Grand Canyon

How Was This Beautiful Canyon Formed?

BIG IDEAS

BIG IDEAS

-Earth’s surface is built up and worn down natural processes such as rock formations, erosion and weathering.

-The surface of the earth has identifiable major features such as continents, rivers, mountains, lakes, canyons, and glaciers

-Earth’s surface is built up and worn down natural processes such as rock formations, erosion and weathering.

-The surface of the earth has identifiable major features such as continents, rivers, mountains, lakes, canyons, and glaciers

Enduring Understandings Enduring Understandings

-Students will understand that the rock cycle is driven by the tectonic plates

-Students will understand that natural processes occur both below the surface of the earth and above the surface of the earth and as a result shape the surface of the earth.

-Students will understand that the rock cycle is driven by the tectonic plates

-Students will understand that natural processes occur both below the surface of the earth and above the surface of the earth and as a result shape the surface of the earth.

Goals of the UnitGoals of the Unit

-By the end of the unit, students will understand how the rock cycle is driven by the tectonic plates as well as the formation of particular landforms

-Students will also understand that surfaces processes change the shape of the landforms

-By the end of the unit, students will understand how the rock cycle is driven by the tectonic plates as well as the formation of particular landforms

-Students will also understand that surfaces processes change the shape of the landforms

Essential QuestionsEssential Questions

-How does the surface of the earth change over time?

How does the movement of the plate tectonics affect the surface of the earth?

-How does the surface of the earth change over time?

How does the movement of the plate tectonics affect the surface of the earth?

Knowledge and Skills Knowledge and Skills

-Students will be able to identify and explain how earth surface processes (weathering, erosion, and deposition) affect the shape of the landforms.

-Students will be able to identify and explain how the tectonic plates drive the shape of the land masses on earth and the rock cycle.

-Students will be able to identify and explain how earth surface processes (weathering, erosion, and deposition) affect the shape of the landforms.

-Students will be able to identify and explain how the tectonic plates drive the shape of the land masses on earth and the rock cycle.

Students MisconceptionsStudents Misconceptions

-Lower mantle is liquid.-Only continents move.-Separate plates for land and ocean.-Rivers only carve on the banks not

down.-Only the Colorado River has formed the

Grand Canyon.-The Grand Canyon has always looked

the way it is now.

-Lower mantle is liquid.-Only continents move.-Separate plates for land and ocean.-Rivers only carve on the banks not

down.-Only the Colorado River has formed the

Grand Canyon.-The Grand Canyon has always looked

the way it is now.

GRASPSGRASPS -GOAL: Students will complete a project which

demonstrates their understanding of the formation of the Grand Canyon.

-ROLE: The student will take the role of a being an expert on the formation of the Grand Canyon through the making of a comic books.

-AUDIENCE: Students will present their comic books to the fifth grade science class.

-SITUATION: Students will be presenting during Earth Science Week to the fifth grade class in their classrooms

-PRODUCT: Comic books which explain the processes that formed the Grand Canyon.

-STANDARDS: Click on the link below

-GOAL: Students will complete a project which demonstrates their understanding of the formation of the Grand Canyon.

-ROLE: The student will take the role of a being an expert on the formation of the Grand Canyon through the making of a comic books.

-AUDIENCE: Students will present their comic books to the fifth grade science class.

-SITUATION: Students will be presenting during Earth Science Week to the fifth grade class in their classrooms

-PRODUCT: Comic books which explain the processes that formed the Grand Canyon.

-STANDARDS: Click on the link below

Day 1: What ‘s the story?

Day 1: What ‘s the story?

-Display pictures of the Grand Canyon around the room along with questions concerning how they thought the canyon was formed.

-Students will walk around the room observing the pictures and recording their observations.

-Students will then sit in pairs and write a story about how they think the canyon was formed.

-Display pictures of the Grand Canyon around the room along with questions concerning how they thought the canyon was formed.

-Students will walk around the room observing the pictures and recording their observations.

-Students will then sit in pairs and write a story about how they think the canyon was formed.

Day 2: Birth of Earth Day 2: Birth of Earth

-Begin to discuss the birth of the earth, question the students as to their perspective on the earth

-Ask students what the inside of the earth looks like. Show slides of the inner layers of the earth, ask students to brainstorm what materials make up these layers.

-Try to lead students to layers that are solid and molten.

-Connect layers to the formation of the earth

-Begin to discuss the birth of the earth, question the students as to their perspective on the earth

-Ask students what the inside of the earth looks like. Show slides of the inner layers of the earth, ask students to brainstorm what materials make up these layers.

-Try to lead students to layers that are solid and molten.

-Connect layers to the formation of the earth

Day 3: Plate TectonicsDay 3: Plate Tectonics

-Students will view the video of the movement of the continents and will form groups to answer the question, Why are the continents moving?

-Students will look at the previous days information to form a conclusion

-Discussion of ideas will take place and students will view a simulation of the plates and how they move on convective currents

-Students will view the video of the movement of the continents and will form groups to answer the question, Why are the continents moving?

-Students will look at the previous days information to form a conclusion

-Discussion of ideas will take place and students will view a simulation of the plates and how they move on convective currents

Day 4: ActivityDay 4: Activity

-Students will work on the plate tectonic activity.

-Students will work on the plate tectonic activity.

Grand CanyonGrand Canyon

Connect tectonics to the Grand Canyon formation.

ActivityPictures of canyon, the layers from

TESSE do Google Earth activity.

Connect tectonics to the Grand Canyon formation.

ActivityPictures of canyon, the layers from

TESSE do Google Earth activity.

Day 5:Earth Surface Processes

Day 5:Earth Surface Processes

Weathering physical, chemicalErosionDepositionLabs using stream tables

Weathering physical, chemicalErosionDepositionLabs using stream tables

Day 8: Connection daysDay 8: Connection days

-Formation of the Grand Canyon as a result of the tectonic plates and the movement of the Colorado River

Make the connection activity.

-Formation of the Grand Canyon as a result of the tectonic plates and the movement of the Colorado River

Make the connection activity.

End of the Unit Assignment

End of the Unit Assignment

-GRASPS see prior slide-GRASPS see prior slide