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Grand Canyon . How Was This Beautiful Canyon Formed?. BIG IDEAS. -Earth’s surface is built up and worn down natural processes such as rock formations, erosion and weathering.

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Grand Canyon

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Grand canyon l.jpg

Grand Canyon

How Was This Beautiful Canyon Formed?

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-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

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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.

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Goals 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

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Essential 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?

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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.

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Students 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.

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  • -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

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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.

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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

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Day 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

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Day 4: Activity

  • -Students will work on the plate tectonic activity.

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Grand Canyon

  • Connect tectonics to the Grand Canyon formation.

  • Activity

  • Pictures of canyon, the layers from TESSE do Google Earth activity.

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Day 5:Earth Surface Processes

  • Weathering physical, chemical

  • Erosion

  • Deposition

  • Labs using stream tables

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Day 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.

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End of the Unit Assignment

  • -GRASPS see prior slide

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