Earth's+Forces

3.6 **Science concepts**. The student knows that forces cause change. The student is expected to: (B) Identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers.

ARRC INFO: Including identify and define: · Weathering § Processes that break rock into smaller pieces § Agents include water movement (waves and rivers) and cycles of freezing and thawing, plants (forces from roots of plants that grow into cracks), wind – as erosion moves sand with the wind, the agent of erosion can become an agent of weathering by sand blasting rocks, glaciers – as glaciers move sediments by erosion, they can grind against the earth's surface and create more sediments (soil, sand, pebbles) · Erosion § Processes that move sediments formed by weathering § Agents include wind, waves, flowing water, glaciers, and gravity (creep – slow; landslides – fast)

Including identify, describe, and model changes to the Earth: · Earth's surface is constantly changing § Changes can be rapid ¨ Earthquake ¨ Tsunami ¨ Volcano ¨ Floods § Changes can be slow ¨ Erosion moves sediments by the forces of wind, water, waves, glaciers, and gravity ¨ Glaciers carve valleys and lakebeds. ¨ Glaciers deposit rocks to form hills. · Changes in the earth's surface affect ecosystems and the organisms living there · Changes in the earth's surface result in landforms

o Landforms identified in Social Studies Resources: Review from 2nd Grade: gulf, hill, island, lake, mountain, ocean, peninsula, plain, river, valley New to 3rd Grade: range, plateau, volcano, riverbank, desert, coast, bay channel, canyon, coastal plain
 * Teacher Notes: **

TAKS Scopes 5-E

Day 1: Engage: chalk activity from AIMs – called Weathering Away. Stds. take chalk and rub against sand paper to demonstrate the difference between weathering (breaking the chalk into dust) and then erosion (wind blowing the dust away). Activity pages that go with this activity. Have students write both definitions for weathering and erosion in their science logs along with a picture showing each.

Day 2 – 4: (during reading b/c of procedural text) Review the definitions of weathering and erosion from yesterday. Explore: Make earthquakes using TAKScopes –making dough with cut paper plates – demonstrating rapid changes. Make glaciers with AIMs –using ice with soil – all day observation – demonstrating slow changes. Discuss erosion and deposition with sediment displacement. Volcano Day – Jan. 15th – discuss expectations for h.w. - students can bring in a volcano and materials so we can go outside and erupt them or research a volcano.

Day 5: Explain:Questions from TAKS Scopes about the changes to the earth (rapid and slow) – make a chart in their science logs of the rapid vs. slow changes. Rapid changes: earthquakes, tsunami, flood, and volcanoes. Slow changes: erosion (by forces of wind, water, waves, gravity and glaciers), glaciers carve valleys and lakebeds, and glaciers deposit rocks to form hills

Elaborate:United Streaming: Weathering and Erosion: [] Rapid Changes: []

Expository passage from TAKScopes Books from closet and videos in closet Writing Connection: [|Trapped by the Ice Writing Strategies.doc] Evaluate: [|new forces test.doc]