST CHARLES CITY SCHOOLS
Kevin Stross
VALLEY PARK
Trish Alexander
Courtney Amen
Stacy Carmen
Stacy Castro
Lotashia Ellis
Amanda Grittini
Aubrea Grunstead
Julie Kulik
Kayla LaBeaume
Jane Marchi
Laura MCoy
Mary Patton
Amy Robinson
Carol Wolf
UNIVERSITY CITY
Lillian Blackshear
Gayle Campbell
Nikki Davenport
Kate Fairchild
Elizabeth Gardner
Anna Hoegemann
Aileen Jones
Daphne Owana
Tori Palmer
Monique Patterson
Precious Poole
Debbie Rosso
Vickie Stevens
25
Map Questions
Section 1, Lesson 1
1. What do the dotted lines represent?
2. What do the dark lines with numbers on them represent?
3. On your map section there are wavy lines with names on them. On your Legend it is a straight line.
What do these represent?
4. Are there any lakes in your section of the map? If so, what are the names of the lakes?
5. On your section of the map, are there any gray shaded areas? What do you think they represent?
6. Do you have any bordering states? What states border?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix i
Photo Comparison
Section 1, Lesson 2
1. Look carefully at these 2 photographs. How has the land changed over the 8 years?
2. What do you think humans did to cause these changes?
3. Do you think the human impact was a positive or negative influence on this area? Why or why not?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix ii
Landforms
Section 1, Lesson 3
NAME:
PICTURE
WORD
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
DATE:
DEFINITION/NOTES
Appendix iii
Landforms (continued)
WORD BANK
Use these words to label each landform picture:
plateau
valley
canyon
plain
hills
mountains
peninsula
island
Write the correct definition below next to each landform picture:
A large, flat area of land.
A large area of flat land that is higher
in elevation than the land around it.
Larger than a mesa.
A lower area between two hills or
mountains. Some have streams or
rivers flowing in the bottom.
A large, tall, rocky area. Often
formed by plates pushing together or
volcanoes.
An area of land that is surrounded by
water on three sides. They have long
coastlines.
A small or medium-sized piece of
A rise in the earth, often many of
land completely surrounded by water.
them together. Sometimes these are
Some are the tops of volcanoes.
very, very old mountains.
They are smaller than continents.
A crack in the earth with steep,
almost straight sides called cliffs.
Formed by rivers or sometimes
earthquakes.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix iv
Landforms Answer Key
Section 1, Lesson 3
NAME:
PICTURE
WORD
DATE:
DEFINITION/NOTES
island
A small or medium-sized piece of land completely
surrounded by water. Some are the tops of volcanoes.
They are smaller than continents.
mountains
A large, tall, rocky area. Often formed by plates pushing
together or volcanoes.
valley
A lower area between two hills or mountains. Some have
streams or rivers flowing in the bottom.
plateau
A large area of flat land that is higher in elevation than
the land around it. Larger than a mesa.
canyon
A crack in the earth with steep, almost straight sides
called cliffs. Formed by rivers or sometimes earthquakes.
peninsula
An area of land that is surrounded by water on three
sides. They have long coastlines.
plain
A large, flat area of land.
hills
A rise in the earth, often many of them together.
Sometimes these are very, very old mountains.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix v
Explore Your Personal Timeline
Section 2, Lesson 4
Scale Used:
2 inches = 1 year of life
Procedure:
1. Mark one end of the tape “0 = birth” and put a line from across the width of the tape.
2. Measuring from that line, mark a new line every 2 inches.
3. Label those lines with numbers from 1 to your current age.
4. Make a list of your life events on in your science notebook. Suggestions include: walking, talking,
entering preschool/kindergarten, growth spurts or moving, etc.
5. Now include these events on your timeline.
6. Share your timeline with others in the class.
Questions to think about:
Does everyone have the same events happening at the same time? What are some similarities and differences between the timelines?
How would your teacher’s time line be different from yours?
How would your time line compare to the time line of a first grade student?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix vi
Canyon Wall Evaluate
Section 2, Lesson 5
Use the graphic to the left to answer the following questions.
1. Which rock layer do you think is the oldest, and why?
A
B
C
2. Which rock layer do you think is the youngest, and why?
D
E
F
3. Dinosaur fossils have been found in layers D, E, and F, but not the
other layers. Why are dinosaur fossils not found above or below those
layers?
Use the graphic to the left to answer the following questions.
1. Which rock layer do you think is the oldest, and why?
A
B
C
2. Which rock layer do you think is the youngest, and why?
D
E
F
3. Dinosaur fossils have been found in layers D, E, and F, but not the
other layers. Why are dinosaur fossils not found above or below those
layers?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix vii
Station Activity Sheet
Section 2, Lesson 6
STATION ONE: WATER EROSION MODEL
1. Tell students that they need to create a common measurement for their “rain source.” They will need to keep track of
the number of squirts from the spray bottle. Alternatively, you could put a prescribed amount of water in the squirt
bottle, some to be used for “normal rain” and some for “flooding”.
2. Allow time for students to examine the “land” in their stream tables. They may wish to use hand lenses. Ask what they
found.
3. Students will build a model of a hill inside the stream table (they could add trees or houses situated on top). The model
should be built on one and take up less than half of the box. Push the land and shape it. Spritz their soil with a little
water from a spray bottle to moisten soil slightly to ease building. Place the buildings on top.
4. Students should draw a picture of their model in their journals. They should measure the height of their original hill in
cm (not including buildings). Measure from the table to the top of the mountain while the tray is still flat on the table.
5. Students should make predictions as to what will happen when their models are “rained” on. Hypotheses should be recorded
in journals.
6. Place newspaper or drop cloth under stream table and tubs to absorb spills.
7. Tilt the aluminum pan with a book or block under one end to raise it up. Demonstrate the proper way of making “rain” on
the hill. Count the number of squeezes it takes to use up all the water for a “normal rain”. A gentle rain is desired. Be sure
that all rain falls on the land. Once the concept is understood, instruct students to “rain” on the land.
8. Record observations in journals. Students should include the amount of water “rained” in their entries. Pictures may be
included, but descriptions are mandatory. A measurement of the hill height after the rain is also needed. Once again,
measure from the table to the top of the hill while the tray is flat on the table.
9. Repeat steps 7 and 8 twice more, adding more water to the squirt bottles for the “flood.” Remind students to document
the amount of rain released with each description.
10.By now, flooding and erosion should be evident. For the final “rain”, allow students to squirt the even more water,
producing a stronger rain. Once again, record results.
11. Discuss results with the class. Were hypotheses correct? Have students determine which geological processes were
evident (erosion, deposition). These processes should be listed in their notebooks.
STATION TWO: CHEMICAL WEATHERING MODEL
1. Have the students put on their safety glasses.
2. Explain that they are using a very mild acid, vinegar to represent the acidic rain that falls. While this is the same kind
of vinegar in salad dressings, etc., we still need to be very careful to not get it in our eyes. USE CAUTION!
3. Have one student put the Tum’s tablet in the center of the petri dish. Tell the students that the Tums represents
limestone, a very common rock found in Missouri and other states.
4. Have the students predict what will happen when they put several drops of the vinegar on the Tums and write their
predictions in their science notebooks.
5. Have another students carefully put several drops of vinegar on the Tums while the other students observe and record
what happens.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix viii
Station Activity Sheet (cont’d)
STATION THREE: GLACIER EROSION MODEL
To make flubber, empty the 4 oz of glue into the gallon bag and add 1/2 cup of cold water. Mix. In a separate container,
mix 1/3 cup of hot water with 1 tsp of borax. Then, add the hot water/borax mix to the gallon bag. Mix well.
1. Leave the small tray flat on the table for now.
2. Place a sheet of paper on the tray, then pour the sand on the sheet. Spread it evenly over the tray.
3. Place a blob of flubber (about golf-ball sized) at the top of the small tray. Predict what will happen if we tilt the small
tray so that there is a downward slope. Then tilt the tray and observe. If the sand slips a bit, that’s ok. Wait a few
minutes until you see the “glacier” is beginning to flow. Note where you begin to see the flow.
4. As the glacier moves down the tray, add more flubber to the top of the glacier--this represents snow accumulation at
the top of a mountain.
5. Wait a few minutes and repeat at least three times.
6. What are you noticing about the “glacier” during the activity? Draw, write take photos while the glacier is moving. Be
sure to do this BEFORE you carry out the last step.
7. CAREFULLY remove the “glacier” from the pan- have a partner help you lift it straight up from the pan. Look
underneath the flubber; look at the foil. In your notes, draw any patterns in the sand you observe.
In your science notebook:
8. Describe how the glacier flows.
9. What has happened to the sand layer under the “glacier?” Describe it.
10.Look at the bottom of the flubber- what do you observe?
11. What have you learned about how glaciers work? Write a few sentences in you notebook.
STATION FOUR: WIND EROSION
1. Place the green pan in the middle of the desk or table.
2. Dump sand into a pile in the center of the pan.
3. One student at a time blows very gently onto the sand through the straw and observes what happens. It is VERY
IMPORTANT that students blow carefully so that they don’t move the sand out of the green tray or into a students’ eyes.
4. Step 3 is repeated for each student in the group.
5. Have the students try blowing with the straw held at different angles to the pile of sand.
6. Student should record what they observe and describe in their science notebook how wind can affect landforms.
STATION FIVE: COMBATING EROSION
1. Ask the students to describe what happened at Station 1. (If the students have not gone to Station 1 yet, skip to #2.)
2. What are ways humans try to counter the effect of water erosion on land? Write your ideas in your science notebook.
3. Tilt the pan with grass-covered land. Spray heavily with water. Observe what happens and record.
4. How is what happened different from Station 1? Describe in your science notebook.
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix ix
Soil Mixing Activity Sheet
Section 2, Lesson 7
1. You will receive a small sample of each of the components of soil, paper plate, stirrer, eye dropper and small cup.
Put each component on a separate paper plate. Take some time to observe the components separately and record
on data sheet.
a. What do you notice about the samples?
2. You will complete some tests on the samples as a class. Fill out your data sheet.
a. Roll each sample between your fingers. How does it feel to you? (Texture)
b. Try to roll it into a ball (Compaction)
c. Take a small sample and smudge it on your data sheet. What do you notice?
d. Put each sample into the small cup. Add an eye dropper full of water and stir. Slightly tilt the cup and watch
what happens. Record on your data sheet.
SOIL
TYPE
TEXTURE:
HOW IT FEELS
COMPACTION:
SMUDGE:
HOW MUCH IT STAYS
MAKE A SMUDGE ON
TOGETHER AFTER YOU THIS SHEET
SQUEEZE IT
WHAT HAPPENS
WHEN YOU ADD
WATER?
Sand
Clay
Humus
Small
Rocks
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix x
Volcano and Earthquake Maps
Section 3, Lesson 8
EARTHQUAKE ZONES
VOLCANO ZONES
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix xi
Engineering Design Cycle
Section 3, Lesson 9
1. Identify Need/Problem
7. Redesign
2. Research & Brainstorm
?
6. Communicate
3. Choose Best Ideas
5. Test & Evaluate
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
4. Construct Prototype
Appendix xii
Earthquake-Proof Structures
Section 3, Lesson 9
NAME:
DATE:
CRITERIA (MUST DO!)
• Must have an opening to get the bear in and out of the house
• Must be big enough for the bear to fit inside without touching any part of the house
• Must fit on the plate
• Must be designed to resist the shaking of a mild and severe earthquake for as long as possible.
• Must be ready to test in ______ minutes.
CONSTRAINTS (CAN’T DO!)
• Cannot use any materials except what your teacher provides
PLANNING
Your plan must include:
• A sketch or drawing
• Measurements (how tall and how wide will your structure be?)
• Number of materials needed
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix xiii
Earthquake-Proof Structures (continued)
RESULTS OF TESTING (ROUND 1):
Make notes about anything you see during testing, including:
• How long your structure lasted? Where and how your structure failed
REDESIGN:
Your plan must include:
• A sketch or drawing
• Measurements (how tall and how wide will your structure be?)
• Number of materials needed
RESULTS OF TESTING (ROUND 2):
Make notes about anything you see during testing, including:
• How long your structure lasted? Where and how your structure failed?
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix xiv
Vocabulary Words
All Sections and Lessons
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they
come across the concept. MySci students work collaboratively and interact with others about science content also
increasing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to
use scientific vocabulary and should not be taught in isolation.
geology
earthquake
geologist
volcano
engineer
tsunami
geologic time
dynamic
Earth
humus
erosion
parent material
fossils
clay
paleontology
island
streams
mountains
erosion
valley
soil
hills
rock
plateau
alluvial
canyon
altitude
peninsula
absorption
plain
plates
weathering
Unit 18 (version 1.21.16) | Our Dynamic Earth
Washington University in St. Louis Institute for School Partnership
Appendix xv