Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
Science Grade 03 Unit 05 Exemplar Lesson 02: Forces of Nature: Inside and Out
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time
frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience,
please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will use a variety of models and information resources to demonstrate and investigate how geologic forces of nature cause rapid changes in the
Earth’s surface.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any
standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the
Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.6
Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected
to:
3.6C Observe forces such as magnetism and gravity acting on objects.
3.7
Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is
expected to:
3.7B Investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides.
Supporting Standard
Scientific Process TEKS
3.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety
procedures and environmentally appropriate practices. The student is expected to:
3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat.
3.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The
student is expected to:
3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and
using equipment or technology needed, to solve a specific problem in the natural world.
3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data.
3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data.
3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.
3.2E Demonstrate that repeated investigations may increase the reliability of results.
3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
3.3
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the
contributions of scientists are used in making decisions. The student is expected to:
3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student.
3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and
materials.
3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
3.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The
student is expected to:
3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes,
rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound
recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches; and materials to support observation of habitats of
organisms such as terrariums and aquariums.
3.4B Use safety equipment as appropriate, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/03/13
page 1 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
Grade 03 Science Unit 05 PI 02
Draw three windowpanes to illustrate what the Earth might look like before, during, and after an extreme (rapidly occurring) event. Describe the changes made to the Earth's surface and to any
living organisms or nonliving objects affected by the event.
Standard(s): 3.2F , 3.7B
ELPS ELPS.c.1C , ELPS.c.3H , ELPS.c.5G
Key Understandings
The surface of the Earth is constantly changing.
— How do forces of nature rapidly change the surface of the Earth?
— Why do scientists study processes or events that rapidly change the Earth’s surface?
— Why might scientists want to study earthquakes and other forces of nature?
Some changes occur quickly, and some changes occur over time.
— What events/processes cause rapid changes to the Earth’s surface and are they related?
— What other forces of nature rapidly change the Earth’s surface?
— How can rapid changes to the Earth’s surface be helpful and/or harmful?
Models can provide useful information about the world we live in, but they have limitations.
— How can models help us better understand how the Earth works?
Vocabulary of Instruction
earthquake
volcano
landslide
tsunami
crust
mantle
core
plates
fault
magma
lava
erupt
erosion
Materials
aprons (if needed)
building (made of sugar cubes, wood cubes, or plastic cubes, 1 cube at the base, three cubes high, 2 per box)
concept map
container (such as a shoe box lid, plastic tub lid, or tray, see Advance Preparation, 1 per group)
craft stick (1 per box)
earthquake model(s) (see Advance Preparation, 1 per class or group)
gloves (if needed)
heavy object (such as soup cans or rocks, at least 5 per box)
index cards (for recording answers)
marbles (5 per group)
marker (1 per box)
materials for the mountain/volcano model (you choose to use)
paper (colored, 1 sheet per box)
paper (plain, folded or layered into 3 sections or windowpanes, 1 sheet per student)
peanut butter (to hold cubes together, 1 teaspoon per box)
print and electronic resources (children’s books, magazines, articles, Internet sites, videos, etc.)
question board or chart(s)
rice (1/8 cup per box)
ruler (wooden, 1 each per box)
safety goggles (if needed)
slips of paper (for recording answers)
sticky notes
storage box (plastic, 1 per class or group)
timing device (such as a stopwatch or a clock with a second hand, 1 per group)
video clip(s) – earthquake
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are
connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Teacher Resource: Clip Art: Forces of Nature
Teacher Resource: Rapid Changes to the Earth’s Surface Concept Map Instructions and KEY
Optional Teacher Resource: Asking Questions SAMPLE
Teacher Resource: PowerPoint: Earth Changes
Teacher Resource: Earthquake Model
Teacher Resource: PowerPoint: Earthquakes Cause Change
Handout: Lesson Saves Lives (1 per student or 1 for projection)
Teacher Resource: 3D Volcano
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Last Updated 05/03/13
page 2 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
Advance Preparation
1. Obtain the MSDS for vinegar, baking soda, detergent, and food color.
2. Gather or prepare information resources (age-appropriate books, magazines, Internet sites, videos, etc.) that students can use as they investigate earthquakes,
volcanoes, tsunamis, and landslides and the scientists who study them.
3. Prepare a shoebox lid or plastic container lid by drawing a 3” diameter circle in the center of the lid. This will be the area where students place the marbles in the
Engage activity.
4. Preview the earthquake video clip(s) you will be using in the Engage. Refer to the Resources section.
5. Download or bookmark FEMA’s “Earthquake Legends”.
6. Prepare the Teacher Resource: Rapid Changes to the Earth’s Surface Concept Map.
7. Preview and download all PowerPoint attachments and notes.
8. Prepare a question board or area where questions can be posted. This could be a pocket chart, bulletin board, poster board, paper chart(s) or, if space is an issue,
a box with index cards.
9. Prepare or distribute materials for the earthquake model(s). Two 3-story cube buildings are needed for each set-up. Use a very small amount of peanut butter to
connect the cubes, and let them dry overnight. Classroom demonstration vs. group investigation: if materials are available for group work, the repeated
investigations may increase the reliability of results (3.2E).
10. Prepare the mountain/volcano model you plan to use. See the Teacher Resource: 3D Volcano for one example.
11. Bookmark or download hazard and activity maps for earthquakes, volcanoes, and landslides. Refer to the Resources section for links.
12. Prepare attachment(s) as necessary.
Background Information
This lesson addresses TEKS related to changes in the surface of the Earth.
During this lesson, students build upon previous experiences with forces and properties of matter and apply those understandings to the study of the Earth as a system. Students learn about forces
of nature that shape the physical features of the Earth. They examine changes due to rapid processes, such as earthquakes, volcanic eruptions, and landslides as well as changes due to slow
processes. They will investigate the slow and rapid changes to the Earth and be expected to recognize the types of changes that occurred to the Earth to create a variety of landforms.
After this lesson students will learn about the characteristics of natural resources that make them useful in products.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Forces of Nature
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Divide the class into groups of 3–4 students.
Materials:
2. Distribute a shoe box lid, plastic tub lid, or tray and about five marbles per group of students.
Explain to students that they are going to place the container in the middle of their table and then
place their marbles in the center of the circle that is drawn in the lid. Upon teacher directions, two
or three students will hold the edge of the desk and produce a gentle shaking for 15 seconds.
Students should observe what happens to the marbles.
Ask:
What were some observations from this activity? Answers will vary.
3. Collect the materials.
container (such as a shoe box lid, plastic tub lid, or tray,
see Advance Preparation, 1 per group)
marbles (5 per group)
timing device (such as a stopwatch or a clock with a second
hand, 1 per group)
video clip(s) – earthquake
Attachments:
4. Say:
Most of the time, the Earth feels solid and firm underneath our feet. But, thousands
of times a day, somewhere on the Earth, the ground will shake and tremble – that’s
about once every 11 seconds.
5. Inform students that the rock beneath the Earth’s surface is under great pressure. The force of
the pressure may cause sudden jolts and movements. Those sudden jolts and movements
produce vibrations that shake the surface of the Earth.
Ask:
Teacher Resource: Clip Art: Forces of Nature
Teacher Resource: Rapid Changes to the Earth’s
Surface Concept Map Instructions and KEY
Instructional Notes:
Who knows what we call this rapid vibration or shaking of the Earth? (Earthquake)
6. Say:
“Quake” means to shake.
Many earthquakes are too small for us to feel, but scientists have very sensitive
instruments that can record this movement.
Most earthquakes last less than one minute.
7. Say/Ask:
The duration of a small earthquake is less than a second; a moderate-sized
earthquake lasts a few seconds.
Last Updated 05/03/13
Social studies TEKS refer to these events/processes as “natural disasters,”
and rightly so. Their focus is on the human condition. Science recognizes
the impact of these processes on life, as well. Without these processes,
Earth would not have evolved into the “living” planet as we know it. These
processes are both destructive and constructive.
page 3 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
In 2004, a deadly earthquake in the Indian Ocean lasted between 500 and 600
seconds (8 to 10 minutes), and the recent earthquake in Japan was 360 seconds, or
6 minutes.
Have any of you ever experienced an earthquake? Answers will vary; however, allow
students to share experiences they may have had with an earthquake.
8. Inform students that you are going to show them what a real earthquake might look like or feel
like. Play video clip(s). (See the Instructional Notes.)
9. At the end of the clip(s), allow students the opportunity to Think-Pair-Share one way the
earthquakes changed the Earth or the things on it.
Ask:
Be sensitive to students who may have experienced trauma during a natural
disaster.
http://www.fema.gov/kids/v_lib.htm
Earthquake Legends (FEMA for Kids)
http://www.fema.gov/kids/eqlegnd.htm
Teacher Resource: Clip Art: Forces of Nature is provided for most of the
“forces of nature” that students might mention. Adding a sketch or illustration
to the T-chart and/or pre-investigation concept map can aid comprehension.
Set-Up: (Possible sort shown)
Did these changes happen quickly or slowly? (Quickly)
Why might an earthquake be called a “force of nature”? Answers may vary, but
students should remember that a force (push or pull) is needed to make anything move or
shake. In this case it is a natural force, not man-made (e.g., explosion, heavy drilling
equipment, building demolition, etc.) and it is powerful.
Remind students of the first activity they did with the marbles earlier in the lesson.
10. Say:
People long ago didn’t understand earthquakes and the forces that caused them.
They developed myths and legends to explain this unusual and frightening event.
Share one or two of these legends with the students. (See the Instructional Notes.)
11. Explain that scientists who study the Earth have made observations and used tools/instruments
to learn more about earthquakes.
Ask:
Why might scientists want to study earthquakes and other forces of nature? Answers
will vary.
12. On the board, a chart, or overhead, set up a T­chart labeled “Forces of Nature”. Label one
column Geological (land/Earth) and the other Meteorological (air/atmosphere/weather). Facilitate
a discussion.
Misconception:
Students may think that the Earth has always been the
same as it is today.
Check For Understanding:
Student responses for the Forces of Nature chart provide teachers with an
opportunity to formatively assess students’ prior knowledge of this concept.
We have just learned that earthquakes are forces that rapidly change the Earth’s
surface.
What other forces of nature rapidly change the Earth’s surface? Responses may or
may not include tsunami, volcanic eruption, landslide, tornado, hurricane, flood, etc. This is
really a ‘pre­assessment’ of what they currently know or think they know.
Why do scientists study processes or events that rapidly change the Earth’s
surface? Answers may vary, but could include that the more scientists understand about
processes or events that change the Earth, the more information they can supply to the public
about how to prepare for or survive such an event.
13. As students share their answers, record the forces on the T-chart according to whether they are
geological or meteorological. Attach the appropriate clip art picture (from the Teacher Resource:
Clip Art: Forces of Nature) next to the word to assist in understanding. Inform students that, for
now, the focus will be on geological (land/Earth) events or processes that begin deep inside the
Earth.
14. Use the Teacher Resource: Rapid Changes to the Earth’s Surface Concept Map to
formatively assess students’ initial understandings and explanations of the lesson concepts
(What events/processes cause rapid changes to the Earth’s surface and are they related?). See
the Teacher Resource: Rapid Changes to the Earth’s Surface Concept Map for directions.
15. The concept map will be used in the next activity.
EXPLORE – Earth Changes
Suggested Day 2
1. Direct students’ attention to the concept map they constructed in the previous lesson and briefly
summarize their current ideas and understandings.
Materials:
2. Prior to the discussion of student questions, discuss and model “thick” and “thin” questions if time
permits. See the Optional Teacher Resource: Asking Questions SAMPLE.
sticky notes (3 per student)
3. Introduce the Teacher Resource: PowerPoint: Earth Changes. Instruct students to watch and
see if the information in the presentation provides evidence to support any of their ideas on the
class concept map. Teacher notes are included in the PowerPoint. At the conclusion of the
slideshow:
Say:
I will distribute sticky notes to each of you to record two questions about volcanoes,
two questions about landslides, and two questions about earthquakes.
Attachments:
Teacher Resource: Rapid Changes to the Earth’s
Surface Concept Map (from previous activity)
Optional Teacher Resource: Asking Questions SAMPLE
Teacher Resource: PowerPoint: Earth Changes
Instructional Notes:
4. Say:
You will have a few minutes to sort your questions on earthquakes, landslides, and
Last Updated 05/03/13
For more information and variations on question boards, do an internet
search for question boards.
page 4 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
volcanoes to determine if any of the questions are similar to the other members of
your table group. Then, as a class, we will sort our questions about forces of nature
(earthquakes, volcanoes, and landslides) on a question board (or chart).
5. Collect the sticky notes from each group.
6. When questions have been collected,
Ask:
Where might we search for answers to our questions about these forces of nature?
Responses will vary, but may include books, the Internet, magazines, newspaper, videos, a
scientist, etc.
Is it possible for us to bring in and experiment with a large section of the Earth to
see how it moves and changes? No, this would be impossible.
What would be another way we could experiment with the way forces of nature
affect/change the surface of the Earth? Use a model.
What is a model? A model is a representation of something in the real world that helps us
understand how the real thing looks or works.
What are some models that we have used so far this year to represent the real
world? We have used models for the water cycle, for the Earth (a globe), landforms (shaving
cream), etc.
How can models help us better understand how the Earth works? Answers may vary.
Current events related to natural disasters can provide that “teachable
moment”. Students want to know and understand what has happened. Keep
in mind that young students can be easily overwhelmed and frightened by
real-time videos and raw images of destruction.
Check For Understanding:
The student responses on the sticky notes provide a formative assessment
for the teacher about students’ understanding of forces of nature.
7. Discuss each of the three forces students learned about during the PowerPoint, and add the
information to the concept map.
8. Prior to tomorrow’s lesson, sort through the questions in order to reduce the number of
duplicates.
EXPLORE/EXPLAIN – Independent Exploration
Suggested Day 3
1. Say:
Materials:
In our previous lesson, you generated several questions. Today, you will begin to
research an answer to the questions.
2. Independent Exploration. Depending on the available resources and student needs, you may
want to have students work in pairs or groups to look for answers to questions on the question
board.
3. Say:
There are several resources available for you (and partner or group) to use.
Some strategies to remember as the research is conducted include: skim and scan
(ELAR 3.26B) and taking simple notes (ELAR 3.26C).
4. Students should now have the opportunity to choose a question to research from the question
board. They will spend the rest of the science class session working on their question. They
should have the opportunity to research a question about volcanoes, one about earthquakes,
and one about landslides. This will assist students in understanding the content more fully in
order to be successful on the Performance Indicator.
5. Toward the end of the instructional period, bring the exploration to a close by having students
share what they have discovered so far and how it helps them better understand processes that
rapidly change the Earth.
6. Any relevant learning can be added to the concept map. And, there may be additional questions
that arise during exploration and modeling which can be added to the question board.
print and electronic resources (children’s books,
magazines, articles, Internet sites, videos, etc.)
index cards (for recording answers)
sticky notes (for recording answers)
slips of paper (for recording answers)
question board or chart(s)
concept map
Check For Understanding:
Students should have the opportunity to share their learning with the rest of
the class. This supports ELPS skills of reading, writing, listening, and
speaking.
Instructional Notes:
The independent exploration is in alignment with the ELAR standards
(3.25A, 3.25B, 3.26Aii, 3.26Aiii, 3.26B and 3.26C).
These standards are in the 3rd 6 weeks ELAR.
The independent exploration is also one way for students to practice the
process skills 3.2D, 3.2F, 3.3A, and 3.3D.
Science Notebooks:
Student research work should be done in the science notebook
EXPLORE/EXPLAIN – Earthquake Models
Suggested Day 4
1. The following three questions are to “think about it” and are not being answered at this time.
Ask:
How can a model help us better understand the way our Earth works?
How is the model like the real thing?
How is it different?
2. Introduce the earthquake model(s). See the Teacher Resource: Earthquake Model for pictures
and directions.
Display or distribute the plastic storage box(es) that will represent a slab of the Earth’s crust.
The box(es) must be weighted down with soup cans or rocks, covered with the lid, and then
Last Updated 05/03/13
Materials:
earthquake model(s) (see Advance Preparation, 1 per
class or group)
storage box (plastic, 1 per class or group)
heavy object (such as soup cans or rocks, at least 5 per
box)
paper (colored, 1 sheet per box)
building (made of sugar cubes, wood cubes, or plastic
cubes, 1 cube at the base, three cubes high, 2 per box)
rice (1/8 cup per box)
page 5 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
turned upside down. Cover the flat portion on the bottom of the box with a colored paper cutout.
Explain to students that most earthquakes occur when large sections of the Earth’s surface
(plates) suddenly jerk or shift. This jolt or sudden movement produces vibrations in the
Earth’s crust. The ruler will be used to create these vibrations or earthquake. Demonstrate by
tapping the end of the box (in the middle of the box end) with the ruler (wrist action, like in
tennis or fly-fishing, works well).
craft stick (1 per box)
marker (1 per box)
ruler (wooden, 1 per box)
peanut butter (to hold cubes together, 1 teaspoon per box)
timing device (with second hand, 1 per class or group)
Attachments:
Teacher Resource: Earthquake Model
Teacher Resource: PowerPoint: Earthquakes Cause
Change
Place the two cube “buildings” at opposite ends of the colored paper cut­out. Mark their
positions by tracing around their bases.
Pour a thin strip of rice (Earth materials) between the two “buildings”. Use the craft stick to
shape it into a compact path. Trace around its perimeter.
3. Explain that some earthquakes are barely noticeable, whereas other earthquakes can cause
tremendous changes to the Earth’s surface.
Ask:
How might we use this model to show the difference? Answers may vary, but students
may suggest changing the amount of force or changing the location of the force.
4. Lead students to an investigable question for each force (gentle, more vigorous), and discuss
how to ensure a fair test. (Example: How does the size of an earthquake affect the amount of
change or damage to the Earth’s surface? The location?)
5. Students should have the opportunity to draw before and after pictures for each of the
magnitudes of force tested. Students should predict the outcome prior to each test.
6. Either demonstrate the simulated earthquake, or instruct students to gently tap one end of their
box with the ruler continuously for ___ seconds. (The teacher will choose the length, generally
anything from 10-30 seconds.) Observe and describe changes to the surface (rice and
buildings).
7. Reposition the rice and buildings. Use greater force to tap the same end of the box continuously
for the same number of seconds. Discuss and compare the results.
8. Repeat the procedure, but tap the other end of the box. Discuss the changes to the surface.
Ask:
Based on this model, what claims can you make about changes to the Earth’s
surface caused by earthquakes? Students should suggest that the amount of change or
damage depends on the size of the earthquake or its location. They should be able to
support their claims with evidence.
Instructional Notes:
Movies depict the ground opening up and swallowing buildings, cities, etc.
Shallow crevasses can form during earthquakes. Faults, however, do not
gape open during an earthquake.
In a climate of trust, “going public” with one’s claims and evidence can be as
fun as the classic show-and-tell session with its exchange of questions and
answers. “Students have to be made aware that one of the jobs of scientists
is to put something “out there” for other scientists to question.” (Norton­
Meier, et. al., 2008).
Misconception:
Students may think that the ground opens up during an
earthquake.
Check For Understanding:
Students should have the opportunity to share what they have learned. This
provides the teacher with a formative assessment of the students’
understanding of the concepts.
Science Notebooks:
Students should have the opportunity to draw and label the model and
predict each outcome. They can record their observations after each test.
Students should record claims and evidence.
9. Students should record their claims and evidence in their science notebooks.
10. Explain that scientists use tools and instruments to measure the size and location of
earthquakes. Ask if anyone has read about any of these instruments or tools. If not, consider
adding that question to the board.
11. Discuss the limitations of the model (size, properties, materials, etc.).
12. If the question has not yet been raised, ask students if they think we have earthquakes in Texas.
Consider adding the information to the concept map.
13. Say:
We are going to view a PowerPoint about earthquakes.
As you view each slide, make observations to identify the changes caused by
earthquakes.
You may wish to write your thoughts down in your science notebook.
14. Project the Teacher Resource: PowerPoint: Earthquakes Cause Change. It illustrates realworld examples of changes caused by powerful earthquakes. Pause at each slide to give
students the opportunity to carefully observe and then identify changes caused by earthquakes.
Allow students to share their thinking.
15. Toward the end of the instructional period, bring the exploration to a close by having students
share what they have discovered so far and how it helps them better understand processes that
rapidly change the Earth.
EXPLORE/EXPLAIN – Tsunamis
Suggested Day 5
1. Ask:
Attachments:
What is a tsunami and what do you already know about tsunamis? As needed, explain
Last Updated 05/03/13
Handout: Lesson Saves Lives (1 per student or 1 for
page 6 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
that a tsunami is a series of huge waves often caused by an earthquake (or other
projection)
disturbance) under the ocean. The waves can travel at speeds as fast as 500 miles per hour
(speed of a jet plane) and may reach a height of 100 feet/30 meters (10 story building) by the
Instructional Notes:
time they hit the coast or shore.
Refer to the Resources section for links to 1) NOVA tsunami animation and
2) bird’s eye views of the coastal areas before and after the March 11, 2011
2. Ask: (This is a Think-About-It question.)
Why would it be important to know about processes/events that rapidly change the
Earth?
Japan tsunami. Students should be able to describe changes to the Earth’s
surface from these photos.
Misconceptions:
3. Distribute or project a copy of the Handout: Lesson Saves Lives. Have students read the news
story to learn about a 10-year old hero.
Ask:
How did the girl’s understanding of tsunamis save lives? (She was able to warn people
of the danger, which caused them to clear the shore.)
What changes may signal a tsunami? (Noticeable changes may include an earthquake
along the coast; unusual bubbles in the ocean water; receding waterline; sudden period of
quiet in a normally surf-pounded area; or a roaring sound coming from the ocean.)
Students may not realize that a tsunami is a series of
waves.
Students may think weathering and erosion are often
thought of as being slow earth processes. In reality,
weathering and erosion can be rapid processes. Hurricanes
and tornadoes are just two events that increase the rate of
weathering and erosion.
4. Explain to students that a tsunami can also rapidly change the land when the waves hit the coast.
Check For Understanding:
Share visuals that illustrate the changes caused by this force of nature.
Ask:
Students should have the opportunity to share what they have learned. This
What other changes might a tsunami cause when it hits the shore? (Destroy or
change the shape of the coastline; cause inland flooding; uproot plants; sweep away
buildings, vehicles, etc.; fires)
provides the teacher with a formative assessment of the students’
understanding of the concepts.
5. Independent Exploration: Students can continue to work in pairs or groups on their
independent exploration.
6. Toward the end of the instructional period, bring the exploration to a close by having students
share what they have discovered so far and how it helps them better understand processes that
rapidly change the Earth.
7. Any relevant learning can be added to the concept map. There may be additional questions that
arise during exploration and modeling which can be added to the question board.
EXPLORE/EXPLAIN – Volcanoes
Suggested Day 6
1. Display the “mountain” model. (The Teacher Resource: 3D Volcano sows step-by-step
instructions how to construct the volcano with a mountain top.)
Ask:
What is this landform? Explain. (Mountain; elicit characteristics)
2. Remove the top or peak of the mountain to expose the hole in the top.
Ask:
Now what do you think this is a model of? Volcano
Materials:
materials for the mountain/volcano model (you choose to
use)
safety goggles (if needed)
gloves (if needed)
aprons (if needed)
3. Explain that a volcano is a special kind of mountain.
4. Say:
In your science notebooks, draw a picture of the mountain model and the volcano
model before the eruption.
5. Say:
Carefully observe what happens when the model volcano “erupts”. Pay close
attention as you will be drawing and labeling the “eruption” in your notebook.
6. Demonstrate a volcanic eruption. Allow a few minutes for students to draw and label the eruption
in their science notebooks. Using the terms magma, core, and lava would be appropriate but
formal definitions are not necessary.
Attachments:
Teacher Resource: 3D Volcano
Instructional Notes:
Scientists have not gathered enough data to suggest that earthquakes
cause volcanic eruptions. But, earthquakes often precede a volcanic
eruption. Conversely, volcanic activity is known to cause earthquakes.
7. Ask:
Earthquake information: http://earthquake.usgs.gov/earthquakes/map/
How is this model like the real thing? How is it different? (A model of a volcano will show
an opening where the magma will move up through the mountain. It demonstrates the forces at
Misconceptions:
work that cause pressure. In real life, chemicals are not mixing inside. Molten rock is found
deep inside the Earth. Size, material of composition, and mechanics of the eruption are all
different.)
Students may think that volcanoes are found only on land.
Students may think that all volcanic eruptions are violent.
8. Ask:
Students may think earthquakes and volcanic activity occur
What do you think happens if a volcano erupts under the water? Accept all answers.
in random locations across the Earth.
Students may think earthquakes cause volcanoes to erupt.
9. Explain that the Hawaiian Islands were formed by underwater volcanoes. Each time the volcano
erupts under water another layer is added to the rock and builds continually until it is tall enough
to rise above the water’s surface.
Science Notebooks:
10. Ask:
How can rapid changes to the Earth’s surface be helpful and/or harmful? Earthquakes Students should sketch a picture of the mountain model and the volcano
and volcanoes create new land, but can also destroy life and property. Earthquakes and
model before the eruption.
volcanoes can release the pressure (forces) that have built up within the Earth.
Where do most earthquakes and volcanoes occur? Earthquakes occur mostly at fault
Last Updated 05/03/13
page 7 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
lines. In the U.S., most earthquakes occur in Alaska.Active volcanoes are usually located on
the edge of contintents; specifically along the Pacific Ring of Fire. Kilauea Volcano in Hawai’i is
the most active volcano in the United States.
Do you think we have any earthquakes or volcanoes in Texas? Accept all answers.
11. Project one or more real-time earthquake maps. Explain to students what the symbols and lines
represent on each map.
12. Ask:
Based on the map(s), where do most earthquakes occur? Most occur along the west
coast of the U.S. or around the rim of the Pacific Ocean.
13. Have we had any earthquakes in Texas in the last 7 days? Inform students that
earthquakes can happen anywhere, but most earthquakes happen along faults.
14. Distribute or project the volcano hazard map of the U.S. Once again, explain the symbols and
discuss the patterns. Explain to students that Texas does not have any active volcanoes, but it
has a volcanic past. The Davis Mountains were formed by volcanic activity millions of years ago.
In addition, Pilot Knob is an ancient volcano near Austin, Texas.
15. Add any relevant learning to the concept map and any additional questions to the question
board.
EXPLORE/EXPLAIN – Landslides
Suggested Day 7
1. Say/Ask:
This lesson is entitled Forces of Nature: Inside and Out. We have investigated
forces that begin deep inside the Earth.
What other forces can rapidly change the surface of the Earth? Answers may include
the atmospheric forces not studied in this lesson.
2. Inform students there is one event that may be set off by both forces inside the Earth and/or
changes in the atmosphere that surrounds the Earth. Share a video clip or excerpt from a book
about landslides.
3. Discuss the main points in the video or excerpt. Include:
1) Where landslides happen (steep slopes)
2) Causes (excess water in the soil)
3) Changes in the surface (strips the surface of the Earth, exposing the soil)
4) The energy, forces, and motion involved (Energy of motion, force is gravity, and the motion is
down a slope)
4. Use the context of the video to define the word erosion (movement of rock, soil, or other earth
materials from one place to another by gravity, water, wind).
Ask:
What type of landforms would be most affected by a landslide? (Landforms with steep,
sloping slides and the low areas beneath.) A tsunami? (Coastal areas)
What parts of the United States are most affected by earthquakes? Volcanoes?
(West coast states, Alaska, and Hawaii)
Why would it be important for people near these landforms or in these locations to
know about how these processes/events change the Earth’s surface? (They will be
better prepared in case of emergency. They may build homes and bridges in safer areas or
build them to withstand the force.)
Why do scientists study processes or events that rapidly change the Earth’s
surface? (To learn more about how the Earth works; to better predict future events to save
lives and minimize damage; to find safer ways and places to build structures in areas at risk,
etc.)
In Texas, we don’t have earthquake drills and we don’t evacuate our cities because
of volcanic activity. What forces of nature do we deal with in Texas? Answers may
include tornadoes, hurricanes, floods, blizzards, lightening, hail, dust storms, and wildfires.
ELABORATE-A Review of the Processes that Cause Rapid Changes
Suggested Day 7 (continued)
1. Revisit the class concept map to flesh out any remaining ideas related to the Key
Understandings.
Ask:
Science Notebooks:
Students respond to 3-2-1 prompts to summarize their learning.
What events/processes cause rapid changes to the Earth’s surface and are they
related? Answers may vary.
2. Ask students to complete a 3-2-1 summary in their science notebooks by responding to these
prompts.
3 important things I learned during this lesson
2 ways my ideas have changed
1 thing I enjoyed most as a learner
EVALUATE – Performance Indicator
Suggested Day 8
Last Updated 05/03/13
page 8 of 19 Grade 3
Science
Unit: 05
Lesson: 02
Suggested Duration: 8 days
Grade3 Science Unit05 PI02
Materials:
Draw three windowpanes to illustrate what the Earth might look like before, during, and after an extreme (rapidly
occurring) event. Describe the changes made to the Earth's surface and to any living organisms or nonliving
objects affected by the event.
Standard(s): 3.2F , 3.7B
ELPS ELPS.c.1C , ELPS.c.3H , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on
administering the assessment
Last Updated 05/03/13
paper (plain, folded or layered into 3 sections or
windowpanes, 1 sheet per student)
Attachments:
Teacher Resource: Performance Indicator Instructions
KEY
page 9 of 19 Grade 3
Science
Unit: 05 Lesson: 02
Clip Art: Forces of Nature
©2012, TESCCC
Earthquake
Volcanic Eruption
Tsunami
Tornado
05/02/13
page 1 of 2
Grade 3
Science
Unit: 05 Lesson: 02
Hurricane
Flood
Wildfire
Landslide
iStock. (Designer). (2010). Natural Disasters [Web Graphic] Purchased.
©2012, TESCCC
05/02/13
page 2 of 2
Grade 3
Science
Unit: 05 Lesson: 02
Rapid Changes to the Earth’s Surface Concept Map Instructions and KEY
1. This may be the students’ first experience with concept maps. Adjust the following suggestions to provide modeling and support
as needed. There is no right or wrong way to construct concept maps. However, the concepts should be arranged and
connected in some logical way and address the Key Understandings and Guiding Questions. See the link in the Resources
section for elaboration on this strategy.
2. Display and introduce the Rapid Changes to the Earth’s Surface Concept Map. See one example below (page 2 of 3).
3. In one box (or circle), record the word earthquake as one (geological) force of nature that rapidly changes the surface of the
Earth. The connector words, “caused by,” show how the two ideas are related.
4. Using responses from the geological column of the T-chart, record any remaining ideas in separate boxes or circles around the
main idea. Note: “Volcano” can be used to describe the vent in the surface of the Earth through which magma, ash, and gases
erupt. It also describes the landform or structure that is produced by the ejected material.
5. Distribute a pile of sticky notes (same color) to each group of 2–4 students. With their partner(s), students brainstorm everything
they know or think they know about how each of these forces changes the Earth. Model how you want the students to record
their ideas by jotting each word, idea, or tidbit of information on a separate sticky note. For example, one way that earthquakes
change the earth surface is “ground shaking.”
6. In round robin fashion, have the groups share their ideas with the class and post them in an appropriate area on the chart. If
students have a word or idea that has already been posted, let them place their note on top of the others.
7. After all the ideas have been presented, arrange the ideas to form an interactive concept map. Note: You can either arrange the
ideas with student input (if time permits) or assemble and label the map yourself prior to the upcoming Explore: “Earth Changes.”
8. As the lesson and investigation continues, any new knowledge or learning can be added using a different color of sticky note.
Students will be able to see how their understanding has changed.
9. A complete concept map sample (page 3 of 3) lists some of the concepts and relationships that may surface during the lesson.
This concept map will vary based on the information gained from the resources and models you chose to use. The final concept
map may need to be redrawn so that it reflects only the information and evidence that students have gathered from resources
and models.
©2012, TESCCC
05/02/13
page 1 of 3
Grade 3
Science
Unit: 05 Lesson: 02
Rapid Changes to the Earth’s Surface Concept Map
caused by
caused by
Rapid Changes
to the
Earth’s Surface
caused by
caused by
earthquakes
may include
ground
shaking
©2012, TESCCC
05/02/13
page 2 of 3
Grade 3
Science
Unit: 05 Lesson: 02
Rapid Changes to the Earth’s Surface Concept Map
change in the
shape of the
shoreline
building up land
(mountains, islands)
flooding,
which strips
the land of
plants, etc.
fast-moving,
giant waves
may include
under the ocean
tsunamis
can cause
caused by
caused by
under the
ocean can
cause
Rapid Changes
to the
Earth’s Surface
caused by
earthquakes
can cause
water sloshing
in ponds, etc.;
dams failing
may include
©2012, TESCCC
ground
shifting
fires
damage to
roads,
bridges,
railroad tracks
earth materials
blocking streams
landslides
may include
ground
shaking
tearing down
land (crater,
caldera,
landslide, etc.)
caused by
cracks in the
ground
windows
shattering;
buildings
crumbling
destruction of
forests,
property, etc.
volcanic
eruption
can cause
water receding or
pulling away from
shore before it
hits
lava flows, ash
falls, rock
bombs, etc.
movement
of earth and
vegetation
downhill
falling rock
that
shatters or
breaks
underground
pipes
bursting;
power lines
downed
05/02/13
page 3 of 3
Grade 3
Science
Unit: 05 Lesson: 02
Asking Questions SAMPLE
Asking questions is at the heart of inquiry. Questions should be authentic and relevant to students,
but they should also relate to the Key Understandings. The important thing is not to squelch students’
curiosity and wonder.
When investigations involve research, “thick” and “thin” questions provide different information and
lead to different results. Thin questions can help us clarify key vocabulary, facts, or data; thick
questions can expand our thinking, personalize our learning, and deeper our conceptual
understanding (McLaughlin and Allen, 2002).
Modeling and instruction: Define “thin” and “thick” questions through illustrations and examples.
Propose a thin question related to the current topic, and turn it into a “thick” one.
Thin Questions – Right There
Thick Questions – Think and Investigate
Recall
Short answer - yes/no, definition, number,
list
Require very little thought
How many? What are? Who is?
Are involved, complex, open-ended
May have multiple answers
Often lead to more questions
What if? How come? Why is it? I wonder. .
*Where do most earthquakes and volcanoes
occur?
Do we have earthquakes in Texas? (yes/no)
What if an earthquake happened near our
school?
What makes earthquakes dangerous or harmful?
How many people lost their lives in the 1906 San
Francisco earthquake? (asks for a number)
What materials are needed to build a model of a
volcano? (implies a list)
*How can rapid changes to the Earth’s
surface be helpful and/or harmful?
*Why would it be important to know about
processes/events that rapidly change the
Earth?
*How can a model help us better understand
the way our Earth works?
*How is the model like the real thing? How is
it different?
*Teacher-generated focus questions: These reflect the Key Understandings, but will vary based
on the models and information resources that you use in class.
©2012, TESCCC
09/18/12
page 1 of 1
Grade 3
Science
Unit: 05 Lesson: 02
Earthquake Model
Materials for Each Set-Up: plastic storage box, cans, paper cut-out, craft stick, sturdy ruler, rice, and two cube
buildings stuck together with a very small amount of peanut butter (Let this dry overnight.). (Buildings can be
made from wood cubes, plastic cubes [not interlocking], or sugar cubes.)
1. Weigh down the storage box with soup cans; invert box.
2. Use the craft stick to arrange “earth materials” on the
paper cut-out (needs to be a flat, level surface).
3. Outline the starting position for “buildings” and rice.
4. The model is ready.
5. Use the ruler to model a moderate earthquake; survey
changes to “buildings” and the “Earth’s” surface; and
reposition the buildings and earth materials.
6. Simulate a major earthquake, and compare the
results. (Not pictured: Tap the other end of the box to
see how distance from an earthquake affects the
amount of damage or change.)
Russell, S. (Photographer) (2012). Earthquake model [Print].
©2012, TESCCC
05/02/13
page 1 of 1
Grade 3
Science
Unit: 05 Lesson: 02
Lesson Saves Lives
In 2004, a ten year old British girl was learning about forces of nature just as
you are today. Several weeks later, she saved her family and 100 other
tourists from a huge tsunami in Thailand.
She knew about changes that often happen before a tsunami hits the shore.
She saw strange things happening in the ocean. There were lots of bubbles
in the water. Then, the water pulled away from the shore, leaving fish and
boats stranded on the sand.
Other people were fascinated by the ocean’s strange behavior. But, the
girl’s warnings caused people to quickly leave the beach before the huge
waves crashed on the shore. No one on the beach was killed. Her
understanding of earthquakes and tsunamis saved hundreds of lives.
There are other changes that may signal a tsunami. For example, there may
be a strange quietness or sucking sound when the water pulls away from
the shore. As the tsunami comes closer, the sound may change to a loud
roar. If you feel an earthquake while visiting the ocean, quickly leave the
beach and move to higher ground. The tsunami danger is not over after the
first wave. Larger walls of water will soon follow.
©2012, TESCCC
09/18/12
page 1 of 1
Grade 3
Science
Unit: 05 Lesson: 02
3D Volcano
This is the classic chemical reaction volcano model. Refer to Resources section for other models.
Note: Regardless of the model you choose, begin with a model that resembles a mountain, not a volcano.
1. Small water bottle with 30 ml baking soda,
secured with modeling clay to foil pan
2. Optional: One or two vents added with straws
3. Wadded newspaper and tape make a mountain.
4. Foil, glued sand, removable mountain top piece
5. Mountain top replaced with clay summit crater
(trim straw vents if too long like this one)
6. In measuring cup, mix 60 mL vinegar with a few
drops of dish soap and red food coloring. Pour
and enjoy! (can be reloaded for additional
eruptions)
Russell, S. (Photographer) (2012). Volcano model [Print].
©2012, TESCCC
05/02/13
page 1 of 1
Grade 3
Science
Unit: 05 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator

Draw three windowpanes to illustrate what the Earth might look like before, during, and after
an extreme (rapidly occurring) event. Describe the changes made to the Earth's surface and to
any living organisms or nonliving objects affected by the event.
(3.2F, 3.7B)
1C, 3H, 5G
Materials:
 paper (plain, folded or layered into 3 sections or windowpanes, 1 sheet per student)
Instructional Procedures:
1. Have students silently reflect on the main idea for this lesson: How do forces of nature rapidly
change the surface of the Earth? Explain that they will now have an opportunity to showcase what
they have learned about these extreme events. Read or project a copy of the Performance
Indicator.
2. Tell students they can choose to illustrate and describe any event they have learned about during
this lesson. They should keep in mind that some events are related to certain locations or
landforms.
3. Use guided imagery to prepare students for the task. You may want students to close their eyes
as they visualize the experience. Some suggestions follow:
 Picture yourself somewhere on Earth, in a safe shelter, looking out at your surroundings from a
window or door. What does the landscape look like? Is the view one of a city or the
countryside? What sounds do you hear? Do you notice anything else of interest such as trees,
plants animals, train tracks, towers, etc.?
4. Say:
 For Windowpane #1, you will draw and then describe your surroundings before the
extreme event.
 Suddenly, your extreme event begins to take place. Are there any warning signs (natural or
man-made, sirens)? What do you see . . . hear . . . feel . . . ? What is happening to the land,
water, buildings, trees, ground, plants, etc.? You are not part of this event. But if you were,
what would you do? What would you tell your friends to do?
 For Windowpane #2, you will draw and then describe all of the changes that are taking
place during your extreme event.
 Afterwards, what changes have been made to the land or the things on it? How is the view
different from Windowpane #1?
 For Windowpane #3, you will draw and then describe the effects of your extreme event
on the Earth’s surface.
5. Share the Performance Indicator rubric or expectations with students prior to students beginning
the assessment.
6. Answer any questions students may have regarding the assessment.
©2012, TESCCC
05/02/13
page 1 of 1