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Science - 5th Grade
Standard 2 Objective 2
Science - 5th Grade
Standard 2 Objective 3
The activities are designed to have students investigate what geological forces created some of Earths topography and then predict what forces will probably act upon it in the future. Students will investigate areas of the world, United States and Utah to determine what geological features are located on Earth and make predictions about what they think will happen in the future to that area.
Utah Map - Relief map of Utah, 1:1,000,000, 1965, Map 20 Utah Geological Survey
United States Map - U.S. Geological Survey, Reston, Virginia 22092 Sheet Number 56 National Atlas Relief Map
The Dynamic Planet - Geological Investigations Series Map I-2800
Utah Geological Survey, UGS office at the Department of Natural Resources (DNR) Building at 1594 West North Temple, Suite 3110, Salt Lake City. 801.537.3300; http://geology.utah.gov/
Earths surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of Earths surface.
Although most students grasp an understanding of weathering and erosion, they do not understand geological forces and process that have occurred on Earth over long periods of time. Most students understand weathering, erosion and uplift as separate concepts. A common misconception of students is how much time it takes for geologic changes. While it is true that Earth will not change very much in their lifetime, Earth is changing all the time. Another misconception is that weathering and erosion have changed Earths surface the most. Even though weathering does impact Earths features, erosion and uplift combined help create the contour to the surface, like the Grand Canyon. This activity is to help students understand that erosion and uplift are forces that are active right now and they have and will continue to change Earths geological features.
The activities are designed to have students investigate what geological forces created some of Earths topography and then predict what forces will probably act upon it in the future. Students will investigate areas of the world, United States and Utah to determine what geological features are located on Earth and make predictions about what they think will happen in the future to that area. The materials are developed to differentiate for student ability levels. Students will need to have an understanding of integers, ordered pairs and coordinate grids to complete the activities. The world activity is for students that are reading on grade level or beyond. Use of the Dynamic Planet Map will help students understand how plate tectonics play into the grand scheme of earths geological processes. The United States activity is for students on grade level or one level lower. The Utah activities are targeted to be for emergent readers. The materials are developed to be flexible and stress the concepts of uplift and erosion at each level. Activities can be completed as group, small group or individually.
1. Use science process and thinking skills.
2. Manifest scientific attitudes and interests.
3. Communicate effectively using science language and reasoning.
Invitation to Learn
Pose the question: What geological processes have created areas of Earth? Invite students to brainstorm ideas about how Earths features have been created. Show the United States Map. Facilitate an open discussion about what some of the lines on the map represent. Point out the latitude and longitude lines on a map. Explain that this is similar to a coordinate grid. Invite students to try and find a mountain location and state the latitude and longitude for that mountain range. Students should be encouraged to use correct vocabulary: (e.g., uplift, plate tectonics, mountains, etc.).
Curriculum Extensions/Adaptations/ Integration
Sutton, J., & Krueger, A. (Eds.). (2002). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning. 52-53
Research and best practice finds that reading, writing, and science are inseparable. Process skills of predicting, inferring, communicating, comparing and contrasting, and recognizing cause and effect relations are needed for science inquiry. Hands-on experiences improve comprehension of text. To increase writing competence, students must be able to organize and communicate observations and data, argue logically, and structure coherent conclusions.
Sutton, J., & Krueger, A. (Eds.). (2002). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning. 84-85
Learning for understanding should be emphasized, rather than memorized. The article states that different types of learning opportunities are necessary including experiential, symbolic learning, and use of pictorial or graphic representations (maps, films, videos, CD-ROMs, drawings) to help develop a greater depth of understanding.