1. Grand Canyon How Was This Beautiful Canyon Formed?

2. 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

3. 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.

4. 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  -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

5. 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?  -How does the surface of the earth change over time?  How does the movement of the plate tectonics affect the surface of the earth?

6. 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.

7. 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.  -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.

8. GRASPS  -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

9. 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.

10. 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

11. 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  -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

12. Day 4: Activity  -Students will work on the plate tectonic activity.

13. Grand Canyon  Connect tectonics to the Grand Canyon formation.  Activity  Pictures of canyon, the layers from TESSE do Google Earth activity.  Connect tectonics to the Grand Canyon formation.  Activity  Pictures of canyon, the layers from TESSE do Google Earth activity.

14. Day 5:Earth Surface Processes  Weathering physical, chemical  Erosion  Deposition  Labs using stream tables  Weathering physical, chemical  Erosion  Deposition  Labs using stream tables

15. 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.  -Formation of the Grand Canyon as a result of the tectonic plates and the movement of the Colorado River  Make the connection activity.

16. End of the Unit Assignment  -GRASPS see prior slide