Daily Planet: Niagara Falls Explained
Teacher’s Guide
Grade Level: 6-12
Curriculum Focus: Earth Science
Lesson Duration: Three class periods
Program Description
Niagara 101 — Introduces Niagara Falls and the Niagara River, providing some key facts. Niagara
Fall Back in Time —Explains the movement of the falls over thousands of years. Niagara Mist-ery
— Examines the increase in mist at Niagara Falls and the reasons behind it. Niagara Rescue —
Follows emergency response teams as they conduct a rescue drill in the Niagara Gorge.
Discussion Questions
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What are waterfalls, and how are they formed?
•
What processes cause the surface of the Earth to change over time?
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How do science and technology help us to learn about and experience Niagara Falls?
Video Index
Segment 1: Niagara 101
Description
Did you know that 600,000 gallons of water flow over the Horseshoe Falls in a second, or that the
first Niagara daredevil appeared in 1859? Join us as we learn the basics about Niagara Falls in this
exciting introduction.
Pre-viewing question
Q: What facts do you already know about Niagara Falls?
A: Answers will vary.
Post-viewing question
Q: Why is the water so rough at the Whirlpool Rapids, miles downstream from Niagara Falls?
A: The water is rough at this point because the river narrows rapidly. The same volume of water
has to pass through a smaller space. Therefore, powerful rapids exist at that point in the river.
Niagara Falls Explained
Teacher’s Guide
2
Segment 2: Niagara Fall Back in Time
Description
We turn back the clock on Niagara Falls — way back — to a time when you'd be hard pressed to
even find them. Witness changes in the falls as we travel back in time and discover a natural
wonder that looked vastly different than it does today…
Pre-viewing question
Q: How might a waterfall change over time, and why?
A: Answers will vary.
Post-viewing question
Q: What evidence shown in the video helps prove the location of Niagara Falls in the past?
A: Along the Niagara Gorge, there were large blocks of rock that had fallen off the falls, and
potholes, which were formed by the water long ago. There were also shells from freshwater
animals, such as snails.
Segment 3. Niagara Mist-ery
Description
We bury ourselves in the mist at Niagara Falls — a watery phenomenon that's become much more
voluminous in the last few years. But if there isn't any more water going over the falls, why is there
more mist? Here's Jay with the answer to that puzzle.
Pre-viewing question
Q: Why do you think there might be more mist at Niagara Falls now than there was in 1995?
A: Answers will vary.
Post-viewing question
Q: How did the team of engineers investigate this mystery?
A: The engineers built a model of the waterfalls and the surrounding buildings. The model allowed
them to test their theory that the buildings caused the wind to act differently.
Segment 4: Niagara Rescue
Description
Natasha Stillwell goes to the very brink of the falls and investigates the types of daring rescues local
emergency response teams have to contend with.
Pre-viewing question
Q: What kinds of technology do you think rescue teams use to handle emergencies along the
Niagara River?
A: Answers will vary.
Post-viewing question
Q: What is a serious danger for people who fall into the cold water of the Niagara River?
A: A major danger for victims in the water is hypothermia. It can set in very quickly and can be
fatal.
Published by Discovery Education. © 2005. All rights reserved.
Niagara Falls Explained
Teacher’s Guide
3
Lesson Plan
Student Objectives
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Understand the geological features of Niagara Falls
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Develop an understanding of the forces that have shaped and continue to shape Niagara Falls
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Develop skills important to successful scientific inquiry, such as research, analysis,
communication, and collaboration
Materials
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Niagara Falls Explained video and VCR, DVD and DVD player, or CD-ROM and computer
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Computer(s) with Internet access (optional)
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Print resources about Niagara Falls or related geology
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Poster-making materials (poster board or paper, white and colored paper, markers, colored
pencils, rulers, glue, scissors)
Procedures
1. Watch the Niagara Falls Explained video segments (or simply the Fall Back in Time segment) with
the class.
2. Hold a full-class discussion about the geology of Niagara Falls, drawing out and adding to
students’ existing knowledge. Brainstorm, making a chart on the blackboard, a list of the
various forces that have impacted the falls and the area’s geological history. Discuss, for
example, glaciers, earth movements, lakes, water flow and rivers, and climate changes.
3. Tell the class that a new tourist center has opened at Niagara Falls that focuses on the area’s
geology. They are looking for a team to develop a Web site for the center. Divide the class into
small groups (three to four) and explain that each group will be applying for the job. Each
group’s application will consist of a storyboard (or “mock-up”) that it develops for the new
Web site.
4. Distribute a poster board to each group and ask them to develop a storyboard proposing a new
Web site for the tourist center. The storyboard should show a home page for the site along with
any other pages they would like to create. (Each poster board should have room for more than
one page of information.) Explain to students that their main task is to include facts and images
that focus on the most important geological features of Niagara Falls. They should be able to
explain the geological and Earth processes that formed the falls and have continued to change
them up to the present day. Using their research and the video segments, students should also
address at least two other topics of interest. These might include:
•
a section for tourists on safety related specifically to the features of the Niagara Falls and
Niagara Gorge area, including the dangers of hypothermia in the cold Niagara River
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Niagara Falls Explained
Teacher’s Guide
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human interaction with and impact on the environment, such as use of the falls and the river for
hydroelectric power and for recreation
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human impact on the falls from building activities, such as hotel construction
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the Niagara Falls “mist-ery,” that is, the increase in the level of mist resulting from new buildings
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how human use of the river increases pollution and erosion
4
5. Once students understand what types of information they need to find, give them time to
conduct their research using print and/or online sources. The following Web sites will provide
some useful information:
• Info Niagara
http://www.infoniagara.com/
•
Niagara Parks: Niagara Falls & Great Gorge
http://www.niagaraparks.com/
•
Niagara Falls State Park
•
Water Science for Schools (U.S. Geological Survey)
•
Science and Technology: Inventions and Technology
http://www.niagarafallsstatepark.com/
http://ga.water.usgs.gov/edu/
http://kids.nypl.org/science/inventions.cfm
•
National Energy Foundation
http://www.nef1.org/
6. Have students prepare their storyboards, using their research. Remind them that the employers
are looking for innovative ways to interest tourists in this fascinating aspect of Earth science.
They want not only to educate potential tourists but also to encourage them to visit the tourist
center. Ask students to think about their favorite Web sites. What features make those sites
engaging — bulletin boards with experts, interactive games, or graphics? Encourage students to
think about how they could incorporate these features into their Niagara Falls Web sites.
7.
Allow students to share their completed storyboards in brief presentations. Ask the class to
provide feedback on their peers’ projects. This could be a written explanation of which
presentation was the strongest and why, or students might simply conduct a vote on which
group they would hire for the Web team job.
8.
As an extension of this project, students might develop a working Web site using input from the
whole class. This site could be shared with the rest of the school, parents and community, or
even tourist centers in the Niagara area.
Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
•
3 points: Students were highly engaged in class and group discussions; produced a clear,
engaging, and thorough storyboard, including all of the requested information; presented
information successfully to the class; and gave well-considered feedback on other groups’
projects.
Published by Discovery Education. © 2005. All rights reserved.
Niagara Falls Explained
Teacher’s Guide
5
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2 points: Students participated in class and group discussions; produced an adequate
storyboard, including most of the requested information; presented information adequately
to the class; and gave adequate feedback on other groups’ projects.
•
1 point: Students participated minimally in class and group discussions; created an
incomplete storyboard with little or none of the requested information; presented
information unsuccessfully to the class; and provided poorly-considered feedback on other
groups’ projects.
Vocabulary
constructive forces
Definition: Earth processes that build or construct
Context: Constructive forces, such as volcanic eruptions and the deposition of sediment, change
the Earth’s surface over time.
destructive forces
Definition: Earth forces that destroy or take apart
Context: Destructive forces, such as weathering and erosion, change the Earth’s surface over
time.
erosion
Definition: The process of wearing away material from the surface of the Earth
Context: Erosion is a powerful but slow process, carving through solid rock.
geology
Definition: The study of the Earth and how it changes over time
Context: Keith Tinkler, an expert in the field of geology, has studied Niagara Falls for years.
gorge
Definition: A deep, narrow passage (such as between two mountains) with steep, rocky sides
Context: The Niagara Gorge stretches far beyond the base of the falls.
rapids
Definition: Part of a river where the water is turbulent and flows very quickly
Context: Traveling up the rapids is difficult without a powerful motorboat.
waterfall
Definition: A fall or steep descent of water, usually from a great height
Context: Niagara Falls is one of the world’s most impressive waterfalls.
Published by Discovery Education. © 2005. All rights reserved.
Niagara Falls Explained
Teacher’s Guide
6
weathering
Definition: A process that causes rock to break down, either by physical or chemical means
Context: Weathering can drastically change the surface features of an area over time.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:
•
Earth and Space Sciences: Understands the Earth’s composition and structure
National Academy of Sciences
The National Academy of Sciences provides guidelines for teaching science in grades K-12 to
promote scientific literacy. To view the standards, visit this Web site
http://books.nap.edu/html/nses/html/overview.html#content
This lesson plan addresses the following national standards:
•
Earth and Space Science: (5-8) Structure of the earth system; Earth’s history; (9-12) Origin
and evolution of the earth system
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
Published by Discovery Education. © 2005. All rights reserved.