PHD_L4_M1_TE_20-22_546714_Updated 09.21

T E AC H E R E D I T I O N

MODULE 1

Earth Features

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v1.0 Printed in the USA

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LEVEL 4 MODULE 1

Earth Features Contents Module Overview �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 1 Concept 1: Rock Layers (Lessons 1–5) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 13 Concept 2: Weathering and Erosion (Lessons 6–11) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 57 Application of Concepts: Engineering Challenge (Lessons 12–17) ��������������������������������������������������������������������������������������������������������������������������������������������������������������� 101 Concept 3: Patterns in Features and Processes (Lessons 18–20) ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 125 Concept 4: Human Interactions with Earth (Lessons 21–24) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 155 Application of Concepts: Socratic Seminar and End-of-Module Assessment (Lessons 25–27) �������������������������������������������������������������������������������������������������������������� 191 Student End-of-Module Assessment, Sample Responses, and Rubric ��������������������������������������������������������������������������������������������������������������������������������������������������������� 205 Appendix A: Module Resources ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 227

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Appendix B: Module Storyline ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 317 Appendix C: Module Glossary ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 335 Appendix D: Domain-Specific Words, General Academic Words, and Spanish Cognates ���������������������������������������������������������������������������������������������������������������������� 337 Works Cited ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 341 Credits ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 343 Acknowledgments ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 345

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Module Overview ESSENTIAL QUESTION

How did the Grand Canyon's features form?

Introduction Though valueless to the agriculturalist; dreaded and shunned by the emigrant, the miner, and even the adventurous trapper, the Colorado Plateau is to the geologist a paradise. Nowhere on the earth’s surface, so far as we know, are the secrets of its structure so fully revealed as here.

—John Strong Newberry, 1859 (1876, 54) Throughout the module, students study the formation of the Grand Canyon’s features, the anchor phenomenon, and build an answer to the Essential Question: How did the Grand Canyon’s features form? As they learn about each new concept, students revisit and refine a model to represent the formation of the Grand Canyon’s features. At the end of the module, students use their knowledge of rock layers, weathering and erosion, and patterns of Earth’s features and processes to explain the anchor phenomenon and apply these concepts in new contexts.

Through these experiences, students begin to develop the enduring

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understanding that Earth’s surface features change constantly as a result of natural processes.

Lessons 1 through 5 address the Concept 1 Focus Question: What do Earth’s rock layers reveal? Students begin to identify that the rock layers in the Grand Canyon tell the story of Earth’s past. They observe different features of the Grand Canyon that allow geologists to study the past. Lessons 1 and 2 introduce the anchor phenomenon through pictures of the Grand Canyon and the story of John Wesley Powell,

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who led two of the most famous Grand Canyon expeditions. Reflecting on this phenomenon, students organize their questions on a driving question board and develop an initial class anchor model to explain the formation of the Grand Canyon. Students revisit the driving question board and the anchor model throughout the module to build a coherent understanding of the formation of the Grand Canyon’s features.

Engaging in these practices allows students to take an active role in the educational process and gives teachers insight into students’ background knowledge and current understanding of Earth’s features and processes.

In Lessons 3 and 4, students study the Grand Canyon’s rock layers and the fossils in them to label the layers oldest to youngest and infer information about past environments. In Lesson 5, students use the text Grand Canyon​by Jason Chin (2017) to help explain how the environment of the Grand Canyon changed over time.

Lessons 6 through 11 address the Concept 2 Focus Question: How are Earth’s rock layers uncovered? Students develop the understanding that the processes of breaking rock into smaller pieces (weathering) and moving sediment (erosion) play a role in shaping Earth’s surface.

In Lessons 6 and 7, students conduct investigations to explain how one material can break down another material as they develop an understanding of weathering. Students then construct a landscape in a stream table in Lesson 8, and in Lesson 9 they use the stream table to investigate how weathered rock, or sediment, moves from one place to another as they develop an understanding of erosion. In Lesson 10, students plan and conduct an investigation to study rate of erosion.

In Lesson 11, students apply their new knowledge to the anchor phenomenon by updating the anchor model to explain how weathering and erosion could have formed some of the Grand Canyon’s features.

In Lessons 12 through 17, students apply their knowledge of these concepts in new contexts, building on their current understanding of the Essential Question: How did the Grand Canyon’s features form?

Lesson 12 introduces students to the engineering design process through the story of the Wright brothers. Students learn that great engineers strive to improve the human condition through this iterative process.

In Lessons 13 through 16, students design a structure to protect a home

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from erosion and build prototypes of their design. In Lesson 17, student groups present their prototypes to the class and summarize their design process, including their struggles and successes.

Lessons 18 through 20 address the Concept 3 Focus Question: How do canyons around the world form? Students use a world relief map to identify global patterns in some of Earth’s features (e.g., mountains, volcanoes) and processes (e.g., earthquakes, volcanic activity).

In Lesson 18, students view photographs of other canyons around the world to identify similarities and differences in features found near canyons, including rivers and mountains, and use a world relief map to gather information about global patterns of these features. Students extend this work in Lesson 19 by finding patterns in other Earth features and processes based on photographs of faults and volcanic rock in the Grand Canyon. In Lesson 20, students apply their understanding of global patterns of Earth’s features and processes to the anchor phenomenon by updating the anchor model to show how weathering and erosion by the Colorado River and other processes, such as volcanic eruptions and earthquakes, could have formed some of the features of the Grand Canyon.

Lessons 21 through 24 address the Concept 4 Focus Question: How do humans interact with Earth’s features and processes? Students develop the understanding that humans use natural resources to generate electricity and that their use can impact the environment in different ways. In Lesson 21, students model the Colorado River before investigating the impact of dams on the Colorado River in Lesson 22.

Students then analyze maps and use their investigation as evidence to make claims about the effect of adding a dam on a river. In Lesson 23, students read information about the Hoover Dam to determine the different reasons for building dams on a river. Students then investigate energy output from dams in the Colorado River Basin and energy needs for households, identifying that people use more energy than what dams generate. In Lesson 24, students read information from multiple sources about different natural resources humans use to generate energy. Students determine environmental impacts of the use of these resources and classify the natural resources as being either renewable

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PhD SCIENCE™ L4 ▸ M1 ▸ Module Overview

or nonrenewable. Students participate in a Socratic Seminar on how Earth changes in Lesson 25, revisiting the module questions and synthesizing their understanding. In Lesson 26, students reflect on their study and apply their conceptual understandings in an End-of-Module

Assessment. Finally, the class debriefs the End-of-Module Assessment in Lesson 27, giving the teacher and students an opportunity to revisit concepts that need further explanation and to clarify misconceptions.

Module Map Anchor Phenomenon: Formation of the Grand Canyon’s Features Essential Question: How did the Grand Canyon’s features form?​ Earth’s surface features change continually as a result of natural processes; some changes occur rapidly and others occur over long periods of time.

Concept 1: Rock Layers Focus Question: What do Earth’s rock layers reveal?​ Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

Phenomenon

Student Learning

Performance Expectations*

Grand Canyon Features and Patterns

A landscape can be described by its distinctive features.

4-ESS1-1

Phenomenon Question: What can we discover in an unknown canyon?​

▪▪ Lesson 1: Ask questions about the Grand Canyon’s distinctive features.

Rock Layers

Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

Phenomenon Question: What do the Grand Canyon’s rock layers reveal?​

▪▪ Lesson 3: Use fossil evidence to determine that the Grand Canyon rock layers came from distinct environments.

▪▪ Lesson 2: Develop a class anchor model of the Grand Canyon’s distinctive features.

4-ESS1-1

▪▪ Lesson 4: Explain how the relative position of rock layers indicates the order in which they formed.

▪▪ Lesson 5: Explain changes in the Grand Canyon landscape by using fossil evidence.

* The bold Performance Expectations identify lessons in which students should demonstrate mastery of the relevant Disciplinary Core Idea(s). In other lessons, students develop their knowledge of the relevant Disciplinary Core Idea(s). Students integrate Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas in all lessons. In agreement with Next Generation Science Standards guidance (NGSS Lead States 2013), they may apply Practices and Concepts other than those named in the Performance Expectations.

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Concept 2: Weathering and Erosion Focus Question: How are Earth’s rock layers uncovered?​ The processes of breaking down rock (weathering) and moving sediment (erosion) play a role in shaping the features of Earth’s surface.

Performance Expectations

Phenomenon

Student Learning

Weathering

In the process of weathering, natural materials exert force on rock, causing the rock to break into smaller pieces.

Phenomenon Question: What causes rock to break?​

4-ESS2-1

▪▪ Lesson 6: Investigate how natural materials can break rock.

▪▪ Lesson 7: Explain how natural materials weather rock.

Erosion

The process of erosion causes changes in landscapes at varying rates.

Phenomenon Question: Where does all the weathered rock go?​

▪▪ Lesson 8: Prepare a stream table landscape for investigation.

4-ESS2-1

▪▪ Lesson 9: Investigate how sediment is moved.

▪▪ Lesson 10: Investigate rates of erosion.

▪▪ Lesson 11: Explain how rocks in the Grand Canyon have been changed by weathering and moved by erosion.

Application of Concepts

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Task

Student Learning

Engineering Challenge

Designed solutions can reduce the impact of Earth’s processes on humans.

Phenomenon Question: How can people reduce damage related to erosion?​

▪▪ Lessons 12–17: Apply the engineering design process to design a structure to reduce damage related to erosion.

Performance Expectations 4-ESS3-2 3–5-ETS1-2

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PhD SCIENCE™ L4 ▸ M1 ▸ Module Overview

Concept 3: Patterns in Features and Processes Focus Question: How do canyons around the world form?​ Natural processes (e.g., earthquakes, volcanic activity) and features of Earth’s surface (e.g., mountains) occur in global patterns.

Phenomenon

Student Learning

Performance Expectations

Global Patterns of Mountain Ranges

Patterns of Earth’s features reveal that canyons form when rivers carve mountains.

4-ESS2-2

Phenomenon Question: How do natural features and processes affect canyon formation?​

▪▪ Lesson 18: Explain how mountains are carved by rivers to form canyons.

Global Patterns of Earthquakes and Volcanoes

Natural processes and features occur in patterns.

Phenomenon Question: How can people use global patterns of Earth’s features and processes to predict canyon location?​

▪▪ Lesson 19: Describe global patterns in locations of volcanoes, earthquakes, mountains, and canyons.

4-ESS1-1 4-ESS2-2

▪▪ Lesson 20: Determine the most likely location of a canyon on a map based on analysis of natural features.

Concept 4: Human Interactions with Earth Focus Question: How do humans interact with Earth’s features and processes?​ Humans harness energy from Earth’s features and processes, and the methods used to harness that energy can change Earth’s features and processes.

Phenomenon

Student Learning

Performance Expectations

Lake Formation after the Addition of Dams

Human-made structures such as dams can change nearby natural features and processes.

4-ESS3-1

Phenomenon Question: How do dams affect the environment?​

▪▪ Lesson 21: Create a model of the Colorado River.

Renewable and Nonrenewable Energy Resource Use

The environment is impacted by human use of energy resources.

Phenomenon Question: Why do people build dams on the Colorado River?​

▪▪ Lesson 24: Describe how the use of renewable and nonrenewable energy resources impacts the environment.

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▪▪ Lesson 22: Identify the effects of dams on the environment.

4-ESS3-1

▪▪ Lesson 23: Interpret information to determine uses of dams.

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Application of Concepts Performance Expectations

Task

Student Learning

End-of-Module Socratic Seminar, Assessment, and Debrief

Earth’s surface features change continually as a result of natural processes; some changes occur rapidly and others occur over long periods of time.

Essential Question: How did the Grand Canyon’s features form?​

▪▪ Lesson 25: Explain how Earth’s processes shape some of Earth’s features. (Socratic Seminar) ▪▪ Lesson 26: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment)

4-ESS1-1 4-ESS2-1 4-ESS2-2 4-ESS3-1 4-ESS3-2

▪▪ Lesson 27: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment Debrief)

Focus Standards Performance Expectations 4-ESS1 Earth’s Place in the Universe

4-ESS3 Earth and Human Activity

4-ESS1-1

4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

4-ESS2 Earth’s Systems 4-ESS2-1

4-ESS2-2

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Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Analyze and interpret data from maps to describe patterns of Earth’s features.

3–5-ETS1 Engineering Design 3–5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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PhD SCIENCE™ L4 ▸ M1 ▸ Module Overview

Three Dimensions: At a Glance Science and Engineering Practices (SEP)

Disciplinary Core Ideas (DCI)

Crosscutting Concepts (CC)

SEP.2:

Developing and Using Models

ESS1.C: The History of Planet Earth

CC.1:

Patterns

SEP.3:

Planning and Carrying Out Investigations

ESS2.A: Earth Materials and Systems

CC.2:

Cause and Effect

SEP.4:

Analyzing and Interpreting Data

ESS2.B: Plate Tectonics and Large-Scale System Interactions

CC.3:

Scale, Proportion, and Quantity

ESS2.E:

CC.4:

Systems and System Models

CC.7:

Stability and Change

SEP.6: Constructing Explanations and Designing Solutions SEP.8: Obtaining, Evaluating, and Communicating Information

Biogeology

ESS3.A: Natural Resources ESS3.B: Natural Hazards ETS1.B: Designing Solutions to Engineering Problems

Three Dimensions: In Detail Science and Engineering Practices SEP.2: Developing and Using Models

SEP.6: Constructing Explanations and Designing Solutions

▪▪ Develop a model using an analogy, example, or abstract representation to describe a scientific principle.

▪▪ Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

▪▪ Develop a model to describe phenomena.

▪▪ Identify the evidence that supports particular points in an explanation.

SEP.3: Planning and Carrying Out Investigations ▪▪ Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

▪▪ Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials is considered.

SEP.4: Analyzing and Interpreting Data ▪▪ Analyze and interpret data to make sense of phenomena using logical reasoning.

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▪▪ Construct an explanation of observed relationships.

▪▪ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Read and comprehend grade-appropriate complex texts and/ or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

▪▪ Communicate scientific and/or technical information orally and/ or in written formats, including various forms of media as well as tables, diagrams, and charts.

▪▪ Obtain and combine information from books and other reliable media to explain phenomena.

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Disciplinary Core Ideas ESS1.C: The History of Planet Earth ▪▪ Local, regional, and global patterns of rock formations reveal changes over time due to Earth’s forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

ESS2.A: Earth Materials and Systems ▪▪ Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

ESS2.B: Plate Tectonics and Large-Scale Systems Interactions ▪▪ The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.

Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges.

Maps can help locate the different land and water features areas of Earth.

ESS2.E: Biogeology ▪▪ Living things affect the physical characteristics of their regions.

ESS3.A: Natural Resources ▪▪ Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

ESS3.B: Natural Hazards ▪▪ A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

ETS1.B: Designing Solutions to Engineering Problems ▪▪ Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

▪▪ At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Crosscutting Concepts CC.1: Patterns ▪▪ Patterns can be used as evidence to support an explanation.

CC.2: Cause and Effect

CC.3 Scale, Proportion, and Quantity ▪▪ Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

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PhD SCIENCE™ L4 ▸ M1 ▸ Module Overview

CC.4 Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

Connections to Nature of Science​ Scientific Knowledge Assumes an Order and Consistency in Natural Systems ▪▪ Science assumes consistent patterns in natural systems.

Connections to Engineering, Technology, and Applications of Science​ Interdependence of Science, Engineering, and Technology ▪▪ Knowledge of relevant scientific concepts and research findings is important in engineering.

Influence of Engineering, Technology, and Science on Society and the Natural World ▪▪ Over time, people’s needs and wants change, as do their demands for new and improved technologies.

▪▪ Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

Spotlight on Three-Dimensional Integration Each lesson in this module identifies the components of three-dimensional teaching and integration. However, simply representing the three dimensions in each lesson does not constitute three-dimensional teaching and integration. Three-dimensional teaching and integration can only occur when the three dimensions—Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts—are applied in concert to explain a phenomenon or solve a problem. Use of this process encourages students to make sense of natural phenomena themselves so they develop a deep and authentic understanding of scientific concepts.

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At the end of the module, students provide evidence to explain the relative order of rock layer formation and environmental changes in a landscape and make a model to explain the processes of erosion and weathering. By completing these tasks, students demonstrate an understanding of the natural processes that continually shape Earth’s surface. This task reinforces the connections students have made in the module by applying what they have learned to a new situation.

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Key Terms In this module, students learn the following terms through investigations, models, explanations, class discussions, and other experiences.

▪▪ Dam

▪▪ Relief map

▪▪ Erosion

▪▪ Renewable resource

▪▪ Feature

▪▪ Rock layer

▪▪ Mountain range

▪▪ Sediment

▪▪ Nonrenewable resource

▪▪ Weathering

▪▪ Rate of erosion

Advanced Materials Preparation Several activities in this module require advanced preparation. See the lesson resources for more details on material preparation and instructions.

Lesson Set

Time in Advance

6–7

7 days

Plant Station

Prepare plaster of Paris and plant seeds for investigation.

2 days

Ice Station

Prepare plaster of Paris and balloons for investigation.

1 day

Plant Station

Prepare control for plant investigation.

1 day

Stream Table Landscapes

Prepare materials for stream table landscapes.

1 day

Wind and Water Investigations

Prepare materials for wind and water erosion investigations.

1 day

Stream Table Dam Investigation

Prepare materials for dam investigation.

8–11

22

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Investigation

Description

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PhD SCIENCE™ L4 ▸ M1 ▸ Module Overview

Safety Considerations The safety and well-being of students are of utmost importance in all classrooms, and educators must act responsibly and prudently to safeguard students. Science investigations frequently include activities, demonstrations, and experiments that require extra attention regarding safety measures. Educators must do their best to ensure a safe classroom environment.

The hands-on, minds-on activities of Module 1 center mostly on the use of stream tables and various materials students test in stream tables. Some of the more important safety aspects to implement in Module 1 include the following: 1. Teachers must explain and review safety expectations to students before each activity.

2. Students must listen carefully to and follow all teacher instructions.

Instructions may be verbal, posted in the classroom, or written in the Science Logbook or other handouts.

3. Students must demonstrate appropriate classroom behavior (e.g., no running, jumping, pushing) during science investigations.

Students must handle all materials and equipment carefully and respectfully.

4. All students and adults must wear personal protective equipment (e.g., goggles, gloves) during investigations that require use of such equipment. In this module, anyone working with the stream tables must wear goggles to ensure eye protection from soil and sand.

5. Water and debris spills must be cleaned up immediately. Working with stream tables can sometimes be very messy, and materials can

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fall to the floor even when everyone is careful. Immediate removal of water and debris from the floor is essential to help prevent slips and falls.

6. Students should never place any materials in their mouths during a science investigation.

7. Put away all food or drinks during science investigations. Food and drinks can be easily contaminated by investigation materials.

Additionally, spilled food or drinks can disrupt investigations.

8. Monitor student activity on the internet. If students are permitted access to the internet for science research purposes, their activity must be monitored to ensure that it conforms with school and district policies.

Because this is the first module of the school year, stressing the importance of safety and setting procedures with students are critical tasks. Teachers are encouraged to have students and parents sign a science safety contract that outlines rules and procedures to ensure a safe science experience. Additionally, administration of a safety quiz is also recommended to assess comprehension of the rules and procedures. Teachers may use the sample contract and quiz in Appendix A: Module Resources or create their own.

More information on safety in the elementary science classroom appears in the Implementation Guide. Teachers should also follow their school’s or district’s health and safety guidelines. For additional information on safety in the science classroom, consult the National Science Teachers Association website (http://www.nsta.org) or other resources.

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Building Knowledge across Levels Kindergarten through Level 3 lay the foundations for understanding Earth’s history, Earth’s systems, and the relationship between Earth’s processes and human activities. In Level 2, students determine that events on planet Earth can happen quickly or very slowly. Students begin developing understanding of Earth’s systems as they analyze the different materials and interactions of plants and animals on Earth’s surface. Students begin to understand the relationship between Earth’s processes and human activity as they identify that humans use natural resources, severe weather can affect some areas more often than others, and people can make choices to reduce their impacts on land, water, and other living things.

In Level 4, students learn that patterns in rock formations and fossils help determine the order in which rock layers form, telling a story about the history of planet Earth. They also learn how different materials and interactions of plants can shape Earth’s surface through the processes

of weathering and erosion. Students determine that maps reveal patterns in different Earth features and processes such as mountains, volcanoes, and earthquakes. Students begin to study the impacts of using natural resources to generate energy and start to develop an understanding of how humans can reduce the impact of natural hazards.

Students’ knowledge of Earth’s systems deepens in Level 5 through their study of energy flow and matter cycling among Earth’s systems.

In middle school, students expand their knowledge of Earth’s history by interpreting the geologic time scale and fossil evidence to determine relative dates of rock layers. Students also continue to use maps and the evidence found on them as ways to investigate movement of Earth’s plates. As students determine global locations of natural resources and natural hazards, they continue to broaden their understanding of Earth and human activities.

Additional Reading for Teachers Uncovering Student Ideas in Earth and Environmental Science: 32 New Formative Assessment Probes​by Page Keeley and Laura Tucker (2016) Understanding Earth​by John P. Grotzinger and Thomas H. Jordan (2014)

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 1–2

Lessons 1–2

Grand Canyon Features and Patterns Prepare In Module 1, students discover how natural processes shape the features of Earth’s surface over time.

The anchor phenomenon for this module, the Grand Canyon, illustrates how rock layers and fossils serve as evidence of change and how weathering and erosion play a role in shaping Earth’s surface.

Lesson 1 introduces students to the Grand Canyon as they learn about John Wesley Powell, who explored the Grand Canyon in 1869 and again in 1871. Students imagine what it would have been like to go on one of Powell’s expeditions by examining photographs and artwork of the Grand Canyon created during this time. Students then observe present-day photographs of the Grand Canyon and start to ask questions (SEP.1) about how it might have formed. In Lesson 2, students build a driving question board based on their observations and questions in Lesson 1. The questions that students develop will help guide their learning throughout the rest of the module. Students then create an initial model of the Grand Canyon’s key features based on patterns (CC.1) in observed photographs. As they learn more throughout the module about how processes shape Earth’s features, students will update their anchor model (SEP.2) to help explain how the Grand Canyon formed (ESS1.C).

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Concept 1: Rock Layers Focus Question What do Earth’s rock layers reveal?

Phenomenon Question What can we discover in an unknown canyon?

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Student Learning Knowledge Statement A landscape can be described by its distinctive features.

Objectives ▪▪ Lesson 1: Ask questions about the Grand Canyon’s distinctive features.

▪▪ Lesson 2: Develop a class anchor model of the Grand Canyon’s distinctive features.

Standards Addressed 4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (Developing)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.1: Asking Questions and Defining Problems

ESS1.C: The History of Planet Earth

CC.1: Patterns

▪▪ Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

▪▪ Local, regional, and global patterns of rock formations reveal changes over time due to Earth’s forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

▪▪ Patterns can be used as evidence to support an explanation.

SEP.2: Developing and Using Models ▪▪ Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

CC.4: Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

▪▪ Develop and/or use models to describe and/or predict phenomena.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 1–2

Materials Lesson 1 Student

Science Logbook (Lesson 1 Activity Guide)

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Science Logbook (Lesson 2 Activity Guide, Module Question Log)

Teacher

Preparation

Lesson 2 ●

John Wesley Powell Information (Lesson 1 Resource A)

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Powell’s 1871 Expedition Team Photographs (Lesson 1 Resource B)

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The Chasm of the Colorado​(Lesson 1 Resource C)

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Present-Day Grand Canyon Photographs (Lesson 1 Resource D)

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None

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Agenda

Lesson 1 Objective: Ask questions about the Grand Canyon’s distinctive features.

Launch

Learn (38 minutes) ▪▪ Notice and Wonder about Powell’s 1871 Expedition Team Photographs and Moran’s 1873 Expedition Painting (15 minutes) ▪▪ Notice and Wonder about Present-Day Grand Canyon Photographs (23 minutes)

5 minutes

Ask students if any of them would like to briefly share a story about a time when they went on an adventure. Prompt students with questions such as these: Did you discover anything along the way? What made it a great adventure?

Then display the three photographs from John Wesley Powell’s journal (Lesson 1 Resource A). Tell students they are looking at the journal of a great explorer. As students examine the photographs, read aloud the excerpt from the book that Powell (1875) wrote based on his journal entries (Lesson 1 Resource A). Ask students if Powell’s expedition would qualify as a great adventure.

Differentiation While reading the book excerpt to the class, support students who encounter unknown vocabulary without losing the flow of the text. Consider defining critical words (e.g., tier​, intervene​) and using expressions, gestures, and photographs to give a sense of other words (e.g., anxiety​, swift​).

Inform students that they are about to embark upon a new adventure to study the Phenomenon Question What can we discover in an unknown canyon? as they follow in the footsteps of John Wesley Powell, the author of the journal entries. Share the short paragraph detailing Powell’s life, and then reread the book excerpt (Lesson 1 Resource A). Invite a few students to share their reactions to Powell’s words about exploring an unknown canyon with a partner or the whole class.

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Launch (5 minutes)

Land (2 minutes)

Teacher Note The excerpt from Powell’s book describes his account of August 13, 1869. The second journal photograph (Lesson 1 Resource A) is dated August 13–15, 1869, and includes the corresponding journal entry.

If time is limited, omit the second paragraph of the book excerpt. The first paragraph contains enough relevant information for students to recognize that Powell’s expedition was an adventure.

Content Area Connection: History To bring John Wesley Powell to life, watch a video clip from John Wesley Powell: From the Depths of the Grand Canyon​(National Geographic 2013) to present more of Powell’s experiences and develop context for his life and his epic adventures: http://phdsci.link/1022.

Watch the video from 2:25 to 6:25 (duration: 4:00 minutes).

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 1

English Language Development The word canyon​is used repeatedly in this module. Take this opportunity to introduce the term explicitly, using a process such as this: ▪▪ Pronounce canyon​, and have students repeat. Say can​-yon​in syllables, and then repeat the full word.

▪▪ Reference images as you explain the word.

▪▪ Share the Spanish cognate cañón​(if applicable).

English learners may benefit from explicit introduction of other words in this lesson set, such as discover​ and unknown​. After introducing these and other important words, provide scaffolds for English learners as they use the words in speaking, writing, and investigating. For more information, see the English Language Development section of the Implementation Guide.

Learn

38 minutes

Notice and Wonder about Powell’s 1871 Expedition Team Photographs and Moran’s 1873 Expedition Painting 15 minutes Ask students to imagine they are part of Powell’s expedition team setting off on an adventure to explore an unknown canyon, or as Powell called it, the Great Unknown. Display the photographs from Powell’s 1871 expedition (Lesson 1 Resource B). Have students examine the photographs and record what they notice and wonder in their Science Logbooks (Lesson 1 Activity Guide). Explain that students should list their observations about the photographs in the Notice column and any questions they have after viewing the photographs in the Wonder column.

Content Area Connection: Mathematics Number lines serve as one of the most important models in mathematics.

Connect students’ knowledge of number lines in mathematics to a real-world application of using a number line as a timeline. Have students display important dates and information about John Wesley Powell, and ask them to calculate length of time between historical events. Students may solve the problem using the number line and place value strategies to add up or subtract back, or they may solve the problem using the addition and subtraction algorithms.

Later in this module, students learn the Grand Canyon was formed thousands of millions of years ago. This magnitude of time may be best conveyed by using a timeline with familiar dates.

Referencing this timeline about John Wesley Powell may serve to make connections to lengths of time.

English Language Development Students are asked several times to make and record observations in this lesson. Sharing the Spanish cognate observación​may be useful. Additionally, consider demonstrating an example by observing something in the classroom and identifying simple characteristics about it.

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PhD SCIENCE™

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2

3

Powell’s 1871 Expedition Team Photographs: Canyon of Desolation (Figure 1), Marble Canyon (Figure 2), Red Canyon (Figure 3)

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 1

Sample student responses:​

I Notice ▪▪ The boats do not look very sturdy.​ ▪▪ The walls of the canyon look lighter in some places and darker in others.​

I Wonder ▪▪ How long did it take Powell to explore the canyon?​ ▪▪ Did Powell’s team explore the whole canyon?​

▪▪ The canyon walls are very steep in many places.​

▪▪ Did anyone get lost or hurt?​

▪▪ It looks sandy on the sides of the river.​

▪▪ What does the rest of the canyon look like?​

▪▪ In one picture, I see a lot of trees. In another picture, I don’t see any trees at all.​ ▪▪ In some places, the sides of the river look rocky.​ ▪▪ There are large boulders near or in the river.​ ▪▪ The river water looks like it is moving fast in some places, but it looks very calm in others.​

▪▪ Was it really hot?​ ▪▪ Does it look the same today?​ ▪▪ Where did the sand come from? Is it a beach?​ ▪▪ How did they talk to their families?​ ▪▪ Where did they sleep?​ ▪▪ How did they go to the restroom?​

Invite students to share what they notice and wonder about the photographs.

While students listen to their peers, they can use nonverbal signals to indicate whether they recorded a similar thought.

As students share, record their observations and questions on a class notice and wonder chart.

Next display the painting by Thomas Moran (Lesson 1 Resource C) for students to view.

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Content Area Connection: English Scientific discourse is integral to the NGSS and requires a classroom environment where all students can share their ideas and questions. During science discussions, remind students of classroom expectations for speaking and listening. For example, remind students to “follow agreed-upon rules for discussions and carry out assigned roles” (CCSS.ELA-Literacy.SL.4.1b) (NGA Center, CCSSO 2010a, 24). For more information, see the Speaking and Listening Supports section of the Implementation Guide.

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Ask students to share what they notice about the painting, which is titled The Chasm of the Colorado​.

Explain that the artist who created this painting, Thomas Moran, joined John Wesley Powell on an expedition to the Great Unknown in 1873. Guide students to begin to appreciate the magnitude of the Great Unknown. ►►Thomas Moran painted this picture on a canvas that was 7 feet tall and 12 feet wide (or about

2.1 meters by 3.8 meters).

Why do you think he made the painting so large?

Explain that Moran hoped to show how grand and impressive the canyon was by using such a large canvas.

Notice and Wonder about Present-Day Grand Canyon Photographs 23 minutes Tell students that Powell’s Great Unknowwn is also known as the Grand Canyon. Display the present-day photographs of the Grand Canyon (Lesson 1 Resource D) and ask students to document what they notice and wonder as Powell would have done by recording their observations and questions about the photographs in their Science Logbooks (Lesson 1 Activity Guide).

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Content Area Connection: Mathematics To help students visualize the size of the painting, provide them with masking tape and a meter stick or ruler.

Ask students to use these materials to mark off a rectangle on the floor that is the same size as the canvas Thomas Moran used to paint The Chasm of the Colorado.

Extension Thomas Moran, the artist who created The Chasm of the Colorado​, created several paintings of the Grand Canyon.

Students can extend their learning by looking up the history of these paintings or by researching Thomas Moran’s 1873 expedition to the Grand Canyon with John Wesley Powell.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 1

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2

4

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Present-Day Grand Canyon Photographs: landslide at the Grand Canyon (Figure 1), lava flows at the Grand Canyon (Figure 2), the east side of the Colorado River (Figure 3), people visiting Deer Creek Falls (Figure 4), exposed layers of rock in the Grand Canyon (Figure 5)

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Sample student responses:​

I Notice

I Wonder

▪▪ The Grand Canyon looks deep.​

▪▪ Has the Grand Canyon always been there?​

▪▪ In some of the pictures I can see a river at the bottom of the canyon.​

▪▪ What made the Grand Canyon?​

▪▪ Most of the canyon’s walls look like they are striped with different colors.​

▪▪ How deep is it? ​

▪▪ Some of the walls look like they are crumbling.​ ▪▪ There is something dark pouring over the edge of part of the Grand Canyon.​ ▪▪ In some places, there are some plants, but in other places, there are no plants.​ ▪▪ There is a waterfall with people around it.​ ▪▪ In some places the canyon wall looks like it has holes in it.​

▪▪ How long did it take to form?​ ▪▪ Why is there a river at the bottom?​ ▪▪ What made the different-colored stripes?​ ▪▪ What is the dark stuff covering the side of the Grand Canyon?​ ▪▪ Do people dig for fossils there?​ ▪▪ Is anyone still exploring the Grand Canyon?​ ▪▪ Are there other canyons like the Grand Canyon?​ ▪▪ Is there anything in the layers?​

Ask students to share what they notice and wonder about the photographs. While students listen to their peers, they can use nonverbal signals to indicate whether they recorded a similar thought.

As students share, record their observations and questions on the class notice and wonder chart.

Land

2 minutes

Explain to students that their adventure will continue throughout this module. In the next lesson, students will continue to investigate the Phenomenon Question What can we discover in an unknown canyon? as they refine and develop more questions about the Grand Canyon.

Optional Homework Ask students to be like Powell and start their own journals to record observations of the natural features in their neighborhoods.

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Content Area Connection: Mathematics As students question the width, depth, or length of the canyon, make connections to metric measurement units. Ask students, What measurement unit can we use to find the height of a boulder or the length of a river?

Additionally, determine the most efficient measurement unit. For example, measure the height of a boulder in meters, not centimeters.

Teacher Note Students may bring up the term valley​.

If students do, briefly discuss the differences between a valley and a canyon. Canyons are narrow with steep sides. Valleys are wider and have less steep sides.

For more information, see the Oceanscape Network website: http://phdsci.link/1023.

Teacher Note This preview into the wonders of the Grand Canyon should spark students’ curiosity about what secrets the rock walls hold about Earth’s surface and what more there might be to discover.

In this first lesson, students have started to identify patterns in features that will be used to support future explanations for changes in the landscape of the Grand Canyon.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 2

Agenda Launch (2 minutes)

Lesson 2

Learn (40 minutes) ▪▪ Build a Driving Question Board (20 minutes)

Objective: Develop a class anchor model of the Grand Canyon’s distinctive features.

Launch

▪▪ Develop an Initial Model of Grand Canyon Features (10 minutes) ▪▪ Develop an Anchor Model (10 minutes)

2 minutes

Land (3 minutes)

Explain that John Wesley Powell kept very detailed notes of his observations and questions so that he could go back later to make sense of his observations, ensure that he answered his questions, and communicate his findings to others. Discuss that, in a similar manner, students have already begun their own record of observations and questions to help them make sense of information.

Display the class notice and wonder chart created during the previous lesson. Ask students whether they have thought of any more questions to add to the chart. Then ask students to select one question from the notice and wonder chart that interests them and that they think is important to develop an answer to the Phenomenon Question What can we discover in an unknown canyon? Have students write their questions on sticky notes.

Learn

40 minutes

Build a Driving Question Board

20 minutes

Display the driving question board, and write or reveal the Essential Question on the board: How did the Grand Canyon’s features form?

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English Language Development As in most class discussions, allow students to consider each question and develop responses individually or with peers before whole-class sharing. This support may be particularly beneficial to English learners. For example, after posing each question about how the features of the Grand Canyon formed, invite students to share responses in pairs through a collaborative conversation routine such as Mix and Mingle or Inside–Outside Circles. These routines allow students to share thoughts with multiple peers before whole-class sharing. For more information, see the Instructional Routines section of the Implementation Guide.

Explain that the driving question board and the Essential Question will help students focus the investigation of their questions throughout the module.

Invite students to share the questions they wrote on their sticky notes. After one student reads a question and places it on the driving question board, ask students who think they have a related question to read theirs and place it next to that question. Throughout the discussion, ask follow-up questions or make suggestions to help students group their questions.

Once students have finished posting their questions, work together to develop and post the Focus Question for each category on the driving question board.

English Language Development The Focus Questions in this module use vocabulary such as layers​, reveal, uncovered​, form​, processes​, and features​. English learners may benefit from additional scaffolding in the form of sentence frames. Throughout the module, choose sentence frames based on students’ English proficiency level and needs. Consider using sentence frames such as the ones below to scaffold conversations.

▪▪ Earth’s rock layers reveal _____.

▪▪ The layers could show _____.

▪▪ We could observe _____ from the layers because _____.

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PhD SCIENCE™

Differentiation If needed, differentiate how students share or group their questions.

In smaller classes, students may write more than one question to provide enough questions. With English learners or striving writers, consider writing students’ questions for them as the class shares. For groups reluctant to share questions, students may read each other’s questions anonymously.

Teacher Note As students share and post their questions to develop the driving question board, some teacher guidance will be necessary. To prepare, keep the Focus Questions for the module available for reference. As students post their questions, offer occasional guidance to ensure student question groups can later be summarized under each Focus Question.

Teacher Note Some student questions may not fit into any of the four Focus Question categories. In that case, place the questions under the Essential Question or add a fifth category titled Other Questions. As students revisit the driving question board in future lessons, invite them to determine whether any of these questions can be answered or moved to a different category based on new knowledge.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 2

Concept 1 Focus Question: What do Earth’s rock layers reveal?

Related student questions may include the following:​ ▪▪ What made the different-colored stripes in the rocks?​ ▪▪ Is there anything in the layers?​ Concept 2 Focus Question: How are Earth’s rock layers uncovered?

Related student questions may include the following:​ ▪▪ Why is there a river at the bottom of the canyon?​ ▪▪ How long did the canyon take to form?​ Concept 3 Focus Question: How do canyons around the world form?

Related student questions may include the following:​

Teacher Note Each category on the driving question board relates to the Focus Questions that guide upcoming lessons.

In Lessons 1 through 5, students explore rock layers with the Focus Question What do Earth’s rock layers reveal?

In Lessons 6 through 11, students explore weathering and erosion with the Focus Question How are Earth’s rock layers uncovered? In Lessons 18 through 20, students explore patterns in Earth’s features and processes with the Focus Question How do canyons around the world form? Finally, in Lessons 21 through 24, students begin to bridge to Module 2, which is focused on energy transfer and transformation, by exploring dams on the Colorado River through the Focus Question How do humans interact with Earth’s features and processes?

▪▪ Are there other canyons like the Grand Canyon?​ ▪▪ Do all canyons have rivers?​ Concept 4 Focus Question: How do humans interact with Earth’s features and processes?

Related student questions may include the following:​ ▪▪ Is anyone still exploring the Grand Canyon?​ ▪▪ Do people dig for fossils there?​ Keep the driving question board posted in a public place that makes it easy to update and revisit throughout the module. It may also be helpful to allow for space to post associated sample student products along the way.

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Spotlight on Science and Engineering Practices The focus and relevance of student questions should improve as students continue to practice asking questions that can be investigated (SEP.1). To aid student growth, continually discuss which questions will lead to a deeper understanding of a phenomenon and how other questions can be improved.

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Sample driving question board:​

Essential Question: How did the Grand Canyon’s features form?

Has the Grand Canyon always been there?

What is the dark stuff covering the side of the Grand Canyon?

What do Earth’s rock layers reveal?

How are Earth’s rock layers uncovered?

What made the differentcolored stripes in the rocks?

Why is there a river at the bottom of the canyon?

Is there anything in the layers?

How do canyons around the world form?

Are there other canyons like the Grand Canyon?

Do all canyons have rivers?

How long did the canyon take to form?

How do humans interact with Earth’s features and processes?

Is anyone still exploring the Grand Canyon?

Do people dig for fossils there?

Related Phenomena:

At the bottom of the driving question board, add a section called Related Phenomena​. Ask students to Think–Pair–Share with a partner as they generate a list of phenomena related to Earth’s features. ►►What other natural features have you observed? What does the Earth around you look like?

▪▪ I went hiking on a mountain. It’s tall and made of rock.​

Teacher Note Using the collaborative conversation routine Think–Pair–Share allows students to share thoughts with peers before sharing with the whole class.

▪▪ There are trees in the park. Are those natural features?​ ▪▪ I saw a river in a movie that looks like the one near the Grand Canyon.​

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 2

►►What do you know about how other natural features form? Why might Earth look the

way it does?

▪▪ The sidewalk can crack when plants grow in it. Is that making a natural feature?​ ▪▪ When it rains a lot, the pond near my house gets bigger. But I don’t know if rain started the pond.​ ▪▪ I read about a volcano erupting. The book said the lava changed what the land looked like.​ As students share their ideas, record the relevant related phenomena. This student-generated list of phenomena should be referenced throughout the module and can be added to any time students suggest relevant related phenomena.

Develop an Initial Model of Grand Canyon Features

10 minutes

Tell students that Powell did not just write words in his journals; he also included sketches, diagrams, and models. Explain to students that diagrams and models do not require artistic skill, but they should include details and labels so others can understand what is being shown. Students should think about their previous observations about the Grand Canyon and how they might show that information by drawing their own models.

Instruct students to develop a model in their Science Logbooks (Lesson 2 Activity Guide) that incorporates the key features, or unique important parts, of the Grand Canyon.

As needed, allow students to refer to the photographs from the previous lesson. Once students finish their models, ask them to share their models with a partner. Students should discuss the similarities and differences between their models and record these observations in the table in their Science Logbooks (Lesson 2 Activity Guide).

Content Area Connection: English Add suffixes to feature​to create new words such as featuring​, featured​, and featureless​. Students use their knowledge of word meanings to determine the meaning of these new words, then use them in sentences.

Challenge students to create sentences about both scientific and everyday contexts and use feature​as a noun and verb (CCSS.ELA-Literacy.L.4.6).

English Language Development Support English learners by providing sentence frames to help compare similarities and differences between models. For example, “My partner and I both _____.” or “My partner drew _____, but I drew _____.”

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Check for Understanding Students make many comparisons throughout this module. Ensure that students have meaningful conversations where they practice using precise terminology. Initially, students may use a variety of terms to describe the features of the Grand Canyon. Although students do not need to know the precise terminology at this point, assessing the prior knowledge that students bring to this subject helps monitor their progress throughout the module.

Evidence ▪▪ Students may refer to layers as stripes​, lines​, bands​, or colors​.

▪▪ Students may use rocks​, boulders​, rubble​, gravel​, pebbles​, and similar terms interchangeably.

▪▪ Students may describe the holes in the canyon walls as caves​, craters​, or black holes​.

▪▪ Students may think the river has cut through the rocks of the Grand Canyon.

Next Steps Make notes of the language students use, and keep this list as a reference for future lessons. Lessons 3 and 4 build on this initial understanding and introduce precise terminology to students. As terms are introduced, encourage students to use the language in discussions, and use this list to remind students of the preferred terminology to use moving forward.

Sample student responses:​ ▪▪ My partner and I both drew the Grand Canyon with a river at the bottom.​ ▪▪ I thought that the river cut through the rocks, but my partner thought the river was always there.​ ▪▪ I drew more layers in the walls of the Grand Canyon than my partner.​ ▪▪ My partner showed the little rocks at the bottom of the canyon, but I forgot. Then I added that to my model.​ ▪▪ I put a waterfall on my diagram to show the Grand Canyon can have falling water.​

Teacher Note

Develop an Anchor Model

10 minutes

Explain that the class will develop an anchor model to demonstrate an understanding of the Essential Question How did the Grand Canyon’s features form?

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The anchor model will be a point of reference throughout the module.

As students uncover more about how natural processes (weathering and erosion) shape Earth’s features, they will update this model to reflect their deepening understanding. At this point, students do not have enough information to explain how features formed.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 2

Explain that the first step in developing a class anchor model is to determine what important features need to be included. Ask students what important features the anchor model should include.

As students share features, ask the rest of the class to use nonverbal signals to indicate whether they agree that any new feature accurately represents a feature of the Grand Canyon. Call on students to justify their agreement or disagreement with evidence from their observations of the photographs of the Grand Canyon. As needed, ask additional questions to help students build on the ideas of others and express their own ideas clearly.

Sample student responses:​ ▪▪ I agree with drawing a river at the bottom of the Grand Canyon. We saw a river in the photographs from Powell’s expedition and the photographs from now.​ ▪▪ I disagree with drawing trees everywhere in the Grand Canyon. Not all the photographs we looked at showed trees.​ If most students agree with adding a feature and can justify its inclusion, draw it on the anchor model. As the anchor model develops, students can choose to revise their initial models in their Science Logbooks.

Anchor models will vary, but most should include the following features: ▪▪ A river at the bottom of the Grand Canyon ▪▪ Layered walls

Content Area Connection: English In discussions, ensure that students share, expand, and clarify their thinking and listen carefully to others. Use additional questions and sentence frames to help students meet grade-level expectations for speaking and listening. For example, the sentence frame, “I agree (or disagree) with _____ because _____.” can help students “link to the remarks of others” (CCSS.ELA-Literacy SL.4.1c). In addition, the follow-up question, “What evidence supports that idea?” can help students “explicitly draw on … information known about the topic to explore ideas under discussion” (SL.4.1a). To encourage students to reference their classmates’ remarks, consider requiring students to share something they learned from their partner when developing the anchor model.

▪▪ Various colored rocks and layers Depending on the class discussion, anchor models may also include features such as these: ▪▪ Arrows showing the flow of the river ▪▪ Landslides showing sides of the wall falling toward the river ▪▪ Caves, holes, or arches with water flowing through ▪▪ Sandy areas near the river’s edge Include a title and an explanation on the anchor model.

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Sample anchor model:​ Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Falling rocks Cave

River

Boulder

The rock walls of the Grand Canyon have different-colored stripes.

There is a river at the bottom of the canyon.

Land

3 minutes

Refocus students’ attention back to the Essential Question, How did the Grand Canyon’s features form?, and ask them to record it in the Module Question Log of their Science Logbooks. Then draw students’ attention to the driving question board and ask them to think about which category would be the best place to begin answering the Essential Question. As needed, use a prompt such as this: Which of the Focus Questions must be answered first before the other questions can be answered?

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 2

Through discussion, guide students to choose the Concept 1 Focus Question: What do Earth’s rock layers reveal? Inform students that over the next few lessons, the class will try to answer this question.

Optional Homework Ask students to think about the key features they identified as part of the Grand Canyon by using a prompt such as this: Are those features found only in the Grand Canyon, or are there other places that have some of the same features? Students should make a list of ideas to share with classmates.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 3–5

Lessons 3–5

Rock Layers Prepare These lessons build on prior knowledge developed in Level 3 about how fossils can provide evidence of the types of organisms that lived long ago and the nature of past environments. In Lesson 3, students analyze a fossil guide (SEP.8) that describes the fossils found in Grand Canyon rock layers and then identify patterns in the fossils found in one of the layers. In Lesson 4, students further examine patterns in fossil evidence and use a model to explain how the relative position of rock layers indicates the order in which they were formed. In Lesson 5, students use the evidence they have gathered to answer the Concept 1 Focus Question What do Earth’s rock layers reveal? In the Conceptual Checkpoint, students consider the rock layers in a location to explain (SEP.6) what the past environment (ESS1.C) may have been like as it changed over time (CC.7).

Concept 1: Rock Layers Focus Question What do Earth’s rock layers reveal?

Phenomenon Question What do the Grand Canyon’s rock layers reveal?

Student Learning Knowledge Statement Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

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Objectives ▪▪ Lesson 3: Use fossil evidence to determine that the Grand Canyon rock layers came from distinct environments.

▪▪ Lesson 4: Explain how the relative position of rock layers indicates the order in which they formed.

▪▪ Lesson 5: Explain changes in the Grand Canyon landscape by using fossil evidence.

Standards Addressed 4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (Developing)

Science and Engineering Practices SEP.6: Constructing Explanations and Designing Solutions ▪▪ Identify the evidence that supports particular points in an explanation.

▪▪ Use evidence (e.g., measurements, observations, patterns) to construct an explanation or design a solution to a problem.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

Disciplinary Core Ideas

Crosscutting Concepts

ESS1.C: The History of Planet Earth

CC.1 Patterns

▪▪ Local, regional, and global patterns of rock formations reveal changes over time due to Earth’s forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

▪▪ Patterns can be used as evidence to support an explanation.

CC.3: Scale, Proportion, and Quantity ▪▪ Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

▪▪ Obtain and combine information from books and other reliable media to explain phenomena or solutions to a design problem.

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Copyright © 2019 Great Minds®

PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 3–5

Materials Lesson 3 Student

Science Logbook (Module Question Log)

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Identify Layers of the Grand Canyon (1 per student pair): printed copy of Present-Day Grand Canyon Figure 5 (Lesson 1 Resource D), heavy-duty sheet protector, 6 different-colored erasable markers

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Science Logbook (Lesson 3 Activity Guide)

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Create Rock Layer Model (1 per group): 1 roll or brick of modeling clay (a different color for each group), several small objects to be used for imprinting (e.g., cones, ferns, shells, sticks), craft sticks or toothpicks (optional)

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Lesson 4

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Science Logbook (Lesson 4 Activity Guide)

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Clay rock layer created in Lesson 3

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Science Logbook (Lesson 5 Activity Guides A and B)

Teacher

Preparation

Lesson 5

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Driving question board

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Present-Day Grand Canyon Figure 5 (Lesson 1 Resource D)

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Grand Canyon Fossil Guide (Lesson 3 Resource A)

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Plastic wrap or airtight container (1 per group) to store clay rock layers and rock layer model

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●

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Layered Cake Photograph (Lesson 4 Resource)

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1 roll or brick of modeling clay in a different color than that given to student groups

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Grand Canyon​by Jason Chin (2017)

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Anchor model

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Conceptual Checkpoint Diagram (Lesson 5 Resource)

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Cue “Over the Rim, Into the Canyon” (NPS 2009) video: http://phdsci.link/1000.

Roll out 1 roll or brick of modeling clay to create Rock Layer F.

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● ●

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L4 ▸ M1 ▸ Lesson 3

PhD SCIENCE™

Agenda

Lesson 3 Objective: Use fossil evidence to determine that the Grand Canyon rock layers came from distinct environments.

Launch (5 minutes) Learn (37 minutes) ▪▪ Identify Layers of the Grand Canyon (12 minutes) ▪▪ Interpret Patterns in Fossil Evidence (17 minutes) ▪▪ Create Rock Layer Model (8 minutes)

Launch

Land (3 minutes) 5 minutes

Display the driving question board and review the Concept 1 Focus Question: What do Earth’s rock layers reveal? Tell students they are going to take a journey through the Grand Canyon to observe the rock in the canyon. Play the “Over the Rim, Into the Canyon” (NPS 2009) video (http://phdsci.link/1000).

Ask students to Think–Pair–Share about what they notice about the rock they see in the video.

Sample student responses:​ ▪▪ The rock walls of the canyon have stripes on them.​ ▪▪ Some of the rock looks really jagged.​ ▪▪ There are a lot of rocks. Some are small, and some are really big.​ ▪▪ I saw bands in the rock wall.​ Draw attention to student responses that talk about stripes or bands on the rock wall. Explain that in this lesson students will learn more about these stripes or bands as they investigate the Phenomenon Question What do the Grand Canyon’s rock layers reveal? Tell students to record this Phenomenon Question in their Module Question Log.

Teacher Note In subsequent lessons, continue directing students to record new Phenomenon Questions in their Module Question Log.

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Copyright © 2019 Great Minds®

PhD SCIENCE™

Learn

L4 ▸ M1 ▸ Lesson 3

37 minutes

Identify Layers of the Grand Canyon

12 minutes

Display the photograph depicting the major rock layers of the Grand Canyon (Figure 5 from Lesson 1 Resource D). ►►Point out where you see different stripes on the photograph, and describe what the stripes

look like.

Differentiation

▪▪ There are big stripes of different colors. At the bottom it’s light tan, in the middle it’s reddish, and some parts are white.​

Instruct students to look for changes in the rock to identify the layers. This could be different colors in the rock.

Later in the lesson, help students find these color changes when they trace the layers.

▪▪ Some of the wider stripes have smaller stripes inside. The reddish part has white stripes mixed in.​ Call attention to student responses that describe the major layers. Explain that scientists who study Earth’s surface, called geologists, refer to the big stripes in Earth’s surface as rock layers.

To investigate further, students will first identify the different layers.

Instruct students to work with a partner to trace at least four distinct layers of the Grand Canyon on a printed copy of the rock layer photograph (Figure 5 from Lesson 1 Resource D) placed in a sheet protector. If possible, students should use a different-colored erasable marker for each layer.

After students trace the layers, lead a class discussion that reveals the six layers shown in the annotated photograph below. To guide this discussion, project the rock layer photograph (Figure 5 from Lesson 1 Resource D), and ask questions such as these: How would you describe this layer? Do you see any differences in this layer? As the class identifies each layer, trace it on the projected photograph. Once the class has identified all six layers, label the layers A through F from top to bottom. Instruct students to record these layers on the photograph in their Science Logbooks (Lesson 3 Activity Guide).

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Teacher Note The bottom portion of the photograph shows the foreground, not an additional rock layer.

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L4 ▸ M1 ▸ Lesson 3

PhD SCIENCE™

Sample annotated photograph:​

Interpret Patterns in Fossil Evidence

17 minutes

Tell students that scientists have studied the rock layers of the Grand Canyon and have found fossils.

Students will now read about some of the discovered fossils to learn more about the rock layers.

Display a copy of the Grand Canyon Fossil Guide (Lesson 3 Resource A), and explain that students will work in groups to respond to the following prompts about one of the layers. ►►What type of environment do you think the fossilized organisms lived in?

Teacher Note

►►Provide evidence to support your thinking.

Students were introduced to the term environment​in Level 3 but may need to be reminded of what it means as they respond to this question.

English Language Development The words fossil​, pattern​, environment​, and evidence​are used repeatedly in this module. Introduce these terms explicitly. The Spanish cognates for fossil​ (fósil​), pattern​ (patrón​), and evidence​ (evidencia​) may be useful.

Differentiation Discuss Layer F as a class since it is the only layer in which no fossils were found. Have students record responses to the prompts about Layer F in the table provided in their Science Logbooks (Lesson 3 Activity Guide).

After discussing Layer F, use a Jigsaw routine to organize students into five expert groups, one for each of the remaining layers. Distribute the remaining sections of the Grand Canyon Fossil Guide to the group assigned to each section.

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When forming groups, consider the needs of each student to develop groups with a variety of abilities and interests.

For example, it may be helpful to group students with varied English language ability to support students as they develop interpersonal and academic language.

Copyright © 2019 Great Minds®

PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 3

Ask students to read their assigned section (either as a group or individually) and complete the corresponding row of the table in their Science Logbooks (Lesson 3 Activity Guide).

In the next lesson, students will share information about the fossils in their assigned rock layer with their home group and complete the rest of the table.

Sample table:​

Layer

Fossils Present

What type of environment do you think the fossilized organisms lived in?

Provide evidence to support your thinking.

F​

None​

Unknown, maybe active volcanoes?​

There are no fossils in this layer.

Volcanic activity formed the rocks.​

E​

Trilobites, brachiopods, and worm burrow fossils​

Ocean water​

Worms lived on the ocean floor.

Trilobites and brachiopods lived in the deep ocean or sometimes ocean water near the shore.​

D​

Brachiopods, bryozoans, corals, mollusks​

Tropical water​

All the organisms lived in different parts of the ocean.

Bryozoans and corals lived in shallow, tropical water.​

C​

Cone-bearing plants, ferns, winged insects, fossilized tracks of mammallike reptiles and millipedes​

Land with some moist areas and some dry areas​

All the organisms lived on land.

Some lived on moist land, like the winged insects and ferns, and some lived on very dry land, like the cone-bearing plants and the mammal-like reptiles.​

B​

Brachiopods, bryozoans, corals, crinoids, sponges​

Ocean/tropical water​

All the organisms lived in different parts of the ocean.

Bryozoans and corals lived in tropical water.​

A​

Conifers, dicynodonts, calamites, hybodont sharks, lungfish​

Land with rivers, lakes, and swamps​

Some of the organisms lived on land, like the conifers and dicynodonts. Calamites usually lived in swamps. Hybodont sharks and lungfish lived in fresh water like that found in rivers and lakes.​

Copyright © 2019 Great Minds®

Differentiation Support advanced students by encouraging them to identify adaptations in the organisms that would indicate whether they are landor water-dwelling animals. For example, the hybodont sharks and lungfish have fins instead of legs, which would indicate they are water-dwelling animals.

Content Area Connection: English As students read the Grand Canyon Fossil Guide, they can apply strategies for understanding complex informational texts. It may be helpful to paraphrase, or state in their own words, key details about each fossil (CCSS.ELA-Literacy.

RI.4.3). Once they understand the key details, they can annotate details that relate to the type of environment the fossilized organisms lived in.

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L4 ▸ M1 ▸ Lesson 3

PhD SCIENCE™

Check for Understanding Read student responses to the prompts in the table in their Science Logbooks (Lesson 3 Activity Guide) and their supporting evidence to assess their inferences about past environments based on patterns in fossil evidence.

Evidence Look for evidence that all students ▪▪ correctly identify the environment of the fossilized organisms they read about, and ▪▪ cite evidence that organisms fossilized in the layer lived in that environment.

Next Steps If students do not correctly infer the environment, ensure that students understand the relationship between fossils and past environments. Help students connect the fossils to animals living today and make inferences on the environments of the fossilized animals. Prompt students with questions about the fossils such as these: Do they look like anything we see today? Where does that modern animal (or plant) live? In which kind of environment do you think the animal (or plant) lived? Why do you think it lived there?

Create Rock Layer Model

8 minutes

As students complete their row of the table, give each group a different-colored roll or brick of modeling clay. Ask students in each group to roll out the clay to form a flat layer and make imprints in the clay to represent fossils of the organisms found in their layer or traces of their activities.

Students may use a toothpick or craft stick to draw fossils found in their layer if cones, ferns, shells, sticks, or other objects representative of the fossils are not available for imprinting.

Teacher Note To prevent the modeling clay from drying overnight, place the clay rock layers in plastic wrap or airtight containers. They will be used again in the next lesson.

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Copyright © 2019 Great Minds®

PhD SCIENCE™

Land

L4 ▸ M1 ▸ Lesson 3

3 minutes

Have students review the Phenomenon Question What do the Grand Canyon’s rock layers reveal?

Ask students to record what they learned about this Phenomenon Question in their Science Logbooks (Lesson 3 Activity Guide). ►►What does the rock layer you were assigned reveal about the landscape?

▪▪ There was once an ocean there, but there isn’t now.​ ▪▪ The layer showed a different environment used to be where the Grand Canyon is now.​ ▪▪ Different plants and animals lived in the environment back then. Some of them left fossils in the layer when they died. And some of them left tracks in the ground that became fossils.​ Tell students they will continue learning about this Phenomenon Question as they begin to observe and interpret patterns in fossil evidence in the next lesson.

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41

L4 ▸ M1 ▸ Lesson 4

PhD SCIENCE™

Agenda

Lesson 4 Objective: Explain how the relative position of rock layers indicates the order in which they formed.

Launch (5 minutes) Learn (36 minutes) ▪▪ Interpret Patterns in Fossil Evidence (18 minutes) ▪▪ Model the Order that Rock Layers Formed (18 minutes) Land (4 minutes)

Launch

5 minutes

Show students a photo of a layered rainbow cake (Lesson 4 Resource). Ask students to Think–Pair– Share as they make a prediction about the order in which the layers of the cake were placed. Prompt students with questions such as these: What color was placed first? What color was placed next?

Which color was placed last? How do you know?

Remind students of the Phenomenon Question What do the Grand Canyon’s rock layers reveal? Ask them to consider how the Grand Canyon is like the layered cake.

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Copyright © 2019 Great Minds®

PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 4

Sample student responses:​ ▪▪ The pictures of the Grand Canyon show stripes like the ones in the cake.​ ▪▪ Both have different layers. The canyon has layers of rock, and the picture shows layers of cake and icing.​ ▪▪ The layers were placed one on top of the other when both the canyon and the cake were made.​

Learn

36 minutes

Interpret Patterns in Fossil Evidence

18 minutes

Complete the Jigsaw from Lesson 3 by regrouping students so each home group has a representative from each expert group, meaning that each layer is represented in each home group. Instruct students to share information about their layer with their home group. Groups should fill in the remaining rows of the table in their Science Logbooks (Lesson 3 Activity Guide) as each student shares. Each group should also consider the following questions. ►►What patterns do you notice in the fossil evidence?

▪▪ There were times when the Grand Canyon was underwater and times when it was dry land.​ ▪▪ Some of the organism fossils, like brachiopods, bryozoans, and corals, are in multiple layers, so they must have lived in the canyon at different times.​ ▪▪ The organisms are most complex in Layers B and A.​ ►►What do you still wonder about how the landscape changed over time?

▪▪ How did an ocean become land? How did land become an ocean, tropical water, or a river?​ ▪▪ How long ago did the trilobites and other organisms live there?​ ▪▪ How did the plants and animals get there?​ ▪▪ Was the canyon always there?​ Ask a few groups to share with the class, and update the driving question board with any relevant questions.

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L4 ▸ M1 ▸ Lesson 4

Model the Order that Rock Layers Formed

PhD SCIENCE™

18 minutes

Ask students to make a claim about which rock layer in the Grand Canyon formed first (i.e., which is the oldest) and which rock layer formed most recently (i.e., which is the youngest). Have students record their claims in their Science Logbooks (Lesson 4 Activity Guide).

English Language Development This module—and others—uses the word claim​as both a noun and a verb. Introduce this term explicitly. Sharing the Spanish cognate reclamación​may be useful. Additionally, consider sharing a student-friendly explanation such as “A claim​is a statement you prove in an argument” or “When you claim​something, you are saying it is true.”

Direct students to return to their expert groups and retrieve their clay rock layer from the previous lesson.

Place the prepared clay Layer F (with no fossils) on a table. Invite a student from the Layer E expert group to place that group’s clay layer on top of Layer F. Ask students to describe what the environment looked like and which organisms lived in it when Layer E formed. Next, invite a student from the Layer D expert group to place the group’s layer on top of Layer E. Have each group continue this process sequentially through Layer A. Remind students of the rock layer photograph they annotated in the previous lesson (Figure 5 from Lesson 1 Resource D), and explain that they have just modeled how these rock layers formed.

Teacher Note Store the clay model of rock layers that the class creates in plastic wrap or an airtight container to prevent it from drying out. They will use it again in Lesson 6.

►►How does our model help us determine which rock layer in the Grand Canyon is the oldest? What

does it tell us about which is the youngest?

▪▪ You placed Layer F first, so that must be the oldest layer.​ ▪▪ The youngest layer must be the one on top.​ Have students reflect on their claim based on their new knowledge by answering the question in their Science Logbooks (Lesson 4 Activity Guide): What evidence helps support or refute your claim about which layer is the oldest and which layer is the youngest?

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Differentiation The following line of questioning involves using vocabulary such as oldest​ and youngest​. English learners may benefit from additional scaffolding in the form of sentence frames. Consider using sentence frames like the ones below to scaffold this conversation.

▪▪ I know this layer is the _____ (oldest/ youngest) because _____.

▪▪ I think the youngest rock layer is _____ (below/above) the other layers because _____.

▪▪ The oldest rock layer is _____, and the youngest rock layer is _____.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 4

Check for Understanding As students reflect on the rock layer modeling activity, they should demonstrate understanding that layers that form first are on the bottom and are the oldest, whereas the youngest layers form last and are on the surface.

Evidence Look for evidence that all students ▪▪ support or refute their claim accurately, ▪▪ suggest evidence from the clay model or the corresponding discussion, and ▪▪ use the terms oldest​ and youngest​ accurately.

Next Steps If students do not accurately describe the oldest and youngest rock layers, simulate the layering of rock by using five newspapers. Show students a stack of newspapers that was collected for five days. Tell students that at the end of each day, the newspaper from that day was added to the stack.

Prompt students with questions such as these: Which newspapers are the oldest? Why do you think that?

Also consider sharing the section “Fossils,” at the bottom of page 37 of Grand Canyon​(Chin 2017), with students who have difficulty understanding the location of older and younger rock layers.

Update the annotated rock layer photograph from Lesson 3 with this new information.

Sample annotated photograph:​

Teacher Note

►►How long do you think it took for the landscape to change and form the rock layers pictured?

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Students will likely have misconceptions about the time it takes for significant changes to occur in a landscape.

In middle school, students will further develop their understanding of time as they explain how the geologic time scale organizes Earth’s history over 4,600 million (or 4.6 billion) years (MS-ESS1-4).

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L4 ▸ M1 ▸ Lesson 4

PhD SCIENCE™

Share the following analogy to help convey the immense scale of time it took to form the rock layers visible in the Grand Canyon. ►►Hold both arms out to represent a timeline. Imagine the tip of the longest finger on your left

hand is the beginning of Earth, about 4,600 million years ago, and the tip of the longest finger on your right hand is today.

▪▪ Layer F of the Grand Canyon formed around your right shoulder.​ ▪▪ Layer E formed around the middle of your right forearm.​ ▪▪ Layer B formed around your right wrist. The first dinosaurs lived around this time.​ ▪▪ The first humans lived around the end of the fingernail on the longest finger on your right hand.​

The timeline activity was adapted from Grand Canyon Geology Training Manual​(Timmons [2003] 2009, 91–92) (http://phdsci.link/1025).

Land

4 minutes

Ask students to respond to the following prompt in their Science Logbooks (Lesson 4 Activity Guide). ►►Explain what the fossils in different rock layers indicate about those rock layers.

▪▪ Fossils show what the environment was like when the rock layer formed. A change in the type of fossil means the environment probably changed.​ ▪▪ Fossils in the lowest layers are the oldest, and fossils in the top layers are the youngest.​ Tell students they will continue to learn about what fossils and rock layers reveal about the Grand Canyon in the next lesson.

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Copyright © 2019 Great Minds®

PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 5

Agenda

Lesson 5 Objective: Explain changes in the Grand Canyon landscape by using fossil evidence.

Launch

Launch (3 minutes) Learn (37 minutes) ▪▪ Read and Discuss Grand Canyon​ (Chin 2017) (14 minutes) ▪▪ Revise Anchor Model (13 minutes) ▪▪ Conceptual Checkpoint (10 minutes)

3 minutes

Ask students to think about the environment of the present-day Grand Canyon as they share responses to the following prompt in a Whip Around. ►►What types of organisms do you think might survive in different areas of the Grand Canyon

today? Why?

▪▪ There are probably snakes. They like to live near rocks.​ ▪▪ There are probably not a lot of plants because plants usually live in soil and not on rocks.​ ▪▪ There is a river at the bottom, so there are probably fish. There wouldn’t be fish anywhere else in the canyon because it is dry and rocky.​ ▪▪ The top of the canyon probably gets more sunlight than other parts, so maybe there are more plants there.​

Land (5 minutes)

Teacher Note A Whip Around is a collaborative conversation routine that allows each student to have an opportunity to respond. Students share their responses one after another until they have all shared their answers. If students have a similar response to another student, they may use a hand signal to show their agreement when the response is shared. Consider allowing students to share their response with a partner before sharing with the class.

Tell students they are going to learn more about what lived in the Grand Canyon as the rock layers formed and what lives in the canyon today.

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47

L4 ▸ M1 ▸ Lesson 5

Learn

PhD SCIENCE™

37 minutes

Read and Discuss Grand Canyon​

14 minutes

Introduce students to the book Grand Canyon​by Jason Chin (2017), and explain that they are going to go on an adventure through the Grand Canyon’s rock layers to learn how the Grand Canyon has changed over time. Ask students to think about the following question as the text is read: How did the environment of the Grand Canyon change over time?

Read pages 9–33 (ending with “long before there was a canyon”), pausing frequently to ask questions and connect the reading to previous learning.

Teacher Note As Grand Canyon​is read, students may generate questions related to the Essential Question How did the Grand Canyon’s features form? As needed, pause to add these questions to the driving question board.

Teacher Note Teacher Note In Grand Canyon​, the additional sections at the bottom of some pages reveal concepts such as weathering and erosion, which students do not investigate until later in the module. Consider omitting these sections during the reading for this lesson, and instead revisit the text once students have learned about these processes.

After reading pages 15 and 16, ask the following question: ►►How did the environment change from when the Grand Canyon Supergroup formed to when the

Bright Angel Shale layer formed?

▪▪ In the Grand Canyon Supergroup, there were only really small living things, but in the Bright Angel Shale layer, there were jellyfish and animals with shells.​ ▪▪ The environment was just muddy when the Grand Canyon Supergroup formed, but everything was underwater when the Bright Angel Shale layer formed.​

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Grand Canyon​does not include page numbers. Consider writing small page numbers in the book for easy reference.

For example, the reading in this lesson starts on page 9, which begins with “The basement rocks are the oldest in the canyon.”

If time permits, the reading can instead start at page 1. However, do not read the last three sentences on page 8 to avoid sharing that the Colorado River cuts through rock to create the Grand Canyon. Instead, replace those sentences with this statement: The basement rocks (Vishnu Basement Rocks) are the bottommost layer of rock on the continent.

Teacher Note Consider allowing students to Think–Pair–Share about the questions related to the text. Also consider using a response technique such as Equity Sticks to ensure that all students have an opportunity to participate in sharing responses about the reading.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 5

After reading page 21, ask the following question: ►►How did the environment change from when the Bright Angel Shale layer formed to when the

Hermit Formation formed?

▪▪ Water didn’t cover the area anymore, and it became muddy again.​ ▪▪ Instead of just sea animals, there were trees, ferns, fish, amphibians, and reptiles.​ After reading page 29, ask the following question: ►►How did the environment change from when the Coconino Sandstone layer formed to when the

Kaibab Formation formed?

▪▪ It went from being a desert to being covered by the ocean again.​ ▪▪ The animals in the Coconino Sandstone layer were desert animals, like scorpions and spiders.

But sharks, corals, and other water animals lived in the Kaibab Formation.​ After reading page 33, ask the following question: ►►How does the environment of the Grand Canyon today influence what organisms can be found

there?

Extension

▪▪ You find different types of organisms as you go from the bottom layers of the canyon to the top layers.​

Grand Canyon​(Chin 2017) provides information about different environments in the present-day Grand Canyon. Each environment influences what organisms are found there.

As a class, research the organisms found in different environments, and discuss why those animals are found in certain locations in the canyon.

▪▪ At the bottom of the canyon, there is a river with frogs, lizards, and dragonflies. In the middle of the canyon, though, there are condors that live in caves and bighorn sheep that live on ledges.​ ▪▪ At the top of the canyon, there are big trees, but there aren’t many trees in the bottoms layers.​ ▪▪ There are a lot of different environments in the Grand Canyon, and each one has different organisms.​

Teacher Note Students made claims related to how environmental changes can affect the types of plants and animals that live in a location in Level 3 (3-LS4-4).

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49

L4 ▸ M1 ▸ Lesson 5

PhD SCIENCE™

Then ask students to respond to the following prompt in their Science Logbooks (Lesson 5 Activity Guide A). After students have recorded their initial response, have them share their response with a partner and add any additional ideas before sharing with the whole class. ►►Draw or describe how the environment of the Grand Canyon has changed over time.

▪▪ The environment of the Grand Canyon has changed several times. It was muddy, then it was covered by an ocean, and later it became muddy again. Then, it changed from a desert to an ocean and then back to dry land again.​ ▪▪ The environment was different when each rock layer formed. The environment changed from dry land to water a few different times.​ ▪▪ Through time, the environment changed, and different animals lived there. We know this because those animals formed fossils that can be found in the different rock layers.​

Revise Anchor Model

13 minutes

Impress upon students that the way they described the Grand Canyon area’s changes over time captures an essential understanding about Earth itself. Students will now use that understanding to help answer the Concept 1 Focus Question, What do Earth’s rock layers reveal?, as they start an anchor chart to record their new knowledge. ►►What do fossils in rock layers reveal about Earth?

▪▪ They show that the environment keeps changing and that different animals and plants live in these different environments.​ ▪▪ Some layers in the Grand Canyon have fossils of ocean animals, so we know that part of Earth was underwater when those layers formed. Other layers have fossils of both land animals and plants, so those areas must have been land when those animals and plants lived.​ ▪▪ Older fossils are found in lower layers, and younger fossils are found in upper layers.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 5

Record key ideas on the anchor chart, clarifying concepts as needed.

Sample anchor chart:​

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Display the Grand Canyon anchor model. Tell students they can use their new knowledge about rock layers to begin explaining the Essential Question: How did the Grand Canyon’s features form? ►►Which features of the Grand Canyon have we described?

▪▪ We looked at the Grand Canyon’s layers.​

Teacher Note Using a different color for each addition to the anchor model helps students keep track of new information.

▪▪ The Grand Canyon’s rock layers have fossils of different plants and animals.​ ►►Do you think there was always a canyon on this part of Earth’s surface?

▪▪ I don’t think there was a canyon there when the layers first formed. If materials from the different environments built up to form the rock layers, it would fill in big holes in Earth’s surface.​ ▪▪ Maybe something dug the canyon after the rock layers formed. Maybe it was the river.​ As students express key ideas, update the anchor model. Ensure that students understand that rock layer formation over time built up the visible rock of the Grand Canyon, but the canyon itself did not exist when the rock layers first formed.

Teacher Note Students will learn more about the canyon’s formation in Lessons 6–11 as they investigate the Concept 2 Focus Question: How are Earth’s rock layers uncovered?

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51

L4 ▸ M1 ▸ Lesson 5

PhD SCIENCE™

Sample anchor model:​ Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Fossils

Falling rocks

Content Area Connection: English

Cave

River

Boulder

The rock walls of the Grand Canyon have different-colored stripes. Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

There is a river at the bottom of the canyon.

Conceptual Checkpoint

10 minutes

Tell students they will now have the opportunity to use their new knowledge to explain how the landscape of a different area of the United States changed over time by completing a Conceptual Checkpoint. Display the diagram of rock layers (Lesson 5 Resource), and ask students to respond to the following prompt in their Science Logbooks (Lesson 5 Activity Guide B).

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As students respond to the Conceptual Checkpoint, they can apply strategies for writing informative texts. For example, they may plan and revise their writing by using a flexible structure that includes a topic statement, evidence that develops the topic, elaboration on how the evidence relates to the topic, and a concluding statement (CCSS.ELA-Literacy.W.4.2).

If students use the Wit & Wisdom​® English curriculum, they may know the mnemonic To-SEEC​to remember this flexible paragraph structure.

For more information on supporting students’ writing, see the Wit & Wisdom​Implementation Guide (Going Deeper with Wit & Wisdom: Writing and Resources: Writing Models sections), which is a free digital resource available from Great Minds® (http://phdsci.link/1054).

Differentiation If students have difficulty completing the Conceptual Checkpoint, suggest they refer to the rock layers photograph in their Science Logbooks (Lesson 3 Activity Guide) or annotate the Conceptual Checkpoint diagram provided (Lesson 5 Activity Guide B).

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 5

►►To build a new subway system, construction workers cut through a section of rock and

uncovered several rock layers. The construction workers noticed different types of fossils in each layer. The model below shows where these fossils were found.

►►Using evidence from the model, identify the order in which the rock layers formed and explain

how the landscape of this area has changed over time.

Layer 1 Layer 2

Layer 3

Dicynodont, lungfish, and conifer fossils were found in this layer.

Fossils of ferns, winged insects, and mammal-like reptiles were found in this layer.

Brachiopod, coral, and mollusk fossils were found in this layer.

Sample student response:​ ▪▪ The landscape of this area has changed a lot over time. The brachiopod, coral, and mollusk fossils found in layer 3 show that the environment was once a tropical marine environment.

This layer is the oldest because it is at the bottom. Layer 2, with fossils of ferns, winged insects, and mammal-like reptiles, was the next rock layer to form. When this layer formed, water did not cover the environment. Instead, the land had some moist areas and some dry areas. The top layer, Layer 1, formed most recently. The fossils in this layer show that the environment was made up of land with rivers, lakes, and swamps.​

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L4 ▸ M1 ▸ Lesson 5

PhD SCIENCE™

Conceptual Checkpoint This Conceptual Checkpoint assesses student understanding of the Concept 1 Focus Question What do Earth’s rock layers reveal? Students should demonstrate understanding that rock layers, and the fossils found in those layers, provide evidence of changes to Earth’s surface over time.

Evidence Look for evidence that all students ▪▪ accurately describe the environment related to each layer, ▪▪ accurately describe the order of rock layer formation, and ▪▪ explain the differences or transitions between the environments.

Next Steps If students do not grasp this concept, revisit the rock layer modeling activity, and use Grand Canyon​ (Chin 2017) to help students make sense of the differences in the environments and how the environment relates to each layer.

Land

5 minutes

Display the driving question board, and ask students to reflect on what they have learned. Pose questions from the Concept 1 grouping, and ask students whether they can answer them yet. Encourage students to reference the anchor chart and anchor model as needed. While students listen to peers’ responses, they can use nonverbal signals to indicate if they agree or disagree with the statement.

Have students record any new questions they have on sticky notes and add them to the driving question board.

Sample questions:​ ▪▪ The first layer has volcanic rock. Are there volcanoes near the Grand Canyon?​ ▪▪ Animals and plants from long ago left fossils in the Grand Canyon. Will people from today leave fossils for the future?​ ▪▪ I don’t think the canyon was there when the rock layers first formed. What dug the canyon out of rock?​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 5

Draw attention to student questions related to the processes that uncovered Earth’s rock layers (e.g., What removed the rock to create the canyon?).

Show students the illustrations on pages 33 and 34 of Grand Canyon​, in which the girl and her father finish their journey and reach the top of the canyon. Share the Grand Canyon vista by opening the gatefold pages (pages 33 and 34), and relay the magnitude and awe of the scale of the Grand Canyon. Explain that while students now better understand how rock layers formed in the Grand Canyon, there is still much to learn.

Tell students that in the next lesson, they will begin investigating the Concept 2 Focus Question, How are Earth’s rock layers uncovered?, as they examine the processes that formed the Grand Canyon.

Optional Homework Students search for different rocks near their home. Ask students to describe and compare the rocks’ properties and to predict whether the rocks came from the same or different layers of Earth around their home.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 6–7

Lessons 6–7

Weathering Prepare In this set of lessons, students begin investigating the Focus Question for Concept 2: How are Earth's rock layers uncovered? In Lesson 6, students use knowledge they developed in Level 2 about matter and its existence as either solid or liquid based on temperature (PS1.A) as they investigate (SEP.3) how various materials such as liquid water and ice cause (CC.2) weathering (ESS2.A). In Lesson 7, students use knowledge they developed in Level 3 about how forces are caused by objects in contact with each other (PS2.B) as they construct explanations (SEP.6) of their observations to determine that weathering is a process in which forces exerted by various natural materials cause rock to break.

Concept 2: Weathering and Erosion Focus Question How are Earth's rock layers uncovered?

Phenomenon Question

Student Learning

What causes rock to break?

Knowledge Statement In the process of weathering, natural materials exert force on rock, causing the rock to break into smaller pieces.

Objectives ▪▪ Lesson 6: Investigate how natural materials can break rock.

▪▪ Lesson 7: Explain how natural materials weather rock.

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L4 ▸ M1 ▸ Lessons 6–7

PhD SCIENCE™

Standards Addressed 4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (Developing)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.3: Planning and Carrying Out Investigations

ESS2.A: Earth Materials and Systems

CC.2: Cause and Effect

▪▪ Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

▪▪ Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

SEP.6: Constructing Explanations and Designing Solutions ▪▪ Construct an explanation of observed relationships.

ESS2.E: Biogeology ▪▪ Living things affect the physical characteristics of their regions.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

Connections to Nature of Science​ Scientific Knowledge Assumes an Order and Consistency in Natural Systems ▪▪ Science assumes consistent patterns in natural systems.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 6–7

M­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­a­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­t­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­e­­­­­­r­­­­­­i­­a­ls Lesson 6 Student

Science Logbook (Lesson 6 Activity Guide)

● ●

Science Logbook (Lesson 7 Activity Guide)

Teacher

Preparation

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Lesson 7

Teacher Demonstration: clay model of rock layers created in Lesson 4, plastic knife, small rock

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Present-Day Grand Canyon Figure 4 (Lesson 1 Resource D)

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Grand Canyon​by Jason Chin (2017)

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Material Interaction Stations Setup Instructions and Procedure Sheets (Lesson 6 Resources A and B)

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Water Station: 3 sugar cubes (per group), 3 paper plates, 2 disposable pipettes, 1 9-ounce clear plastic cup, water

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Ice Station: 10 9-ounce clear plastic cups, 3 pounds of plaster of Paris, 8 balloons, water

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Air Station: 1 11-ounce can of unscented shaving foam, 1 paper plate (per group), 1 straw (per student), 1 pair of safety goggles (per student)

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Plant Station: 3 9-ounce clear plastic cups, 18 bean (or pea) seeds, 1 pound of plaster of Paris, 1 magnifying glass (optional), damp paper towels, water

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Rocks with Holes Photograph (Lesson 7 Resource)

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Anchor chart

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1 Week Before: Start preparation for Plant Station (see Lesson 6​Resource A​).

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2 Days Before: Start preparation for Ice Station (see Lesson 6​Resource A​).

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Set up Material Interaction Stations (see Lesson 6​Resource A​).

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L4 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

Agenda

Lesson 6 Objective: Investigate how natural materials can break rock.

Launch (8 minutes) Learn (33 minutes) ▪▪ Prepare for Material Interaction Stations (8 minutes) ▪▪ Investigate Interactions of Materials (25 minutes) Land (4 minutes)

Launch

8 minutes

Show students the clay model of rock layers the class created in Lesson 4. ►►How could we make a canyon in our rock layer model?

▪▪ We could cut a piece out of the model.​ ▪▪ Maybe we could dig a canyon out with our hands.​ Agree that something would need to cut or push apart the layers to form a canyon. Use a plastic knife to cut a section out of the middle of the rock layer model. Let students observe how the inside of the model looks when it is cut. Then show students a real rock and try to use the plastic knife to cut it. State that rock is much harder than modeling clay and wonder aloud what could have possibly broken apart the solid rock of the Grand Canyon. Share the Phenomenon Question What causes rock to break?

Tell students one way they might be able to gather more information about how rock layers broke apart to form the Grand Canyon is to look more closely at a single location in the canyon. Introduce the phenomenon for this lesson set—Deer Creek Falls. Project the photograph of Deer Creek Falls (Figure 4 from Lesson 1 Resource D) and show students its general location on the map on the inside of the front cover of Grand Canyon​by Jason Chin (2017).

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English Language Development This module uses the words break​, hole, rock​, and interact​repeatedly. Sharing the Spanish cognates for hole​ (hoyo), rock​ (roca​), and interact​ (interactuar) may be useful. Additionally, consider acting out the action of breaking something, like a piece of chalk.

Teacher Note Deer Creek Falls is not marked on the map. It is located at the upward bend near the center of the map. Use the Google Maps™ mapping service (http://phdsci.link/1153) to find the exact location of the waterfall before pointing it out to students.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 6

As students look at the photograph, discuss as a class what they notice about the rock wall around the waterfall. As students call out areas on the photograph, point to or circle the areas on the projected image, clarifying and confirming student responses. As needed, ask students to compare the rock in the picture with the smooth edges of the cut rock layer model from earlier in the lesson. If students do not call out the holes and cracks in the rock wall, point them out on the photograph and wonder aloud about how they could have formed. Explain that students will investigate this phenomenon further during this lesson.

Learn

English Language Development Level 4 PhD Science​™ uses the words investigate​ and cause​ frequently.

To provide additional support for English learners, consider sharing the Spanish cognates for investigate​ (investigar​) and cause​ (causar​).

33 minutes

Prepare for Material Interaction Stations

8 minutes

Have students develop initial explanations about how the holes and cracks in the rock wall around Deer Creek Falls formed and direct them to record their explanations in their Science Logbooks (Lesson 6 Activity Guide). Ask students to share their initial explanations by using the following prompt: ►►What might have caused the holes and cracks in the rock wall to form?

▪▪ The water splashing from the waterfall might have made the holes. It looks like water is splashing in the picture.​ ▪▪ Maybe big rocks fell from above and made holes and cracks in the rock wall.​ ▪▪ Maybe people dug them out with axes. I have seen people do that on TV and in video games when they want to mine something.​

Teacher Note If students have difficulty coming up with ideas about what could have caused the holes and cracks to form, consider playing a video of Deer Creek Falls from the National Park Service (2012) (http://phdsci.link/1152) so students can more easily observe the plants, moving water, and wind around the rock wall.

As students share, listen for causes related to natural materials, such as water and plants, and their interactions with the rock. If students mention human causes (e.g., mining), redirect the discussion by suggesting that the class focus on materials that can be found in nature for this lesson.

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L4 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

Tell students that while they do not have access to large rocks in the classroom, they can use other materials to investigate how rocks break. Introduce the Material Interaction Stations activity in which students will investigate how some natural materials often found around rocks—moving water, freezing water (ice), wind (air), plants—interact with rock. Explain that students will use the materials at each station to investigate how forces acting on a material can cause changes to the material. Ask students to record this purpose statement in their Science Logbooks (Lesson 6 Activity Guide).

Share with students the materials they will use at each station and the procedure sheets (Lesson 6 Resource B). Ask students to Think–Pair–Share about which material at each station creates a force and which material represents rock. As students come to an agreement, have them fill out the first two columns of the tables in their Science Logbooks (Lesson 6 Activity Guide) to indicate the role of each material for each station. Then discuss any clarifying questions students have about the materials or procedures.

Summary of stations: ▪▪ Water Station: Students use a pipette to drip water onto sugar cubes to model how moving water can affect rock.

▪▪ Ice Station: Students observe balloons filled with water and frozen in plaster of Paris, which model how freezing water can affect rock.

▪▪ Air Station: Students blow air through a straw toward shaving foam to model how moving air (wind) can affect rock.

▪▪ Plant Station: Students observe seeds planted in plaster of Paris, which model how plant growth can affect rock.

Before starting the investigation, discuss safety rules with the class.

Teacher Note Consider including students in the preparation of the ice and plant stations so they can observe changes over several days.

Spotlight on Disciplinary Core Ideas Level 5 introduces the terms atmosphere, hydrosphere​, biosphere​, and geosphere​(ESS2.A). As appropriate, consider using these terms to describe the air, water, ice, plants, and materials that represent rock at the Material Interaction Stations. Focus on the interactions that occur between spheres at each station.

Teacher Note Safety Note The Air Station poses potential hazards. Explain that shaving foam may become airborne and could be harmful if ingested. Review these safety measures to minimize the risks: ▪▪ Wear goggles the entire time.

▪▪ Do not touch the straw to the shaving foam.

▪▪ Do not use the straw to suck anything into it.

▪▪ Use gentle breaths to keep the shaving foam on the paper plate.

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If needed, teachers can source latex-free balloons to accommodate latex allergies.

Teacher Note Keep straws in a clean container until ready to use. Be sure each student uses a new, clean straw, and dispose of used straws appropriately.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 6

Review class expectations for working in small groups; then separate students into groups and assign each group to its first station.

Investigate Interactions of Materials

25 minutes

Allow students to begin exploring the materials and recording observations at their first station. Every 5 minutes, ask groups to rotate to another station. As groups rotate, replace the shaving foam and straws at the Air Station and the sugar cubes at the Water Station.

Differentiation Choose whether to assign groups or allow students to group themselves.

If grouping students, consider factors such as English proficiency, team dynamics, and student interest in science.

As students work, circulate around the classroom, reminding students to refer to their procedure sheets and to record detailed observations in their Science Logbooks (Lesson 6 Activity Guide).

Check for Understanding As students work, review their observations to look for details of how the interaction between materials causes changes (effects) in one of the materials.

Evidence Look for evidence that all students ▪▪ identify the interaction between each set of materials, and ▪▪ describe the resulting changes (e.g., cracks, breaks, holes) in the materials representing rock.

Next Steps If students need additional support with this concept, observe and discuss the stations in small, teacher-led groups. Discuss what happened before, during, and after each interaction. Have students identify how each interaction caused a change in one of the materials.

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L4 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

Sample observations:​

Materials Material that creates the force

Material that represents rock

Cause How did the materials interact?

Effect 1. How did the interaction change the material that represents rock?

2. How did changing the interaction change what you observed?

water​

sugar cube​

Water fell on the sugar cube and pushed it apart.​

1. A hole formed in the sugar cube and it eventually broke apart.​ 2. The faster I dripped water on the sugar cube, the faster the hole formed.​

ice​

air​

plaster of Paris​

shaving foam​

Water in the balloon took up more space when it froze into ice, which pushed on the plaster.​

1. Cracks formed in the plaster.​

Moving air pushed the shaving foam.​

1. Holes formed in the shaving foam.​

2. The more water that was frozen in the balloons, the more cracks I saw in the plaster.​

2. When I blew harder, a bigger hole formed.​ plants​

plaster of Paris​

The plant seeds sprouted and pushed on the plaster.​

1. Small pieces of plaster broke off and holes formed around the sprouting seeds.​ 2. The plaster with sprouting seeds was all broken up, but the plaster with new seeds was smooth.​

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PhD SCIENCE™

Land

L4 ▸ M1 ▸ Lesson 6

4 minutes

Ask students to think back to their initial explanations as they revisit the Phenomenon Question What causes rock to break? Have students Jot–Pair–Share to use their observations from the investigation to answer the following question in their Science Logbooks (Lesson 6 Activity Guide). ►►How did the interaction of one material with another during this investigation help you

understand the effects materials might have on rocks?

▪▪ When I dripped water onto the sugar cube, it made a hole in the sugar cube. That could happen with rock too.​ ▪▪ In the Air Station, I blew into the straw and the air pushed on the foam. The air pushing on the foam caused holes to form. Maybe wind could break rock?​ ▪▪ Ice and plants pushed on the plaster of Paris and caused it to crack. I think they could probably push on rock and make it break too.​

Optional Homework Students record observations, take photographs, or create drawings of changes in materials caused by moving water, freezing water, wind, or plant growth. Observed changes could include cracks in a sidewalk with plants growing in them, scuffed siding on a building, or water running over a pile of rocks.

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L4 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Agenda

Lesson 7 Objective: Explain how natural materials weather rock.

Launch (5 minutes) Learn (35 minutes) ▪▪ Analyze Observations (14 minutes) ▪▪ Explain Weathering (14 minutes) ▪▪ Model Weathering (7 minutes) Land (5 minutes)

Launch

5 minutes

Show students the photograph of rocks with holes in them (Lesson 7 Resource). Give students a few moments to closely examine the rocks. Then use the following prompts to guide a discussion about how interactions with different materials can cause rocks to break or change shape.

Teacher Note Rocks with naturally formed holes or cracks can take the place of the photograph. If using actual rocks, consider passing the rocks around so students can feel the surfaces of the rocks.

►►What could have caused these rocks to look the

way they do?

▪▪ Plants probably grew in the rocks and made holes.​ ▪▪ I think water dripped onto them and made the holes.​ ▪▪ Maybe someone drilled holes in them.​ ►►What did you observe at the Material Interaction Stations that supports your thinking?

▪▪ In the Water Station, a hole formed in the sugar cube when we dripped water on it. So I think dripping water can also make holes in rocks.​ ▪▪ I think the holes look like what we saw at the Plant Station when the seeds sprouted.​ Tell students they will have time in this lesson to analyze their observations further to explain the Phenomenon Question What causes rock to break?

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 7

Learn

35 minutes

Analyze Observations

14 minutes

Have students work in pairs to discuss and record responses to the following questions in their Science Logbooks (Lesson 7 Activity Guide) before regrouping with the whole class. ►►What changes did you observe when the materials at each station interacted? Did you notice

any patterns in how the materials changed?

▪▪ When a material used to create a force acted on a material representing rock, the material representing rock was the one that changed.​ ▪▪ In all the stations, one material pushed on another material and broke it up. So one material applied a force to the other material.​ ▪▪ Most stations had solid materials that changed. Is shaving foam a solid?​ ►►What did you notice when the interactions changed (e.g., when you blew harder on the shaving

foam)? Did you notice any patterns?

▪▪ When I blew harder on the shaving foam, the hole grew faster than when I blew softer.​ ▪▪ When more ice was pushing on the plaster, I think there was more force, which caused bigger cracks.​

Teacher Note Weathering caused by wind occurs on a small, slow scale. If needed, explain to students that they used shaving foam in the investigation because it is much softer than rock, and it allowed them to visualize weathering by wind on a larger, faster scale.

▪▪ More force caused bigger and faster changes.​

Explain Weathering

14 minutes

Tell students they will now apply their observations to develop explanations of how natural materials, such as water, air, and plants, can break rock.

English Language Development Understanding the phrase natural material​is required to participate fully in the activity. Introduce this term explicitly. Sharing the Spanish cognates for natural​ (natural​) and material​ (material​) may be useful. Additionally, consider sharing a student-friendly explanation such as “Natural materials are materials found in nature and are not made by people.”

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L4 ▸ M1 ▸ Lesson 7

Use a Snowball routine so students can share their ideas. If students are unfamiliar with this routine, explain and model the procedure. ►►Explain how a natural material could break rock.

▪▪ A plant could push through a rock and break it into smaller pieces.​ ▪▪ Water dripping onto a rock could cause the rock to break apart.​ ▪▪ Water could get into a rock, freeze into ice, and push the rock until it cracked.​ Summarize student responses, emphasizing examples that describe a material pushing (or otherwise exerting a force) on rock (e.g., plants pushing through rock). Debrief student responses by using a statement like the following, which reviews force and connects force to students’ responses about breaking rock. ►►Many of you gave examples of a material exerting a force on rock, breaking the rock into smaller

pieces. This is an example of a process called weathering.

Display the photograph of Deer Creek Falls (Figure 4 from Lesson 1 Resource D) and again call students’ attention to the holes and cracks in the rock. Have students revisit the initial explanations they made about Deer Creek Falls before they conducted investigations at the Material Interaction Stations in Lesson 6.

Use the following questions to engage students in small group dialogue that will support the formation of new explanations at the end of the discussion. ►►How did what we observed at the Material Interaction Stations help us understand how

weathering might happen naturally in the Grand Canyon?

▪▪ We can’t visit the Grand Canyon, but we were able to use materials to represent rocks and see how different forces changed the materials.​ ▪▪ We had water falling just like in the picture of the Grand Canyon. We also saw plants in the picture, and we modeled how plants can make cracks in the rock.​

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PhD SCIENCE™

Teacher Note The Snowball routine has several benefits: ▪▪ Low risk—Anonymity provides a means for students to read answers that are not their own, so they are not as hesitant to share.

▪▪ Metacognition support—Students hear responses that either support what they were thinking or cause them to reevaluate their own ideas.

If time is limited, consider using an alternate engagement routine such as calling on several students with equity sticks.

Teacher Note In high school, students investigate how chemical weathering changes rocks, especially interactions between water and compounds in rock that result in chemical reactions (HS-ESS2-5).

In Level 4, students focus on examples of mechanical weathering, the physical breaking apart of rock.

Content Area Connection: English Remove and add suffixes to weathering​ to create new words such as weather​ and weathered​. Students use their knowledge of word meanings to determine the meaning of these new words, and then use the words in sentences. Studying affixes increases students’ ability to determine the meaning of unknown words (CCSS.ELA-Literacy.L.4.4b).

Discuss the similarities and differences between the meaning of the noun weather, which describes outdoor conditions, and the verb weather​, which describes the scientific process of weathering materials. Challenge students to create sentences that relate to both meanings and use both word forms.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 7

►►What were some limitations of the weathering we modeled at our Material Interaction Stations

compared with the weathering of rock in the Grand Canyon?

Spotlight on Nature of Science

▪▪ We had to use different materials to represent rocks, like plaster of Paris, sugar, and shaving foam.​

Help students reflect on consistent patterns in natural systems. Scientists expect systems to follow basic laws of nature across places and times.

Conditions may vary, but some underlying patterns remain constant.

▪▪ I’m not sure if there is a lot of wind or ice at the Grand Canyon. We would have to do research to find out if there is enough wind or ice there to break rock.​ ▪▪ The rock in the Grand Canyon is harder than the shaving foam or plaster. It would take more force to break rock at the Grand Canyon.​ ▪▪ The holes in the picture are a lot bigger than the holes we made at our stations. I think it took a lot of water or plants to make those holes in the Grand Canyon.​ ▪▪ Some plants are on the rock in the picture. But how did seeds get in the rock? Maybe the plants grew in cracks that were already there and just made them bigger.​ Next, allow students time to develop individual explanations in their Science Logbooks (Lesson 7 Activity Guide) about what causes rock to break by using evidence they have gathered to support their thinking. ►►What causes rock to break?

▪▪ Rocks break apart because of weathering from moving water, ice, wind, and plants. We saw all those materials break other materials into pieces at the stations.​ After students have had time to develop their explanations, ask for volunteers to share with the class.

Summarize key ideas about weathering from the resulting discussion and add these key ideas to the anchor chart. ►►What have we learned about weathering that we should add to our anchor chart?

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Teacher Note Leave space near the weathering information to add related information about erosion in Lesson 11.

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L4 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Sample anchor chart:​

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

Model Weathering

7 minutes

Bring students’ attention back to the photograph of Deer Creek Falls (Figure 4 from Lesson 1 Resource D). Review the previously identified holes and cracks in the rock. Ask students to create a model in their Science Logbooks (Lesson 7 Activity Guide) that shows how weathering might have caused the holes and cracks in the rock, identifying at least two different natural materials that exerted forces on the rock. Students may use their explanations to help develop their models.

Sample model:​

ts ater exer Falling nw the rock. o force

Plant roots push on the rock as they grow.

Rock breaks into smaller pieces.

Holes form.

The rock broke apart because of weathering from natural materials like moving water and plants.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 7

Ask students to share their models with a partner and discuss the Phenomenon Question What causes rock to break?

Check for Understanding Students use a model to explain how the interaction between natural materials (cause) can weather rock (effect).

Evidence Look for evidence that all students’ models represent ▪▪ two or more natural materials (e.g., air, water, ice, plants) contacting rock, ▪▪ natural materials exerting a force (or a push) on rock, and ▪▪ rock breaking into smaller pieces (e.g., pebbles, sand).

Next Steps Some students may not believe natural materials can break rock on a large scale. Take a walk around the school grounds or view photographs to observe examples of where weathering has occurred.

Ensure that students use evidence from their investigations to help guide development of their understanding of the interactions between materials (cause) and how those interactions change the rock (effect).

Land

5 minutes

Once again, display the photograph of Deer Creek Falls (Figure 4 from Lesson 1 Resource D). Use Inside–Outside Circles or another collaborative conversation routine so students can actively share their ideas as they respond to the following questions. ►►What do you think now about the rock at Deer Creek Falls? How has your thinking changed?

▪▪ Water seems to be important to weathering, and there is a lot of water around Deer Creek Falls.​ ▪▪ I used to think that plants were pretty flimsy, but now I know that plants can break rock. They may have even caused some of the cracks in the rock at Deer Creek Falls.​

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L4 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

►►What questions do you have now about weathering or weathered rock that could guide what

we study next?

▪▪ If weathering causes rocks to break into small pieces, why don’t we see little pieces of rock all over the place?​ ▪▪ Where do all the pieces of rock go?​ Refer to students’ responses and the driving question board to establish the next lesson's Phenomenon Question: Where does all the weathered rock go?

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 8–11

Lessons 8–11

Erosion Prepare

These lessons build on knowledge from Level 2, where students learned that wind and water can change the shape of the land and that some events occur very quickly while others occur so slowly humans cannot observe them. In Lesson 8, students create landscapes in stream tables. In Lesson 9, students use their prior knowledge about wind and water to investigate causes and effects (CC.2) of erosion by water, ice, wind, and gravity (ESS2.A). In Lesson 10, students plan and conduct an investigation (SEP.3) to study the effect of varying rates of erosion on a landscape and conclude that sometimes erosion is a quick process and sometimes it is a slow process (CC.7). In Lesson 11, students apply their new knowledge of weathering and erosion to a different canyon in a Conceptual Checkpoint and answer the Concept 2 Focus Question: How are Earth's rock layers uncovered?

Concept 2: Weathering and Erosion Focus Question How are Earth’s rock layers uncovered?

Phenomenon Question Where does all the weathered rock go?

Student Learning Knowledge Statement The process of erosion causes changes in landscapes at varying rates.

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L4 ▸ M1 ▸ Lessons 8–11

PhD SCIENCE™

Objectives ▪▪ Lesson 8: Prepare a stream table landscape for investigation.

▪▪ Lesson 9: Investigate how sediment is moved.

▪▪ Lesson 10: Investigate rates of erosion.

▪▪ Lesson 11: Explain how rocks in the Grand Canyon have been changed by weathering and moved by erosion.

Standards Addressed 4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.3: Planning and Carrying Out Investigations

ESS2.A: Earth Materials and Systems

CC.2: Cause and Effect

▪▪ Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

▪▪ Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

▪▪ Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials is considered.

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ESS2.E: Biogeology

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

▪▪ Living things affect the physical characteristics of their regions.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 8–11

Materials Lesson 8 Student

Science Logbook (Lesson 8 Activity Guide)

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Prepare Stream Table Landscape (1 per group): 1 clear plastic bin (20” × 12” × 6” or larger) with 1 hole, 1 rubber stopper, 8 cups of soil, 2 cups of sand, 1 9-ounce clear plastic cup, optional other natural materials (e.g., leaves, grass, pebbles, sticks)

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Lesson 9

Science Logbook (Lesson 9 Activity Guides A and B)

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Wind Investigation (1 per group): 1 stream table from Lesson 8, 1 straw (per student), safety goggles (per student), 2 cups of pebbles, 2 cups of large rocks, 1 quart-sized bag of grass, 1 bucket (or other plastic container large enough to catch debris and water runoff)

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Water Investigation (1 per group): 1 stream table from Lesson 8; 1 ice cube; 1 9-ounce plastic cup with 7 to 8 small holes; 1 9-ounce plastic cup with 1 hole; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Wind Investigation

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Gravity Investigation (1 per group): printed copy of Gravity Investigation Photographs (Lesson 9 Resource)

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Lesson 10

Science Logbook (Lesson 10 Activity Guide)

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Rate of Erosion Investigation (1 per group; materials will vary but may include the following): 1 stream table from Lesson 8; 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9

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Science Logbook (Lesson 11 Activity Guides A and B)

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Lesson 11

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Lesson 8 Teacher

Present-Day Grand Canyon Figure 4 (Lesson 1 Resource D)

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Drill, drill bit (size depends on rubber stopper diameter)

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Driving question board

Preparation

Lesson 10

Lesson 11

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Colorado River Map and Photographs (Lesson 11 Resource A)

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Anchor chart, anchor model

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Conceptual Checkpoint Photographs (Lesson 11 Resource B)

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Create stream table bins by drilling one hole in one corner of each plastic bin. The diameter of the hole depends on the rubber stopper diameter. The rubber stopper should fit snugly in the hole, preventing water flow.

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Prepare materials for investigations and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.

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Create cups with 1, 2, and 3 holes for Rate of Erosion Investigation.

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Lesson 9

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● ●

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L4 ▸ M1 ▸ Lesson 8

PhD SCIENCE™

Agenda Launch (5 minutes)

Lesson 8 Objective: Prepare a stream table landscape for investigation.

Learn (35 minutes) ▪▪ Prepare Stream Table Landscape (25 minutes) ▪▪ Clean Up Work Area (10 minutes) Land (5 minutes)

Launch

5 minutes

Display the photograph of Deer Creek Falls (Figure 4 from Lesson 1 Resource D). Ask students to review their ideas from Lesson 7 about the holes in the rock wall. ►►If weathering forms the holes in the rock wall, where does all

the weathered rock go?

▪▪ Maybe the weathered rock from the wall turns into sand.

There's sand at the bottom of the waterfall.​ ▪▪ There are boulders and rocks in the river at the bottom of the waterfall. I think they used to be part of the rock wall.​ ▪▪ Maybe the waterfall and the river move it somewhere else.​ Tell students they will have an opportunity to refine their ideas about this topic as they investigate the Phenomenon Question Where does all the weathered rock go? over the next few lessons.

English Language Development The words weather​(verb) and weathering​(noun) are used repeatedly in this module. Introduce these terms explicitly.

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►►How can we investigate in our classroom to find out where weathered rock goes?

▪▪ We can go outside and see what the land around our school looks like.​ ▪▪ We can try to create a model in class and do some tests to see what happens.​ ▪▪ We can use things from outside like dirt and rocks and try to model the Grand Canyon.​ Remind students that they can use models to represent anything too big (or too small) to investigate in class.

Explain that students will build a stream table to investigate the Phenomenon Question.

Learn

The words model, represent, and map​are used frequently throughout the modules in Level 4 PhD Science.

Share the Spanish cognates for model​ (modelar), represent​ (representar​), and map​ (mapa​) to provide additional support for English learners.​

35 minutes

Prepare Stream Table Landscape

English Language Development

25 minutes

Show students the materials available to build their stream table models. ►►How could we use the materials we have available to build a model to help us investigate what

happens to weathered rock in the Grand Canyon?

▪▪ We could make the soil slope down on both sides like it does in the Grand Canyon.​ ▪▪ Sand and pebbles look just like the weathered rock in the waterfall picture.​ ▪▪ We could use water to model the river.​ Divide students into groups and distribute materials to each group. Tell students to follow the instructions in their Science Logbooks (Lesson 8 Activity Guide) to construct their stream table landscape.

Circulate to monitor group activity and landscape creation. Make sure that students use materials appropriately (in the specified order and amount). As groups work, remind them that their landscapes must be sloped like a hillside to improve water flow and that the drain hole must be on the opposite side (i.e., downstream) from where they build the landscape. Students can include additional natural materials (e.g., leaves, grass, pebbles, sticks) in their landscapes if the materials are available.

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Differentiation If students have difficulty with fine motor skills, assign group roles so that these students can be included in the construction of the landscape but not in tasks that require fine motor skills.

For example, they could mix materials instead of measure and pour.

Teacher Note Provide gloves for students who have allergies to any of the materials (e.g., grass, soil) or tactile sensitivities.

Teacher Note These optional natural materials can be bought from an online vendor or garden center, or they can be sourced locally. For example, students can bring the materials from home or collect the materials outside around the school.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 8

Clean Up Work Area

10 minutes

Instruct students to clean up their work areas. Have students carefully store their stream tables on a flat surface where they will not be disturbed until the next class.

Soil and other materials should be placed back into their original containers or be carried outside.

Ensure students do not put any of the materials down sink drains. Monitor cleanup, and then ensure all students wash their hands with soap and water.

Land

5 minutes

As a class, discuss what the landscapes they built in their stream tables represent. ►►What do our models represent?

▪▪ I think it is like the side of a hill.​ ▪▪ It looks like the land around a drainage ditch.​ ▪▪ This looks like the land at the bottom of the Grand Canyon.​ ▪▪ This could be the land near the river that runs through the Grand Canyon.​ ►►What do the soil, sand, and (if applicable) pebbles in our models represent?

▪▪ There were different-sized rocks in the Grand Canyon picture, so they could represent weathered rock from the Grand Canyon.​ ►►What do the leaves, grass, and/or sticks (if applicable) in our models represent?

▪▪ Maybe plants around the Grand Canyon​ ►►How could we use our models to explore the Grand Canyon's formation?

▪▪ We know that air and water can break rock, but we want to see where the weathered rock goes.​ ▪▪ We could pour water on our model to see what happens. Or maybe we could blow on the model with a big gust of air.​

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In the next few lessons, students will use their stream tables to investigate the Phenomenon Question Where does all the weathered rock go?

Check for Understanding As students discuss the landscapes they built in the stream tables, ensure they understand that they are modeling features in a system.

Evidence Look for evidence that all students ▪▪ understand that the soil, sand, and (if applicable) pebbles represent different sizes of weathered rock; ▪▪ understand that leaves, grass, and sticks (if applicable) represent plants and other debris that would occur naturally within a landscape; ▪▪ connect the slope in the landscape to land features around canyons; and ▪▪ understand that the landscape is a system, where each component affects the stability and function of the entire system.

Next Steps If students do not make these connections, discuss the terms model​, landscape​, and system​in small groups or with individual students.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 9

Agenda

Lesson 9 Objective: Investigate how sediment is moved.

Launch (3 minutes) Learn (37 minutes) ▪▪ Investigate Causes of Erosion (27 minutes) ▪▪ Define Erosion (10 minutes) Land (5 minutes)

Launch

3 minutes

Have students return to the groups they were in for Lesson 8 and position their stream tables for their investigations. Remind students they will use the landscapes they created in their stream tables to model what happens to the weathered rock in the Grand Canyon. ►►What do you think could move weathered rock?

▪▪ People could pick up the rocks.​ ▪▪ Sand blows around at the beach, so maybe wind could move rock.​ ▪▪ Big machines could move really big rocks.​ ▪▪ I think water could move the smaller pieces of rock, because when my sister waters the garden, dirt sometimes goes all over the place.​ Remind students that the materials they used to create the stream tables in Lesson 8 and the materials they will add in this lesson represent weathered (broken) rock and other natural materials found in the Grand Canyon. Ask students to keep these connections in mind as they conduct their investigations and make observations.

Extension The investigations in this lesson cover natural causes of erosion.

As an extension, have students research different ways humans impact the land and how those impacts contribute to erosion.

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L4 ▸ M1 ▸ Lesson 9

Learn

PhD SCIENCE™

37 minutes

Investigate Causes of Erosion

27 minutes

Explain that students can find procedures for three investigations in their Science Logbooks (Lesson 9 Activity Guide A). These investigations aim to answer the Phenomenon Question Where does all the weathered rock go? Students should record this investigation question at the top of the page in their Science Logbooks (Lesson 9 Activity Guide A).

Direct students to read and discuss the investigation procedures. Ensure that students understand how to set up their stream tables for the investigations. Review class expectations for working in small groups as well as necessary safety guidelines.

Safety Note These investigations pose potential hazards. Review these safety measures to minimize the risks.

Wind Investigation (Investigation 1)

Teacher Note The pebbles, rocks, and grass needed for these investigations can be bought from an online vendor or garden center, or they can be sourced locally.

For example, students can bring the materials from home or collect the materials outside around the school.

Teacher Note Although the Teacher Edition has the investigations labeled as Wind, Water, and Gravity, avoid naming the investigations for students until after they complete the tasks. Through the inquiry process, students should naturally develop a deeper understanding of what each investigation models.

▪▪ Wear goggles throughout the entire investigation to avoid blowing debris into the eye.

▪▪ Do not touch the straw to the contents of the stream table or suck anything into the straw to avoid ingesting any material from the stream table.

▪▪ Only blow air, not saliva, through the straw to avoid contamination.

Water Investigation (Investigation 2) ▪▪ Clean up water spills and debris immediately to avoid slips and falls.

Distribute materials and direct students to work through the investigations as directed in their Science Logbooks. If needed, clarify what the pebbles, large rocks, and grass represent in the landscape before students start the investigations. All groups should start by setting up their stream tables for the investigations and should do the investigations in order. As students work, circulate, reminding students to refer to their procedure sheets and to record detailed observations in their Science Logbooks (Lesson 9 Activity Guide A).

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Teacher Note The large rocks and pebbles represent the larger pieces of weathered rock at the Grand Canyon, and the grass represents plants and other debris.

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PhD SCIENCE™

Investigation 1 (Wind) During the Wind Investigation, students explore how wind can move weathered material.

Sample observations:​ ▪▪ When we blow lightly down into the stream table, the smaller pieces of dirt and grass move easily, while the larger pieces (e.g., pebbles, rocks) do not move.​ ▪▪ When we blow harder down into the stream table, more material moves than when we blow lightly​.

▪▪ One hard puff of air moves a lot of smaller materials from a small area of the stream table.​

L4 ▸ M1 ▸ Lesson 9

Teacher Note Keep the straws for the Wind Investigation in a clean container until ready to use. Be sure each student uses a new, clean straw, and dispose of used straws appropriately.

Differentiation If students are unable to have continuous breath due to breathing issues such as asthma, have them record the results of other team members.

Investigation 2 (Water) During the Water Investigation, students explore how water, in liquid and solid states, can move weathered material.

Sample observations:​ ▪▪ The ice, acting as a glacier, moves some dirt as we push it down the stream table. It leaves a small track behind it and a ridge of sediment in front of it.​ ▪▪ Water falling like rainfall from the cup with small holes moves some dirt down the stream table.​

Spotlight on Disciplinary Core Ideas Students are introduced to the term glacier​in their Science Logbooks (Lesson 9 Activity Guide A) as a part of the water investigation. In Level 5, students learn more about glaciers as they provide evidence about the distribution of water on Earth (ESS2.C).

▪▪ Pouring a large amount of water (like a river) moves a lot of material down the stream table.​ ▪▪ The clear water becomes muddy as it travels down the stream table.​ Investigation 3 (Gravity) During the Gravity Investigation, students look at photographs and infer how gravity can cause landslides or falling rocks, which can move weathered material.

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PhD SCIENCE™

2

1

3

Sample observations:​ ▪▪ In the first and second pictures, it looks like large rocks fell down the side of the canyon.​ ▪▪ In all the pictures, I can see smaller pieces of rock that are scattered at the bottom of the wall of rock.​ ▪▪ Some of the rocks may have knocked into others as they fell and made them fall too.​ ▪▪ Gravity pulled the rocks down to the bottom of the canyon.​

Define Erosion

10 minutes

Debrief the investigation with students as a class.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 9

►►What do our breath and liquid water represent about the Grand Canyon?

▪▪ Blowing through a straw is like the wind.​ ▪▪ The cup with small holes makes water fall like rain.​ ▪▪ The cup with one hole is like the river or the waterfall.​ ►►What similarities do you notice about all three investigations?

▪▪ Certain materials in the stream table always move with any amount of water or air.​ ▪▪ A force causes the dirt and rocks in the stream table to move. The force comes from moving air, moving ice, moving water, or gravity.​ Explain that all three investigations represent erosion, which is a process that moves weathered rock, and that the weathered rock that is carried away by wind, water, ice, or gravity is called sediment. ►►What happens to the sediment when we take away the cause of erosion?

▪▪ The sediment settles into an area away from where it was before.​

English Language Development This module uses the words erosion​ and sediment​repeatedly. Introduce these terms explicitly.

Sharing the Spanish cognates for erosion​ (erosión​) and sediment​ (sedimento​) may be useful.

Tell students they will now use observations from their investigations to develop a working definition of erosion.

In pairs or small groups, have students complete the Frayer model graphic organizer in their Science Logbooks (Lesson 9 Activity Guide B).

Then construct a class Frayer model as students share their work from each section. Students can add to or change their working definitions during the class discussion.

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Content Area Connection: English The Frayer model is a graphic organizer that students can use to represent their understanding of a word by providing its definition, characteristics, examples, and nonexamples. This time-intensive strategy should be used sparingly with words that represent major knowledgebuilding concepts. The Frayer model is also a good way to summarize a concept that has already received some attention (CCSS.ELA-Literacy.L.4.6).

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Sample Frayer model​:​

• Material is being carried away

Moves weathered rock to someplace else

• Falling rock • Wind moving sand • A river moving sediment downstream • The tide washing away a sand castle

• Can happen fast or slow

Erosion

(A drawing would also be appropriate here.)

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• Lava from volcanoes • Fire burning things • Breaking rock into smaller pieces (weathering)

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 9

Check for Understanding As students work through the Frayer model and share their ideas, observe where students are in their understanding of weathering and erosion.

Evidence Look for evidence that all students ▪▪ include the idea that sediment is moved and deposited somewhere (e.g., transported, carried, washed away), ▪▪ identify characteristics that relate to their definitions, ▪▪ provide accurate examples of erosion based on their investigations (e.g., water washing sand away, ice pushing material out of the way), and ▪▪ provide accurate nonexamples of erosion (e.g., fire, weathering, materials building up).

Next Steps As these are working definitions, do not expect students to have everything correct at this stage.

Through future class discussions (including the update to the anchor chart that occurs in Lesson 11), students will have opportunities to adjust their definitions of erosion. To support learning, emphasize that sediment is the natural material that is carried away by erosion when students use the stream tables again during Lesson 10.

If students define erosion with descriptions that relate to weathering (e.g., wind making a hole, ice causing a crack), consider assigning the Optional Homework to give them practice identifying examples of erosion in their community.

Land

5 minutes

Ask students to use observations from their investigations to explain their thoughts about the Phenomenon Question Where does all the weathered rock go?

Sample student responses:​ ▪▪ Erosion moves rock to a new place. Wind, water, ice, and gravity can all move rock, like we saw in the stream table.​ ▪▪ Some types of sediment are easier to move than others. Heavier sediments like pebbles and rocks are harder to move or sometimes do not move at all.​

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▪▪ We still do not know where all the weathered rock in the Grand Canyon is now. In the stream table, some got caught on the side of the bin and some flowed into the bucket with the water.​ Display the driving question board and have students generate new questions that relate to the Phenomenon Question Where does all the weathered rock go? Listen for questions that relate to how fast or slow erosion occurs, and inform students they will have the opportunity to investigate more about rate of erosion in the next lesson. If students do not respond with questions related to rate of erosion, consider guiding students to do so.

Sample student questions:​ ▪▪ How long does it take large objects, like glaciers, to move?​ ▪▪ Does erosion occur quickly or slowly?​ ▪▪ Is erosion why rivers often look muddy?​

Optional Homework Have students look for evidence of erosion in their community, and ask them to draw a sketch or take a photograph of what they observe to share with the class. For example, while under adult supervision, students can safely observe a river, creek, or other natural water feature in their community.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 10

Agenda Launch (5 minutes)

Lesson 10 Objective: Investigate rates of erosion.

Learn (35 minutes) ▪▪ Plan Investigations about Rates of Erosion (15 minutes) ▪▪ Investigate Rates of Erosion (20 minutes) Land (5 minutes)

Launch

5 minutes

Let students know they are still working toward developing an understanding of erosion and its causes. Display the driving question board, and remind students that in the previous lesson, they discussed some questions related to how quickly erosion occurs. These questions refer to the rate of erosion, which is how quickly or slowly erosion occurs. ►►In our last lesson, we added questions about how quickly or slowly erosion can occur. Today,

we will start to answer our questions by investigating the rate of erosion on a river bank.

English Language Development Understanding the phrase rate of erosion​is required to participate fully in the activity.

Introduce this term explicitly.

Ask students to work with a partner to brainstorm ways in which erosion occurs quickly and ways in which it occurs slowly. Students should share a few ideas and then record them in their Science Logbooks (Lesson 10 Activity Guide). Also direct students to record the investigation question: What affects how quickly or slowly erosion occurs?

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Teacher Note Avoid defining rate​ mathematically (e.g., the amount of soil eroded over time) until middle school, when students learn ratio, rate, and proportional relationships. In this lesson, students make subjective observations of rate of erosion, but the lesson could be extended to make quantitative measurements by keeping one quantity the same (e.g., time) and collecting data about the other quantity (e.g., amount).

For example, students could design an investigation that measures the amount of soil eroded over a consistent period of time. In Module 2 Lessons 6 and 7, students further explore the concept of rate and collect quantitative data when investigating the relationship between speed and energy.

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L4 ▸ M1 ▸ Lesson 10

Learn

PhD SCIENCE™

35 minutes

Plan Investigations about Rates of Erosion

15 minutes

Tell students they will now work through the process of designing an investigation to gather evidence to evaluate a claim about rate of erosion.

Divide students into small groups, and review class expectations for working in groups.

Direct students to discuss their ideas about how erosion can occur quickly or slowly. Students in each group should agree on one idea and write a claim in their Science Logbooks (Lesson 10 Activity Guide) about what affects the rate of erosion for one cause of erosion. Instruct students that their claim must be testable with materials like the ones they used for the wind and water investigations in the previous lesson. As students are working, circulate and check that the claims that groups are developing are reasonable to test with the class materials and time allowed. Ask a few groups to share their claims with the class.

Sample claims:​ ▪▪ The rate of erosion increases when the volume of water flowing over soil and rocks increases.​ ▪▪ The rate of erosion increases when water is released more quickly.​ ▪▪ The rate of erosion increases when the strength of the wind increases.​ Then direct each student group to develop a plan to test their claim. Tell students their plan may include diagrams and written steps. Allow groups time to brainstorm an initial plan on chart paper or a whiteboard. Once students have finished, post their plans around the room, and ask them to complete a Gallery Walk to view the plans. Discuss the similarities and differences among the plans.

Give students time to revise their plans based on the Gallery Walk, and then approve plans as groups indicate they are ready. After approving each plan, direct students in each group to record their plan in their Science Logbooks (Lesson 10 Activity Guide).

Teacher Note This may be students’ first attempt planning an investigation to gather evidence to evaluate a claim. Plan on providing extra support and modeling how to develop an investigation plan.

Groups may need help narrowing down variables for investigation. Ensure that students choose one cause of erosion to investigate (e.g., rainfall using a cup with holes, stream flow using cups, wind using straws) and are specific about how they will test at least two different rates of erosion. Also discuss with groups whether their investigation is a fair test.

As needed, encourage students to think about ideas to make their tests more fair (e.g., using multiple trials, replacing soil after each trial).

Differentiation If team dynamics are not well balanced, consider assigning roles to each student so that all students have an active role. Roles can be assigned to support students’ strengths. Some possible roles include time keeper, recorder, reporter, materials leader, and discussion leader.

Teacher Note Students may choose to test wind or water. The sample detailed investigation plan provided is for water.

However, students may develop a plan such as the following to test wind: Use different strengths of wind to see the effects on the rate of erosion.​ ▪▪ Use soft and hard breaths sustained for 30 seconds each.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 10

Sample investigation plan: ​

Content Area Connection: Mathematics

Investigation Plan: Release water faster and slower from the stream table to see the effects on the rate of erosion.​ 1. Set up the stream table.​ 2. Fill a one-hole cup with 100 mL of water.​ 3. Release the water from the cup.​ 4. Record your observations.​ 5. Reset the table and repeat steps 2–4 two more times.​ 6. Repeat steps 2–5 with a two-hole cup.​

Teacher Note

7. Repeat steps 2–5 with a three-hole cup.​

Trial 1

Trial 2

Trial 3

One-Hole Cup (100 mL)​ Two-Hole Cup (100 mL)​ Three-Hole Cup (100 mL)​

Investigate Rates of Erosion

When students are creating and executing an investigation plan, encourage them to use precise measurements. Supply rulers, scales, and beakers so students can examine and test if the precise measurements support the plan or if the measurements need to be adjusted. If applicable, ask students to use measurement units when they report their data.

20 minutes

As students work, circulate around the classroom, and remind them to refer to their investigation plan and to record detailed observations in their Science Logbooks (Lesson 10 Activity Guide).

Sample observations:​ ▪▪ When we released the water faster (three-hole cup), it washed away the smaller sediment rapidly and moved the larger pieces of rock. The water at the bottom (base) of our stream table also contained a lot of sediment at the end.​

Students may need to use additional soil when they reset their stream tables between trials. Students may also conduct additional trials if they find inconsistencies in their data.

An additional column is provided to record data for a fourth trial, but students may record more data as needed.

Spotlight on Three-Dimensional Integration The goal of this lesson is for students to explore causes of varying rates of erosion in a given area. If necessary, facilitate a discussion to explore cause and effect (CC.2). Note that students directly observe that erosion is caused by water, ice, wind, and gravity (ESS2.A) and that it can occur quickly or slowly (CC.7) in the investigations they plan and conduct (SEP.3).

▪▪ When we released the water slower (one-hole cup), it didn’t wash away a lot of sediment.

The water at the bottom (base) of our stream table didn’t contain as much sediment as when we released the water quickly.​

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Land

PhD SCIENCE™

5 minutes

Once the investigations have been completed, ask students to revisit their claims and write a brief conclusion in their Science Logbooks (Lesson 10 Activity Guide).

Have students share their conclusions along with evidence that supports or refutes their claims. While students listen to their peers, they can use nonverbal signals to indicate whether they had similar observations and conclusions.

Sample conclusion:​ ▪▪ Our investigation supported our claim that releasing water faster can increase the rate of erosion. During the investigation, more sediment moved to the bottom of the stream table when we released water using the three-hole cup than when we released water using the one-hole cup.​

Check for Understanding As students analyze their data, they should use this information as evidence to develop an explanation and evaluate their claim with the Claim, Evidence, Reasoning format.

Evidence Look for evidence that all students ▪▪ include the claim that was written before the investigation, and ▪▪ connect evidence from the investigation to their claim by using reasoning.

Next Steps Because this is the first time that students develop a Claim, Evidence, Reasoning explanation, guide them to make connections between the evidence (data) from their investigations and its relationship to their claim. See the Implementation Guide for more information on developing Claim, Evidence, Reasoning explanations.

Optional Homework

Content Area Connection: English Students’ knowledge of writing informative and opinion texts may help them understand the Claim, Evidence, Reasoning Format. Help students recognize that they must use evidence to write about both literary and scientific topics and that scientific evidence may come from measurements, observations, and other sources. From writing instruction, students may be familiar with evidence organizers in which they elaborate on evidence to develop a topic.

The skill of elaborating on evidence will help students develop their reasoning about how evidence supports their claim (CCSS.ELA-Literacy.W.4.1, W.4.2).

Spotlight on Science and Engineering Practices Help students reflect on the relationships between observations, data, evidence, and explanations (SEP.3, SEP.4, SEP.6, SEP.7). Collecting observations for reference or analysis creates a qualitative set of data. Quantitative data can be measured or written down with numbers. Data must meet certain criteria, such as resulting from a fair test, demonstrating patterns, and being replicable, to be considered reliable and valid evidence that can support a claim.

Scientists identify and interpret the relevant evidence to explain phenomena.

Students research how natural disasters such as floods, cyclones (hurricanes or typhoons), or tornadoes affect rates of erosion.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 11

Agenda

Lesson 11 Objective: Explain how rocks in the Grand Canyon have been changed by weathering and moved by erosion.

Launch (5 minutes) Learn (37 minutes) ▪▪ Trace the Colorado River (10 minutes) ▪▪ Summarize Knowledge of Weathering and Erosion (10 minutes) ▪▪ Revise Anchor Model (7 minutes)

Launch

5 minutes

▪▪ Conceptual Checkpoint (10 minutes) Land (3 minutes)

Display the photograph of rapids in the Grand Canyon (Figure 1 from Lesson 11 Resource A). Discuss the following questions to elicit students’ current understanding about rock layers, weathering, and erosion and to help them apply this understanding to the Essential Question How did the Grand Canyon's features form? ►►Was there always a canyon where the Grand

Canyon is now?

▪▪ No, there wasn’t a canyon when the rock layers formed. They used to be flat layers on Earth's surface.​ ▪▪ No, something cut the canyon out of the rock layers.​ ►►What might have carved the canyon out of the rock?

▪▪ Different natural forces may have weathered and eroded the rock. Things like wind, water, and ice could have broken down the walls of the canyon and moved the sediment away like we saw in our weathering and erosion investigations.​ ▪▪ I think the river may have carved out a lot of the canyon. Water can break rock and move it away. The river in the Grand Canyon has a lot of moving water.​

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Draw students’ attention to this idea: If the river or other natural forces carved the canyon out of solid rock, a large volume of weathered rock would be produced. This should raise more questions related to the Phenomenon Question Where does all the weathered rock go?

Learn

37 minutes

Trace the Colorado River

10 minutes

Display the map of the Colorado River system (Figure 2 from Lesson 11 Resource A). Locate the Grand Canyon on the map.

Trace the Colorado River south, all the way to the Gulf of California. ►►Based on this map, where do you think the weathered rock from

the Grand Canyon might go?

▪▪ Some of it could be along the sides of the river.​ ▪▪ A lot of it could be in the ocean. The river could have moved it, like in our stream table. It could have moved all the way to the Gulf of California and mixed into the ocean.​ ▪▪ If the rock eroded into the ocean, some might be floating in the ocean water, and some might have dropped to the ocean floor.​ Next display the satellite image of the Colorado River flowing into the Gulf of California (Figure 3 from Lesson 11 Resource A). ►►Based on this photograph, where is the sediment?

▪▪ The river looks like it contains a lot of sand or soil because there are some darker spots and stripes as it mixes with the blue ocean water.​ ▪▪ There is a lot of mud around the edges of the river.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 11

Summarize Knowledge of Weathering and Erosion

10 minutes

Tell students they are ready to summarize their knowledge of weathering and erosion, and then use their summary to explain new ideas about the Essential Question. To start, have students complete the comparison chart on weathering and erosion in their Science Logbooks (Lesson 11 Activity Guide A).

Sample comparison chart:​

What is similar between weathering and erosion?

Teacher Note Descriptions of weathering and erosion appear at the bottom of page 27 in Grand Canyon​(Chin 2017). Consider showing the images and sharing the descriptions to students after they compare the terms by using the chart.

Both weathering and erosion involve sediment.​ Both can occur over a long time.​ Both involve forces applied from one material to another.​ Both can be caused by water, ice, and wind.​

What is different between weathering and erosion?

Weathering

Erosion

Weathering is when larger rocks are broken into smaller rocks, creating sediment. ​

Erosion is when sediment is moved from one place to another. ​

Plants can cause weathering when they break rock.​

Gravity can cause erosion.​

Display the anchor chart and ask students to share ideas from their comparison charts. Craft student ideas into statements to add to the anchor chart.

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L4 ▸ M1 ▸ Lesson 11

PhD SCIENCE™

Sample anchor chart:​

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly. oo Wind, water (both solid and liquid), and gravity are causes of erosion. oo The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Help students connect their knowledge of weathering and erosion to other important concepts in Earth and life sciences by asking questions like the following: ►►How can living things change Earth's features?

▪▪ Plants can weather rock, changing its shape.​ ▪▪ Animals sometimes move soil and rocks, like when a dog digs a hole.​ ▪▪ People change the environment. For example, people dig holes and move rocks to build houses or use up water.​ ►►How does rainfall affect living and nonliving things?

▪▪ Rain can weather rock. It can erode sediment quickly or slowly too. I think heavier rain erodes sediment faster.​ ▪▪ Rain is important for living things. It gives plants and animals water to grow and stay alive.​

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Teacher Note Build on students’ understanding from Levels K–2 that plants need water to grow, and have students reflect on how rainfall affects the types of living things able to live in a region.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 11

Revise Anchor Model

7 minutes

Display the anchor model. Ask students to think of and share new details about the processes of weathering and erosion that should be included in the anchor model of how the Grand Canyon formed. Paraphrase and incorporate students’ responses on the anchor model.

Sample anchor model:​ Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Plants

Fossils

Falling rocks

Cave

Gravity Wind

Moving water River Wind

Boulder

The rock walls of the Grand Canyon have different-colored stripes. Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

The Colorado River is at the bottom of the canyon. The water of the river moves over the rocks and weathers, or breaks, them into smaller pieces. The river then carries this sediment away through erosion. Sometimes wind also weathers rock into smaller pieces and carries it away. Plants grow in the rock and their roots break the rock.

In some places, the rocks fall to the ground because of gravity.

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L4 ▸ M1 ▸ Lesson 11

Conceptual Checkpoint

PhD SCIENCE™

10 minutes

Tell students they will now complete a Conceptual Checkpoint in their Science Logbooks (Lesson 11 Activity Guide B) to explain how certain features of another canyon, Zion Canyon in Zion National Park, Utah, formed using evidence from the previous lessons about weathering and erosion. Display the Zion Canyon photographs (Lesson 11 Resource B). ►►Explain how the features of Zion Canyon shown in these photographs could have been formed

by weathering and erosion.

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English Language Development English learners may benefit from additional scaffolding in the form of sentence frames. Consider using a sentence frame such as the one below to scaffold this conversation: ▪▪ In Figure __ I notice _____, which may have been caused by _____.

If students need further support, consider providing a word bank that they can pull from to fill their sentence frames. An example word bank for the sentence frame above could be broken rock, a river, space below the rock, and uneven walls.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 11

Sample student response:​ ▪▪ Weathering and erosion could have formed the features of Zion Canyon. Weathering may have been caused by plants growing in rock, which can cause rock to crack. There are plants in all of the pictures and the rock around them has cracks and holes. The holes in the rock in the second picture may also have formed because of wind. It looks like it is at the top of the canyon where there may be a lot of wind. Wind could have weathered sediment to make the holes, and wind erosion could have carried the sediment away. Water may also have broken some of the rock (weathering) and carried it away (erosion) to uncover the rock layers in the pictures.

There is water in two of the pictures, and there is evidence for water erosion in the third picture because there are a lot of smaller rocks at the bottom of the canyon by the water.​

Conceptual Checkpoint This Conceptual Checkpoint measures student understanding of the Concept 2 Focus Question: How are Earth's rock layers uncovered? Students should use evidence to explain how the features of Zion Canyon shown in the photographs were formed by weathering and erosion.

Evidence Look for evidence that all students ▪▪ accurately identify a cause of weathering, ▪▪ accurately identify a cause of erosion, ▪▪ support their answers with evidence directly from the images provided, ▪▪ explain how weathering and erosion are related processes, and ▪▪ provide a connection between the idea that the layers are uncovered through the processes of weathering and erosion.

Next Steps If students are confusing weathering and erosion, consider having the class or a small group meet to discuss whether erosion can exist without weathering and vice versa. If weathering does not occur, there would not be sediment that would be susceptible to erosion.

Additionally, if students are not making the connection that Earth's layers were uncovered through these processes, consider setting up a stream table with hidden layers and providing students time to explore or use it as a demonstration to better represent canyon formation and Earth's crust.

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L4 ▸ M1 ▸ Lesson 11

Land

PhD SCIENCE™

3 minutes

Tell students they will participate in an agree or disagree activity to apply their understanding of the Phenomenon Question Where does all the weathered rock go? Read statements to the class about weathering and erosion. Ask students to indicate whether they agree or disagree with the statements.

As students agree or disagree, ask them to explain their thinking.

Some example statements could include the following: ▪▪ Only nonliving things cause weathering and erosion.

▪▪ A flood would cause a fast rate of erosion.

▪▪ Streams cause slow rates of erosion.

Then display the driving question board and ask students if any of their new knowledge helps answer the questions under the Concept 2 Focus Question: How are Earth's rock layers uncovered?

While students listen to their peers, they can use nonverbal signals to indicate whether they agree or disagree with the statement.

Teacher Note There are multiple structures to engage students in an agree or disagree activity.

Students may ▪▪ step in or step out of a circle, ▪▪ stand up or sit down, ▪▪ stand in a line and step into or out of the line, or ▪▪ give thumbs up or thumbs down.

Tell students that in the next lesson, they will be introduced to the engineering design challenge, where they will design a preventive solution to problems caused by erosion.

Optional Homework Students discuss with their families any experiences they have with landsides or mudslides, including if they have experienced one themselves or if they know of anyone who has experienced one. Students should return to class ready to share what they have learned about the effects of landslides and mudslides and what it is like to witness one.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 12–17

Lessons 12–17

Reducing Damage from Erosion Prepare In previous lessons, students developed an understanding of weathering and erosion. In Lessons 12–16, students apply that knowledge to solve a problem in an engineering challenge. Students are introduced to the engineering design process through the work of the Wright brothers by reading excerpts from the book Who Were the Wright Brothers?​by James Buckley Jr. (2014). They then are tasked with developing a way to reduce damage related to erosion (ESS3.B) caused by different amounts of rainfall (CC.2). Students use the engineering design process to develop solutions and test them under multiple conditions. Groups view their peers’ designs and suggest improvements based on established criteria (SEP.6). The design process should take approximately three days but may vary as materials, redesign, and time allotted can affect the timeline for completion. Finally, in Lesson 17, students present their solutions to their peers.

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Application of Concepts Task Engineering Challenge

Phenomenon Question How can people reduce damage related to erosion?

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L4 ▸ M1 ▸ Lessons 12–17

PhD SCIENCE™

Student Learning Knowledge Statement Designed solutions can reduce the impact of Earth's processes on humans.

Objective ▪▪ Lessons 12–17: Apply the engineering design process to design a structure to reduce damage related to erosion.

Standards Addressed 4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (Demonstrating)

3–5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (Demonstrating)

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 12–17

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS3.B: Natural Hazards

CC.2: Cause and Effect

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate the hazards but can take steps to reduce their impacts.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

SEP.6: Constructing Explanations and Designing Solutions

ETS1.B: Developing Possible Solutions

▪▪ A system can be described in terms of its components and their interactions

▪▪ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

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▪▪ Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

CC.4 Systems and Systems Models

Connections to Engineering, Technology, and Applications of Science​

▪▪ At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Interdependence of Science, Engineering, and Technology

▪▪ Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.

Influence of Engineering, Technology, and Science on Society and the Natural World

▪▪ Knowledge of relevant scientific concepts and research findings is important in engineering.

▪▪ Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

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L4 ▸ M1 ▸ Lessons 12–17

PhD SCIENCE™

Materials Student

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

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Science Logbook (Lesson 13 Activity Guide)

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Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)

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Science Logbook (Lesson 12 Activity Guide)

Science Logbook (Lesson 16 Activity Guide)

Teacher

Who Were the Wright Brothers?​by James Buckley Jr. (2014)

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Engineering Design Process (Lesson 12 Resource A) (optional)

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Blank Engineering Design Process Chart (Lesson 12 Resource B) (optional)

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Engineering Challenge Scenario (Lesson 12 Resource C)

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Anchor chart, anchor model

Preparation

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Prepare classroom materials for the engineering challenge and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 12

Agenda Launch (2 minutes)

Lesson 12

Learn (33 minutes) ▪▪ Read about the Wright Brothers (13 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

▪▪ Discuss the Engineering Design Process (20 minutes) Land (10 minutes)

Launch

2 minutes

Ask students to review the Phenomenon Question for this lesson: How can people reduce damage related to erosion?

Tell students that in the next lesson, they will design and develop their own solution to a problem.

In this lesson, they will prepare for the engineering challenge by reading about the Wright brothers, two extraordinary engineers who are credited with inventing and flying the world's first successful airplane.

Learn

English Language Development The word reduce​is used frequently throughout the lesson. Sharing the Spanish cognate reducir​may be useful.

33 minutes

Read about the Wright Brothers

13 minutes

Set the purpose for the read aloud; students should listen for how the Wright brothers used the engineering design process, a series of thoughts and actions, to design an airplane. When students hear an important thought or an action the brothers took to design an airplane, they should write it on a sticky note.

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Teacher Note Students should layer their notes onto the engineering design process after the read aloud. However, if students are unfamiliar with the process, project Lesson 12 Resource A during the reading to help students frame their thinking.

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English Language Development Understanding the phrase engineering design process​is required for students to participate fully in the activity. Introduce this term explicitly. Sharing the Spanish cognate phrase for engineering design process​ (proceso de diseño de ingeniería​) may be useful. Additionally, consider sharing simplified diagrams of the process that include additional scaffolds for English learners.

Introduce the book Who Were the Wright Brothers?​(Buckley 2014). Read aloud chapter 5, “That's Happiness!,” pages 42–47, and excerpts from chapter 6, “Off to Kitty Hawk,” on pages 48 and 54–61.

If possible, project the pages of the book so that all students can read along and view the pictures.

Pause periodically for students to record notes on the brothers’ design process.

Discuss the Engineering Design Process

20 minutes

Have students locate the engineering design process visual in their Science Logbooks (Lesson 12 Activity Guide). A copy of it is available as Lesson 12 Resource A to project for students who may benefit.

Call students’ attention to the first stage of the process, Ask​. Explain that engineers define the problem and identify criteria (i.e., what is needed, what are the requirements) and constraints (i.e., what is possible, what are the limitations) in the Ask stage. ►►What problems did the Wright brothers want to solve?

▪▪ The brothers wanted to build a flying machine. First, they decided to build a glider. (Page 42)​ ▪▪ To build their plane, they had to solve three problems: build an engine to move the plane forward, make a wing that could lift the plane, and control how the plane moves in the air. (Page 43)​

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Teacher Note After reading aloud chapter 5, read the first page of chapter 6, “Off to Kitty Hawk,” page 48. Then skip to the second paragraph of page 54, which contains more information about the engineering design process. Read aloud, starting with “The Wrights stayed in Kitty Hawk for weeks at a time” and continuing to the end of chapter 6.

Differentiation If students are still unfamiliar with the engineering design process, they may struggle to identify examples from the text. To help students better understand the process, model returning to the text to find evidence for a few stages. Share thinking aloud to demonstrate how students might arrive at a given example of evidence. For example, say, “I notice on page 42 that the brothers read books to help them imagine possible solutions to their aircraft problems. I will put this under Imagine because that is part of researching potential solutions.”

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 12

English Language Development The following line of questioning involves vocabulary such as flight​ and glider​. English learners may benefit from additional scaffolding in the form of sentence frames. Consider displaying and labeling pictures of gliders for visual reference. Additionally, consider using sentence frames such as the ones below to scaffold this conversation.

▪▪ The Wright brothers wanted to solve the problem of ______.

▪▪ The problem was ______ and the Wright brothers tried to ______.

▪▪ To build a plane, the Wright brothers ______.

Invite students to share relevant evidence from their sticky notes and post their notes in the Ask portion of the blank engineering design process chart (Lesson 12 Resource B). Sample responses are included on the graphic below. If needed, reread relevant sentences on pages 42–43 to help students recall details.

Next, explain that in the Imagine​stage, engineers conduct research to learn more about the problem, brainstorm possible solutions, and select a solution to explore.

Teacher Note Project the blank engineering design process chart (Lesson 12 Resource B) or recreate one on a whiteboard or chart paper and let students add their sticky notes for all to see and discuss.

►►How did the Wright brothers imagine possible solutions to their aircraft problems?

▪▪ They read books about flying. (Page 42)​ ▪▪ They looked at other people's designs for gliders, engines, and wings. (Pages 42, 43, and 44)​ ▪▪ They thought about their experience steering bicycles. (Pages 44–45)​ ▪▪ When twisting a long cardboard box, Wilbur realized the glider wings should twist.

(Pages 45–46)​ Invite students to share relevant evidence from their sticky notes and post their notes in the Imagine portion of the blank engineering design process chart. If needed, reread relevant sentences on pages 42–45.

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Content Area Connection: English As students discuss the Wright brothers’ engineering process, ensure that they explain what happened and why, citing specific information from the text (CCSS. ELA-Literacy.RI.4.3). Encourage students to consider why specific events occurred by asking follow-up questions such as this: Why did the Wright brothers study other engineers’ designs for similar inventions?

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L4 ▸ M1 ▸ Lesson 12

PhD SCIENCE™

Continue introducing the stages of the engineering design process and using the questions below to discuss the Wright brothers’ experience in each stage. After each question, ask students to fill in the next portion of the blank engineering design process chart (Lesson 12 Resource B) with relevant sticky notes.

Ask

Built a flying machine

Built engine to move plane forward

Control movement

Explain that in the Plan​stage, engineers begin to develop a detailed design plan (e.g., drawings, physical models) and gather the materials required.

Made a wing to lift plane

►►How did the Wright brothers plan their design?

▪▪ They made tiny wings out of steel. (Page 44)​

Imagine

▪▪ The illustration shows that they wrote notes and drew pictures. (Page 46)​ ▪▪ The gliders were made of wood, cloth, wires, and hooks. (Pages 54–55)​

Thought about bicycle

Explain that in the Create​stage, engineers follow the plan to build a prototype and test the design. Explain to students that a prototype is a working model of a device to test the design before the final device is produced.

Read about other inventors Twist the wings

►►How did the Wright brothers test their gliders?

Improve

▪▪ They tested the gliders a lot, and if a glider broke, they fixed it and tried again. (Page 54)​

Used lessons from past flights

Plan

Made tail move, helped fly straight

Made tiny steel wings Made drawings

▪▪ The brothers took turns flying the gliders over the sand. (Page 56)​ ▪▪ Usually, the gliders just flew for a few seconds. But with each flight, the brothers learned more about flying. (Page 57)​

Create

▪▪ They tested the gliders in a place with steady wind. (Page 48)​

Share

Explain that in the Improve​stage, engineers reevaluate the design and materials and determine how to improve the prototype.

Wrote letters to dad

►►How did the Wright brothers improve their glider designs?

▪▪ They made better gliders with ideas they figured out in their test flights. (Page 58)​ ▪▪ One glider kept flying in circles. They made the tail move with the wings, which fixed the problem. (Page 5­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­9­)​

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Kept notes

Gave speech to engineers

Didn’t always work

Tested glider Flew many times

Set a world record

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Copyright © 2019 Great Minds®

PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 12

Explain that in the Share​stage, engineers document and present ideas with others to receive feedback and support. ►►How did the Wright brothers share their ideas?

▪▪ They wrote letters to their father about their ideas. (Page 47)​ ▪▪ Wilbur spoke in front of engineers in Chicago. (Page 58)​ ▪▪ They set a world record for glider flights. (Page 60)​ After discussing the stages of the engineering design process, ask students to summarize the process for a partner by using examples from the Wright brothers’ experiences.

Discuss that the engineering design process is more like a web than a circular or a linear process because it encourages engineers to move from one stage to any other stage in the process. While the simplified version (Lesson 12 Resource A) helps clarify thinking, students should always imagine that arrows are drawn to each step.

Explain that engineering design is an iterative process that allows engineers to use what they learn in one stage to revise work completed in any other stage. For example, engineers often imagine, plan, create, and improve their designs many times before they share the design or prototype with colleagues.

Differentiation For students who would benefit from a visual aid, display the Engineering Design Process (Lesson 12 Resource A) and draw arrows from each step to the others.

Check for Understanding

Identify criteria and constraints

Define the problem

As the class completes the blank engineering design process chart, use student responses to gauge understanding of the steps and nature of the process.

Ask

Evidence Look for evidence that all students understand the steps and the questions or tasks that are associated with each step of the engineering design process in the context of the Wright brothers designing gliders.

Next Steps Students will gain additional experience with the engineering design process by participating in the engineering challenge. Support students as needed by referring to the engineering design process throughout the engineering challenge.

Research Brainstorm solutions

Imagine

Select a solution

Gather materials

Redesign

Plan

Generate detailed design

Improve

Create Receive feedback

Build a prototype

Test and evaluate

Share

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L4 ▸ M1 ▸ Lesson 12

Land

PhD SCIENCE™

10 minutes

Have students review what they learned about the Wright brothers in preparation for the engineering challenge and ask the following questions. ►►How did the Wright brothers use the engineering design process to solve a problem?

▪ They figured out what problems they needed to solve. Then they learned from other people.

▪ They tried hard and didn’t give up. They tried a lot of designs before they found a good one. ►►How did the Wright brothers work as a team?

▪ Wilbur thought of ideas and Orville was good at building them. (Page 46) ▪ They talked about their ideas with each other. (Page 59) While discussing student responses, emphasize the importance of planning, persistence, and teamwork. Encourage students to use those approaches in the engineering challenge during the next lesson.

To further prepare students for the engineering challenge, ask them what they know about landslides.

Briefly discuss recent landslides, either local or in other states. Discuss what might happen to a house when a landslide occurs.

Next, display an image that shows a house destroyed by a landslide caused by heavy rain (Lesson 12 Resource C, image only). Tell students that in upcoming lessons, they will use the engineering design process to develop and design solutions that reduce this type of damage. ►►Based on your understanding of erosion, what may

have caused the landslide in this image?

▪ Maybe there was a lot of rainfall. When we had a lot of rainfall or water added to our stream table, a lot of the landscape shifted because of the water.

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Content Area Connection: Mathematics Discuss how the web of problem solving in science is related to how humans solve most problems they encounter. Extend the engineering design process to problemsolving processes students use in math class, such as the Read–Draw–Write process (RDW) in Eureka Math®: First, students Read the word problem.

Next, they Draw a picture to model the problem. This picture helps students identify a pathway for solving and which mathematical operation(s) to use. Finally, students solve and Write the answer as an equation and a written statement.

Although RDW appears as a linear process, students often move between Read and Draw several times before moving to Write and move between Draw and Write several times.

Make connections between the Improve component of the engineering design process and problem solving in other areas of daily life.

In Grade 4 mathematics, students are asked to check the reasonableness of their answers (CCSS.Math.Content.

4.OA.3) (NGA Center, CCSSO 2010b).

They do so by using estimation strategies, often as a part of the Draw stage in solving. If the precise answer is not reasonable and does not match the estimated answer, students return to their drawing and try again.

English Language Development Understanding the term landslide is required to participate fully in the engineering challenge. In addition to showing the image of a house destroyed by a landslide, consider showing more pictures and a video of landslides.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 12

►►Based on our investigations, how does rainfall affect the amount of erosion?

▪▪ The more rainfall we have, the higher the amount of erosion because there is more water.​ Work with students to develop a list of materials they will have access to while they work through the engineering design process. The list should include the stream table they created in Lesson 8, pebbles, rocks, grass, and an object to represent a house. Explain that students may also use materials from home (e.g., cardboard boxes, paper towel rolls, straws, masking tape, string, craft sticks, wooden skewers). Ask students to consider how they can use these materials to protect a house from damage.

To prepare for the Plan stage in the next lesson, ask students to begin looking for possible materials from home.

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Teacher Note A ball bearing catch such as the one included in the Level 4 Module 2 kit can be used to represent a house for this engineering challenge. If a ball bearing catch is not available, a small plastic house (or similar object) can be used.

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L4 ▸ M1 ▸ Lesson 13

PhD SCIENCE™

Agenda Launch (3 minutes)

Lesson 13

Learn (40 minutes) ▪▪ Ask about an Engineering Problem (10 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

▪▪ Imagine a Design Solution (10 minutes) ▪▪ Plan a Design Solution (20 minutes)

Launch

Land (2 minutes) 3 minutes

On the first day of this engineering challenge, review the lesson’s Phenomenon Question: How can people reduce damage related to erosion? Then ask students to recap key ideas from the previous lesson about how landslides might damage homes. Tell students they will follow the footsteps of the Wright brothers to imagine, plan, and create a prototype that works under different conditions.

Learn

Differentiation Students are asked several times to test a prototype under different conditions​ in this lesson. Sharing the Spanish cognate condición​may be useful.

40 minutes

Ask about an Engineering Problem

10 minutes

Display the photograph of a house destroyed by a landslide (Lesson 12 Resource C). Tell students to imagine the engineering challenge scenario described.

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Copyright © 2019 Great Minds®

PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 13

►►You live in an area affected by landslides, which are

related to erosion. Many people build homes on or near hills, like the home in the photograph. Design a system to protect the homes built on or near hills from erosion. Building homes away from the hills is not an option.

Have students summarize the problem and record it in the Ask section of their Science Logbooks (Lesson 13 Activity Guide).

Sample problem summary:​ ▪▪ Erosion damages houses on the hill.​ Discuss the criteria and constraints that their solutions to the problem must meet, and have students record these in the Ask section of their Science Logbooks (Lesson 13 Activity Guide).

English Language Development The words criteria​ and constraints​are used repeatedly in this module. Introduce these terms explicitly. Sharing the Spanish cognate for criteria​ (criterios​) may be useful.

Teacher Note If necessary, review the meanings of the terms criteria​ and constraints​that were introduced to students in Lesson 12.

Criteria: what is needed; what are the requirements Constraints: what is possible; what are the limitations

To help students determine criteria for their solutions, ask the following questions: ►►What is an acceptable rate of erosion for the land a house and its yard is built on?

▪▪ There shouldn’t be any erosion around the house. Any erosion could damage the house.​ ►►How will you know whether erosion is happening? What might you see?

▪▪ Dirt would move up the sides of the house or move the house.​

Differentiation As students discuss and record the criteria and constraints, consider providing sentence frames to support English learners and striving writers.

▪▪ The house must ______.

▪▪ The solution must ______.

▪▪ The house might fall down.​ To help students determine the constraints, ask the following questions: ►►When designing your solution, what constraints should you consider?

▪▪ We can’t test this on a real house, so it should fit in the stream table. That is how we will model the scenario and test for erosion.​ ▪▪ We can only use materials from the classroom or home.​ Copyright © 2019 Great Minds®

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►►What other issues should you consider when designing your solution?

▪▪ The house should still be accessible; the people living there need to get in and out.​ Sample criteria and constraints:​

Criteria

Constraints

▪▪ The house must remain in its starting position through different amounts of rainfall.​

▪▪ The solution must fit inside the stream table.​

▪▪ The land around the house cannot be eroded.​

▪▪ The solution must be constructed using only a combination of materials from class and materials from home.​

▪▪ The solution must allow the house to remain accessible before and after the rainfall.​

To help students determine different conditions (various amounts of rainfall) under which to test their solutions, ask the following question: ►►How can we mimic different amounts of rainfall to make sure our solution works in all

conditions?

▪▪ We could use cups with different numbers of holes in the bottom. One hole would be a little amount of rain, and more holes would be more rain.​

Imagine a Design Solution

10 minutes

Review class expectations for group work and assign student groups for the engineering challenge.

Draw students’ attention to the anchor chart and anchor model from earlier in the module. Encourage groups to use their knowledge of erosion from previous lessons as they brainstorm solutions. Ask groups to record their thoughts in the Imagine section of their Science Logbooks (Lesson 13 Activity Guide). Then have students revisit the engineering problem, criteria, and constraints, and select a solution to design and test.

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Teacher Note Consider using the same groups used in Lesson 10 so students may use the rate of erosion testing plan developed in that lesson (if applicable).

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 13

Plan a Design Solution

20 minutes

After groups select an idea, have them create a diagram and a list of needed materials in the Plan section of their Science Logbooks (Lesson 13 Activity Guide). Responses will vary by group.

Sample diagrams​:

Build a cement wall

Dig trenches to divert the water away from the house

Teacher Note Students may generate ideas for unrealistic solutions. Press students to consider practical designs. Use questions such as these to guide them toward realistic solutions: How much would it cost? Could we actually build this? How would that work?

Lesson 13 Activity Guide question and sample student responses:​ What materials will you need to build your design?

▪▪ We could use clay to model building a wall behind the house.​ ▪▪ We need some building blocks because we chose to build a wall of bricks behind the house.​ ▪▪ We need grass, leaves, and small plants because we chose to add in more plants behind the house.​

Land

2 minutes

Allow students time to regroup and discuss what common, inexpensive, and reusable materials each group member must bring from home to begin building their prototypes in the next lesson.

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English Language Development Understanding the term prototype​ (noun) is required to participate fully in the engineering challenge. Sharing the Spanish cognate prototipo​ may be useful.

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L4 ▸ M1 ▸ Lesson 14

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Agenda Launch (3 minutes)

Lesson 14

Learn (40 minutes) ▪▪ Create a Design Solution (40 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

Launch

Land (2 minutes)

3 minutes

Ask students to get into their engineering challenge groups and discuss where they are in the engineering design process. Remind students that the process is flexible and that they may need to go back to a previous stage as they continue to work.

Learn

40 minutes

Create a Design Solution

40 minutes

Tell groups to begin building their prototypes. After their prototype is built, they should refer to the conditions they discussed in Lesson 13 and choose one initial condition to test (e.g., using a one-hole cup to simulate slow rainfall). As they complete their first test, they should respond to the questions in the Create section of their Science Logbooks (Lesson 13 Activity Guide).

Responses will vary by group.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 14

Lesson 13 Activity Guide questions and sample student responses:​ What works well?

▪▪ The wall blocks a lot of the sediment from getting to the house.​ What needs improvement?

▪▪ The wall prevents access to the house.​ ▪▪ The house still moved because not all of the sediment was blocked.​ After testing the initial condition chosen by the group, students should test two other conditions discussed in Lesson 13 (e.g., using a two-hole cup and a three-hole cup to simulate increasingly faster rainfall) and record their results in their Science Logbooks (Lesson 13 Activity Guide). As needed, ask follow-up questions such as these: Does your solution work in each tested condition? Did the house move at all? Is the house always accessible? If students finish testing their solutions under each condition, encourage them to begin brainstorming improvements. Remind students that the engineering design process is iterative, and they may need to revisit another stage of the process.

Land

English Language Development The following line of questioning involves the word improvement​. English learners may benefit from additional scaffolding in the form of sentence frames. Consider using sentence frames like the ones below to scaffold this conversation.

▪▪ We can improve our house by _____.

▪▪ Our _____ needs improvement.

▪▪ _____ isn’t working. We can improve it by _____.

2 minutes

Allow students to brainstorm what materials they might need to bring from home to make improvements to their prototypes. Students should plan to bring any new materials for the next lesson.

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L4 ▸ M1 ▸ Lesson 15

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Agenda Launch (3 minutes)

Lesson 15

Learn (40 minutes) ▪▪ Provide Peer Feedback (10 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

▪▪ Improve a Design Solution (30 minutes) Land (2 minutes)

Launch

3 minutes

Ask students to form their groups and set up their prototypes to share with their peers. Explain that students will participate in a Gallery Walk for groups to share ideas.

Learn

40 minutes

Provide Peer Feedback

10 minutes

Have students circulate to view and try other groups’ prototypes under different conditions, leaving any relevant feedback on sticky notes. Remind students to leave the prototypes as they found them.

Students should discuss the following questions as they circulate.

▪▪ How well does this design meet the criteria and constraints?

▪▪ How is this design similar to and different from our design?

Differentiation Use a Chalk Talk instead of a Gallery Walk if students would benefit from more individual processing time.

In a Chalk Talk, students silently view other groups’ designs and leave written comments on chart paper next to each design. Students can annotate and respond to each other's comments on the chart paper, engaging in a silent conversation.

Differentiation Consider providing sentence frames to support English learners and striving writers as they give feedback. For example, “To help fix _____, try _____.”

▪▪ What suggestions can we leave for this team to make improvements?

▪▪ Does this design give us ideas for improving our design?

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 15

Check for Understanding Observe the feedback students provide.

Evidence Look for evidence that all students ▪ include suggestions on how to make the house more accessible or protected, and ▪ understand the effects of erosion and how to improve their designs.

Next Steps If students have difficulty giving feedback that includes a suggestion, provide the following sentence frame: The design could be improved by _____.

If students do not make the connection to the effects of erosion, remind them of the investigations on erosion they did in Lessons 9 and 10 or refer them to the Frayer model they completed in Lesson 9.

As students move into improving their solution, consider pairing groups that have difficulty using feedback with students who suggested helpful feedback or who have already implemented similar changes successfully.

Improve a Design Solution

30 minutes

Next, groups should move back to their own prototypes, review their peer feedback, and begin the Improve section of their Science Logbooks (Lesson 13 Activity Guide). Responses will vary by group.

Lesson 13 Activity Guide question and sample student response:​ What will you change? How do you predict those changes will affect your prototype?

▪ Our design works, but water still moves toward the house. If we add a channel for the water to go somewhere else, then it may prevent the water from moving toward the house.

Content Area Connection: Mathematics Consider providing students with measurement tools, such as beakers, scales, meter sticks, rulers, and protractors. Students may use these tools to precisely measure capacity, weight, length, or angles of features in each prototype (CCSS.Math.Content.

4.MD.6). Other groups may improve their designs with precision based on these measurements (CCSS.Math.Practice.

MP4, MP5, MP6).

Throughout this process, groups should discuss improvements, adjust their designs, create new versions of their prototypes, and retest under the chosen range of conditions. Have students document their improvements and findings by using the tables in their Science Logbooks (Lesson 13 Activity Guide). Continue reminding students that the engineering design process is iterative. Encourage students to revisit the Plan, Create, and Improve stages of the process until they are satisfied with their design.

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Land

PhD SCIENCE™

2 minutes

Allow students to brainstorm what materials they might need to bring from home to make further improvements to their prototypes. Students should plan to bring any new materials for the next lesson.

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L4 ▸ M1 ▸ Lesson 16

Agenda Launch (5 minutes)

Lesson 16

Learn (35 minutes) ▪▪ Improve a Design Solution (15 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

▪▪ Prepare to Share a Design Solution (20 minutes) Land (5 minutes)

Launch

5 minutes

Begin the class by asking students to briefly discuss their responses to the questions below. ►►Where are you in the engineering design process? ►►What is going well in your group's process? ►►What can improve your group's process?

Explain that groups will continue to optimize their designs and that each group will then have time to plan a presentation for sharing their final prototype with the class in the next lesson.

Learn

Differentiation If students need support reflecting on the engineering design process, review the Lesson 12 Activity Guide. Ask students to identify the part of the visual that describes their current tasks. Then ask students to identify the stages they have completed and consider what has gone well and what needs improvement within those stages.

35 minutes

Improve a Design Solution

15 minutes

Groups should continue to make improvements to their designs, create new versions of their prototypes, and retest. Have students document their improvements and findings by using the tables

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in their Science Logbooks (Lesson 13 Activity Guide). Encourage students to revisit the Plan, Create, and Improve stages of the process until they are satisfied with their design.

Prepare to Share a Design Solution

20 minutes

Explain that scientists and engineers present their work in a variety of ways, including speeches, visual presentations, videos, websites, and published articles. Work with students to determine which methods of presentation will work best considering the time and resources available in the classroom.

Introduce students to the engineering challenge rubric in their Science Logbooks (Lesson 16 Activity Guide) and discuss student questions about the criteria. Give groups time to plan their presentations, create their final diagrams, and record this information in the Share section of their Science Logbooks (Lesson 13 Activity Guide).

Land

5 minutes

Remind students that during the next lesson, their teams will present their designs to the class. Ask students to determine how each team member will contribute to the presentation.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 17

Agenda Launch (2 minutes)

Lesson 17

Learn (38 minutes) ▪▪ Share a Design Solution (38 minutes)

Objective: Apply the engineering design process to design a structure to reduce damage related to erosion.

Launch

Land (5 minutes)

2 minutes

Allow students a few minutes to prepare for their presentations.

Learn

38 minutes

Share a Design Solution

38 minutes

Gather the class to listen to each group’s presentation. Tell students to consider the rubric criteria in their Science Logbooks (Lesson 16 Activity Guide) as they listen.

After each presentation, students should write feedback on sticky notes or half sheets of paper for the group, responding to this prompt:

Teacher Note Allow groups to demonstrate their prototypes in the stream tables during their presentations.

►►Considering the rubric criteria, identify one strength and one idea for improvement for this

group's presentation.

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Each time students respond to the prompt, collect feedback from the class before the next group presents. After all groups have presented, distribute the compiled feedback to each group. Give students time to review the feedback and ask questions before turning it in.

Land

5 minutes

Revisit the Phenomenon Question How can people reduce damage related to erosion?

Discuss students’ reflections on this process. Ask the following questions to guide the discussion: ►►How did you apply your knowledge of erosion to solve the problem?

▪▪ We know that large amounts of water make erosion occur at a faster rate. If we channeled the water away from the house, it would reduce the amount of water that could cause erosion near the house.​ ►►What knowledge of erosion was most useful in designing your solution?

▪▪ We know that smaller sediment is easier to move with erosion than larger sediment or rocks.

We used this idea to add larger sediment or rocks by the house to prevent some erosion.​ ►►What other natural processes cause hazards? What solutions could engineers design to reduce

the impact of those hazards?

▪▪ I saw floods on the news. There was water in people's houses. Engineers could design ways to pump water out of people's houses or build houses higher off the ground.​ ▪▪ Sometimes there are earthquakes near our school. They’re usually little, but big earthquakes can cause buildings to crack and fall. Earthquakes can also knock down objects that might hurt people. Engineers might be able to design buildings with materials that don’t break as easily.​

Extension As students reflect on ways to reduce erosion in the context of the engineering challenge, encourage them to think about how these concepts apply on a larger scale. Ask students to research human activities, such as farming or deforestation, that might influence erosion rates and to consider how erosion can be reduced in those cases.

Spotlight on Engineering, Technology, and Applications of Science Help students reflect on the relationship between science, engineering, and technology. Engineers apply relevant scientific knowledge to improve or develop technologies that solve problems in society.

Build on student responses to explain that humans cannot eliminate hazards from natural processes, but they can reduce hazards’ negative impacts through engineering and other processes. Explain that in the next lesson, students will begin to identify patterns in natural features and some of the processes that form those features.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lesson 18

Lesson 18

Global Patterns of Mountain Ranges Prepare In Level 2, students used maps to discover the location of some of Earth’s features. They also learned that maps can show the shapes and kinds of land and water in an area. In Lesson 18, students analyze photographs of four canyons around the world and locate these canyons on a map (ESS2.B).

Students then identify patterns (CC.1) in the map and photographs that serve as evidence supporting an explanation (SEP.6) about how rivers carve mountains to form canyons.

Student Learning Knowledge Statement Patterns of Earth’s features reveal that canyons form when rivers carve mountains.

Concept 3: Patterns in Features and Processes Focus Question How do canyons around the world form?

Phenomenon Question How do natural features and processes affect canyon formation?

Objective ▪▪ Lesson 18: Explain how mountains are carved by rivers to form canyons.

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Standards Addressed 4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features. (Developing)

Science and Engineering Practices SEP.4: Analyzing and Interpreting Data ▪▪ Analyze and interpret data to make sense of phenomena using logical reasoning.

SEP.6: Constructing Explanations and Designing Solutions ▪▪ Identify the evidence that supports particular points in an explanation.

Disciplinary Core Ideas ESS2.B: Plate Tectonics and Large-Scale Systems Interactions ▪▪ The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.

Crosscutting Concepts CC.1: Patterns ▪▪ Patterns can be used as evidence to support an explanation.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

Materials Lesson 18 Student

Science Logbook (Lesson 18 Activity Guides A, B, C, and D)

●

Teacher

Canyons around the World Photographs (Lesson 18 Resource A)

●

World Relief Map (Lesson 18 Resource B)

●

Anchor model

●

Preparation

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None

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 18

Agenda

Lesson 18 Objective: Explain how mountains are carved by rivers to form canyons.

Launch

Launch (7 minutes) Learn (35 minutes) ▪▪ Investigate Different Canyons (10 minutes) ▪▪ Interpret a Relief Map (15 minutes) ▪▪ Organize Knowledge about Earth’s Features and Processes (10 minutes)

7 minutes

Land (3 minutes)

Display the anchor model. Use the following prompts to introduce the lesson. ►►What claim can we make about the role of the Colorado River in the formation of the

Grand Canyon?

▪▪ The river weathered and eroded the rock layers to form the Grand Canyon.​ ►►What evidence have we gathered to support our claim?

▪▪ We saw in our weathering investigations that water can break rock into sediment over time.​ ▪▪ We saw in our erosion investigations that a river can move sediment to different places.​ ►►How can we investigate this claim further? What evidence can we gather?

▪▪ We can look for pictures of Earth’s surface before the Colorado River was there. If the river carved the Grand Canyon, there will be no canyon or river.​ ▪▪ We can look at other canyons and see whether they have rivers in them too. If a river carved the Grand Canyon, other canyons might have been carved by rivers.​ ▪▪ We can look at other canyons to see what is around them.​

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Extension Students investigate other canyons in this lesson. As an extension activity, have students investigate other rivers to see whether they have formed canyons.

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Based on this discussion, develop a class claims chart to summarize the class’s claim and investigation ideas related to answering the Phenomenon Question How do natural features and processes affect canyon formation?

Students should record the class claims chart in their Science Logbooks (Lesson 18 Activity Guide A).

As the class gathers evidence to help evaluate students’ claims throughout Lesson 18, continue referring to this chart.

Sample class claims chart:​

Differentiation If students confuse the terms features​ and processes​in this lesson or in Lessons 19–20, consider using a T-chart to help distinguish differences in the terms.

Showing students features on a globe or relief map may also be helpful.

Teacher Note

Canyon Formation Phenomenon Question: How do natural features and processes affect canyon formation?

Claim

Investigation Ideas

▪▪ Rivers cause canyons to form by weathering rock layers over time and eroding the sediment.​

▪▪ Research canyons in other parts of the world.​

When revisiting this chart later in the lesson to summarize evidence gathered from investigations, model for students how to reevaluate claims considering new evidence and eliminate any claims that the evidence no longer supports.

▪▪ Look for canyons around the world to see whether they have a river at the bottom.​ ▪▪ Look at maps to see what else is around other canyons.​

Evidence

Learn

35 minutes

Investigate Different Canyons

10 minutes

Display the four photographs of canyons from around the world (Lesson 18 Resource A), and ask students to examine the photographs and individually complete the comparison chart in their Science Logbooks (Lesson 18 Activity Guide B).

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Extension To explore in more depth, allow students to find and investigate these canyons from around the world by using the Google Earth™ mapping service.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 18

Yarlung Zangbo Grand Canyon, Tibet

Colca Canyon, Peru

Fish River Canyon, Namibia

Grand Canyon, United States

Organize students into small groups and allow them time to discuss their comparison charts. Ask each group to share one similarity or one difference they notice in the photographs. Students can add to their charts as they hear ideas they might have missed.

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Sample comparison chart:​

What is similar about all four canyons?

All the canyons are deep.​ All the canyons have rivers running through them.​

What is different about the four canyons?

Yarlung Zangbo Grand Canyon, Tibet

Colca Canyon, Peru

Fish River Canyon, Namibia

Grand Canyon, United States

Big, snowy mountains are in the distance.​

Some mountains are all around the canyon.​

I don’t see any mountains in the picture.​

I don’t see any mountains in the picture. ​

The rock walls are all the same color and don’t look like layers.​

I can’t see a lot of the rock walls, but the ones I can see all look kind of gray.​

The different-colored layers in the rock walls are lighter than the ones in the US Grand Canyon.​

The layers in the rock walls are different colors. They are more red than the ones in Fish River Canyon.​

A few plants are growing around and inside the canyon.

Some are green, and some are brown.​

Plants are growing all around the canyon.

The photograph shows a lot of green.​

I don’t see any plants in the picture.​

A couple of plants are around the top of the canyon. No plants are inside the canyon.​

Have students add evidence to the claims chart in their Science Logbooks (Lesson 18 Activity Guide A) based on the patterns they identify in their comparison chart. Discuss whether the evidence supports or refutes their claim, and update the class claims chart.

Spotlight on Three-Dimensional Integration Help students understand that patterns (CC.1) are an important form of evidence to consider as they construct and support explanations (SEP.6) that describe and predict phenomena.

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L4 ▸ M1 ▸ Lesson 18

Sample class claims chart:​

Canyon Formation Phenomenon Question: How do natural features and processes affect canyon formation?

Claim

Investigation Ideas

▪▪ Rivers cause canyons to form by weathering rock layers over time and eroding the sediment.​

▪▪ Research canyons in other parts of the world.​ ▪▪ Look for canyons around the world to see whether they have a river at the bottom.​ ▪▪ Look at maps to see what else is around other canyons.​

Evidence ▪▪ All four canyons we looked at have a river at the bottom.​

Interpret a Relief Map

15 minutes

Point out that students were unable to tell from the photographs whether two of the canyons are near mountains. ►►What tool can we use to see whether mountains are near the canyons?

▪▪ We can use a map to see whether mountains are near the canyons.​ Tell students they will use a map to examine the locations of canyons around the world and compare area features. The map shows the locations of the four canyons they looked at earlier in the lesson as well as some other large canyons.

Display the world relief map (Lesson 18 Resource B) at the front of the room. ►►What do you notice about this map?

▪▪ It’s a map of the world.​

Teacher Note If a raised relief map or globe is available, consider displaying or sharing with students to allow them to feel the raised mountain ranges.

▪▪ It doesn’t look flat because of all the different shades of colors.​

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▪▪ I see a lot of blue and green with some yellow and red. I think the blue is water and the rest is land.​ ▪▪ There are black dots with the names of the canyons we just looked at as well as the names of some other canyons.​ Tell students the map they are looking at is called a relief map. Use students’ responses to discuss the anatomy of a relief map. ►►Relief maps show raised land features (i.e., elevation above sea level). ►►Areas with yellow, red, and white coloring show high elevation, where there are mountains

or groups of mountains, called mountain ranges or mountain chains.

English Language Development

PhD SCIENCE™

Spotlight on Disciplinary Core Ideas In Level 2, students learned that maps can show the shapes and kinds of land and water in an area (ESS2.B).

Teacher Note In this relief map, color indicates elevation. Green indicates the lowest elevation, whereas yellow, red, and white indicate increasingly higher elevations.

Consider finding a textured relief map for students who may benefit from feeling the bumpy areas that represent elevation.

This module uses the terms relief map​ and mountain ranges​. Introduce these terms explicitly.

Sharing the Spanish cognate for mountain​ (montaña​) may be useful.​Additionally, students may benefit from examining more images of relief maps.

Students should follow along in their Science Logbooks (Lesson 18 Activity Guide C) to label and identify features on the map by using the steps below. Assist students by pointing out the location of the school’s city and state on the map.

▪▪ Use a bright color to draw a dot where you live and label it with your city and state names.

▪▪ Label north, south, east, and west on the top, bottom, and sides of the map.

▪▪ Use a different color to circle the mountains on continents.

Teacher Note Display the color version of the world relief map (Lesson 18 Resource B) during this activity for student reference.

Consider making color copies of the map for students to label so they can see elevation changes more easily.

Guide a discussion by using the following questions: ►►What does the map show about the location of canyons and mountains?

▪▪ Most canyons on the map are where there is high elevation.​ ▪▪ Most of the canyons are in red, yellow, or white areas.​ ▪▪ Most canyons are near mountain ranges.​

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L4 ▸ M1 ▸ Lesson 18

►►What point(s) can we add to our claim? What evidence supports that point?

▪▪ We can add the point that canyons are often near mountain ranges. Our evidence for this is that when we compare the locations of canyons and mountain ranges, they are usually near each other.​ Update the class claims chart, and have students update their claims chart in their Science Logbooks (Lesson 18 Activity Guide A).

Sample class claims chart:​

Canyon Formation Phenomenon Question: How do natural features and processes affect canyon formation?

Claim

Investigation Ideas

▪▪ Rivers cause canyons to form by weathering rock layers over time and eroding the sediment.​

▪▪ Research canyons in other parts of the world.​

▪▪ Canyons are often near mountain ranges.​

▪▪ Look at maps to see what else is around other canyons.​

▪▪ Look for canyons around the world to see whether they have a river at the bottom.​

Evidence ▪▪ All four canyons we looked at have a river at the bottom. ​ ▪▪ Most of the canyons on the world relief map are near mountain ranges. ​

Organize Knowledge about Earth’s Features and Processes

10 minutes

Have students look at their investigations from earlier in the lesson (Lesson 18 Activity Guides A, B, and C) and discuss with a partner what features the canyons have in common. Students should identify Earth features (i.e., rivers, mountains) from the investigations and consider how they could be related to canyon formation. Students should record their ideas in the natural features organizer in their Science Logbooks (Lesson 18 Activity Guide D).

Teacher Note It is not necessary to discuss the processes that form mountains. Instead, focus on the idea that Earth’s surface changes constantly. Mountains take millions of years to form.

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Sample natural features organizer:​

What Earth features and processes are near canyons?

Rivers

Mountains

How could these features be related to canyon formation?

Rivers cause weathering and erosion. The water runs over rocks, breaking them into sediments.

These sediments are then noved by the river to a different place.

Mountains have high elevations.

A canyon is carved out of land with higher elevations.

After a few minutes, ask students to share their conclusions and how they organized the information in their natural features organizer.

Note any conclusions students generate that do not support their claims about the Concept 3 Focus Question: How do canyons around the world form? Through class discussion, redirect students toward evidence that relates to their claims. Guide students to understand that although numerous observations can be made during an investigation, not all of them are necessarily useful in evaluating a claim.

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Differentiation Consider using this discussion to generate a class natural features organizer.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 18

Check for Understanding As students revisit the information they observed in the photographs and the world relief map, listen to their conversations and read the answers on their natural features organizers.

Evidence Look for evidence that all students ▪▪ use prior knowledge about weathering and erosion to help form their answers, ▪▪ accurately interpret evidence of the relationship between rivers and canyons (e.g., all the canyons investigated in the lesson have a river at the bottom, rivers help form canyons because the moving water weathers rock and moves sediments to another place), and ▪▪ accurately interpret evidence of the relationship among mountains, rivers, and canyons (e.g., canyons are often near mountain ranges and are carved out of land with high elevations, mountains have high elevations and could be weathered by rivers, and the weathered sediments could be carried away by rivers to form canyons).

Next Steps If students are struggling to pull out the correct information, interrupt student discussions and quickly debrief each investigation again or revisit the images to reset students’ focus.

Pay attention to any group that has organized the information in a logical manner, and be sure to call on that group during the class discussion to guide the conversation in the intended direction.

Land

3 minutes

►►When you look at the world relief map, what patterns do you notice in the locations

of mountain ranges?

▪▪ Some mountains are near the edges of continents.​ ▪▪ Some mountains are in the middle of continents.​ ▪▪ The canyons we looked at are near mountains.​ Build on students’ observations to introduce the possibility that other features might also occur in global patterns that relate to canyon location. Share the next Phenomenon Question: How can people use global patterns of Earth’s features and processes to predict canyon location?

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 19–20

Lessons 19–20

Global Patterns of Earthquakes and Volcanoes Prepare In Lesson 18, students analyzed photographs and a world relief map to discover features and processes associated with canyon formation. In Lesson 19, students analyze and interpret data from additional maps (SEP.4) to determine patterns (CC.1) in other features and processes (ESS2.B) typically found near canyons, including earthquakes and volcanoes. Then, in Lesson 20, students apply their new knowledge to determine the most likely place to look for other canyons in a Conceptual Checkpoint.

Student Learning Knowledge Statement Natural processes and features occur in patterns.

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Concept 3: Patterns in Features and Processes Focus Question How do canyons around the world form?

Phenomenon Question How can people use global patterns of Earth’s features and processes to predict canyon location?

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Objectives ▪▪ Lesson 19: Describe global patterns in locations of volcanoes, earthquakes, mountains, and canyons.

▪▪ Lesson 20: Determine the most likely location of a canyon on a map based on analysis of natural features.

Standards Addressed 4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (Demonstrating)

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features.

(Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS1.C: The History of Planet Earth

CC.1: Patterns

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

▪▪ Local, regional, and global patterns of rock formations reveal changes over time due to Earth’s forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

▪▪ Patterns can be used as evidence to support an explanation.

ESS2.B: Plate Tectonics and Large-Scale Systems Interactions ▪▪ The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.

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CC.2: Cause and Effect ▪▪ Events that occur together with regularity might or might not be a cause and effect relationship.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 19–20

Materials Lesson 19 Student

Science Logbook (Lesson 18 Activity Guides C and D)

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Science Logbook (Lesson 19 Activity Guides A and B)

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Science Logbook (Lesson 20 Activity Guide)

Teacher

Preparation

Lesson 20

Earth’s Features Photographs (Lesson 19 Resource A)

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Present-Day Grand Canyon Figure 2 (Lesson 1 Resource D)

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Earthquake and Volcano Maps (Lesson 19 Resource B)

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World Relief Map (Lesson 18 Resource B)

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Anchor chart

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Anchor model

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Grand Canyon​(Chin 2017)

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Conceptual Checkpoint Map (Lesson 20 Resource)

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Driving question board

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None

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L4 ▸ M1 ▸ Lesson 19

PhD SCIENCE™

Agenda

Lesson 19 Objective: Describe global patterns in locations of volcanoes, earthquakes, mountains, and canyons.

Launch

12 minutes

Launch (12 minutes) Learn (30 minutes) ▪▪ Investigate Earthquakes (13 minutes) ▪▪ Investigate Volcanoes (12 minutes) ▪▪ Organize Knowledge about Earth’s Features and Processes (5 minutes) Land (3 minutes)

Ask students to share some ideas they have about other Earth features that may occur in global patterns.

English Language Development Understanding the phrase global pattern​is required to participate fully in the activity. Introduce this term explicitly. Sharing the Spanish cognate patrón global​may be useful. Additionally, consider sharing a student-friendly explanation, such as “global patterns occur around the world.”

Sample student responses:​ ▪▪ Islands are usually located in groups.​ ▪▪ Sometimes there are groups of lakes together, like the Great Lakes.​ ▪▪ There are mountain ranges, like the Rocky Mountains.​ Display two photographs of rock features (Figure 1 from Lesson 19 Resource A and Figure 2 from Lesson 1 Resource D). Have students work with a partner to analyze the two photographs and record what they notice in their Science Logbooks (Lesson 19 Activity Guide A). Ask students to share some of what they notice.

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Teacher Note The first photograph depicts a diagonal fault line running through a layered rock wall (middle of image). Although this photograph was not taken in the Grand Canyon, the walls of the Grand Canyon contain faults. The second photograph depicts a volcanic lava flow (black rock) over portions of the Grand Canyon.

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PhD SCIENCE™

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L4 ▸ M1 ▸ Lesson 19

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Sample student responses:​

What do you notice in the first photograph?

What do you notice in the second photograph?

▪▪ There’s a big crack running down the middle of the rocks.​

▪▪ Something dark is covering the rocks of the Grand Canyon.​

▪▪ There are layers in the rock, but they don’t line up exactly.​

▪▪ Some of the dark material looks like it’s going down the sides of the Grand Canyon.​

Students should then respond to the following question in their Science Logbooks (Lesson 19 Activity Guide A) and share their response with the class. ►►What processes do you think may have caused the features we see in the two photographs?

▪▪ Someone or something could have hit the side of the rock to make it crack.​ ▪▪ Maybe something shook the rocks and made them crack.​ ▪▪ A big accident happened and something spilled black stuff all over the Grand Canyon.​ Explain that these kinds of features do not just occur locally at the Grand Canyon; similar features can be found around the world.

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L4 ▸ M1 ▸ Lesson 19

Learn

PhD SCIENCE™

Teacher Note 30 minutes

Investigate Earthquakes

13 minutes

Print out a copy of the photograph of the rock with the fault line running though it (Figure 1 from Lesson 19 Resource A) and cut along the crack as students watch. Demonstrate to students that the rock layers can move along the crack by moving the pieces up and down. As needed, guide students to recognize that the crack was caused by an earthquake. ►►What Earth process could have enough force to cause the rocks to move in this way?

▪▪ Maybe an earthquake could do this?​ ►►Earthquakes are processes that happen globally. How could we find a record of where

earthquakes have happened around the world?

▪▪ Maybe there are maps of earthquake locations.​ Display the earthquake location map (Lesson 19 Resource B). Explain that each black dot on the map represents an earthquake that occurred between 1963 and 1998. ►►How many earthquakes are shown on the map?

▪▪ The title says 358,214.​ ▪▪ It looks like lots and lots of earthquakes.​ ►►What global patterns about earthquake

location do you notice?

▪▪ A lot are on one side of North and South America, but there aren’t as many on the other side.​ ▪▪ Many are in the middle of the Atlantic Ocean.​ ▪▪ A lot of earthquakes are by Asia and Australia.​ ▪▪ There are so many in Europe that you can’t see it!​

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If students do not know the term fault​, they may refer to it as a crack. Through discussion, the term fault​ may be introduced to students.

English Language Development Earthquake​ and volcano​are used repeatedly in this module. Sharing the Spanish cognate for volcano​ (volcán) may be useful. Additionally, consider providing images and videos illustrating the terms to students.

Differentiation If students do not present the idea that earthquakes could move the rocks, consider having them read Earthquake​

by Joyce Markovics (2014). This text can be found on digital libraries such as Epic!: http://phdsci.link/1028.

Teacher Note If internet access is available, consider also displaying the online US Geological Survey earthquake map (http://phdsci.link/1001) to observe recent earthquake activity.

Content Area Connection: Geography Students discuss their knowledge of the world’s continents. If students studied English with Wit & Wisdom​in previous grades, they may recall texts such as World Atlas​(Crane 2011) from the Continents module in Kindergarten and Glass Slipper, Gold Sandal: A Worldwide Cinderella​(Fleischman and Paschkis 2007) from the Cinderella Stories module in Grade 1.

Students can also research how significant earthquake and volcanic activity affect the environments and cultures of specific regions on the maps.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 19

Instruct students to turn to the world relief map in their Science Logbooks (Lesson 18 Activity Guide C).

Tell students to use a colored writing utensil to draw lines on their maps to represent common earthquake locations based on the earthquake location map. Have them analyze data from the maps and answer the following questions in their Science Logbooks (Lesson 19 Activity Guide B). ►►What do you notice about the location of earthquakes, mountains, and canyons?

▪▪ The map shows that there are earthquakes in the same places that the other map showed mountains and canyons.​ ▪▪ It looks like earthquakes happen where there are mountains and canyons.​ ►►What do you notice about earthquake location and the region where you live?

▪▪ The map shows that there are a lot of earthquakes in California where I live.​ ▪▪ I live in the middle of North America, and there aren’t many earthquakes here.​

Investigate Volcanoes

12 minutes

Point out that students noticed a black material covering the rock in the Grand Canyon in the second photograph (Figure 2 from Lesson 1 Resource D). Tell students they will now view a close-up photograph of that black material.

Display the volcanic rock photograph (Figure 2 from Lesson 19 Resource A). Tell students that the black material is rock. Ask students to explain how they think rock could flow across Earth’s surface like in the picture. As needed, guide students to recognize that lava from a volcanic eruption forms the black rock. ►►What could cause rock to flow across Earth’s surface?

▪▪ Volcanoes make lava.​ ▪▪ Sometimes rock is melted, like lava.​ ►►This is volcanic rock. Are volcanoes features or processes?

▪▪ I think it's a feature because a volcano is like a mountain.​ ▪▪ When it erupts, it might be a process, because a process is when something is happening.​

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Teacher Note Some students may wonder how this black rock is different from other rock in the Grand Canyon. The layers of rock they see in the walls of the Grand Canyon are sedimentary rock, while this black rock is basalt, an igneous rock.

Sedimentary rock is deposited by rivers or seas slowly over time, while igneous rock forms when molten rock from volcanoes solidifies.

Differentiation If students do not discuss volcanoes or explain that rock can be found in molten form (lava), consider having them read pages 1–7 and 10–11 of Volcanoes​by Cari Meister (2016). This text can be found on digital libraries such as Epic!: http://phdsci.link/1029.

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L4 ▸ M1 ▸ Lesson 19

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►►How could we find a record of volcano locations around the world?

▪▪ Maybe there is a map of where volcanoes are found.​ Display the volcano map (Lesson 19 Resource B).

►►What do you think the symbols on the map stand for?

▪▪ The red dots are different volcanoes.​ ▪▪ Some of the dots look like they are under water because they are red but not as bright as the others.​ ►►What global patterns about volcano location do you notice?

▪▪ There are a lot on one side of North and South America, but there are almost none on the other side.​ ▪▪ There are many in Africa, Europe, and the Middle East, but not as many as in other places.​ ▪▪ It looks like a horseshoe around the Pacific Ocean.​ Have students turn back to the world relief map in their Science Logbooks (Lesson 18 Activity Guide C).

Tell students to use a different-colored writing utensil to draw lines on their maps to show common volcano locations based on the volcano map. Have students analyze data from the maps and answer the following questions in their Science Logbooks (Lesson 19 Activity Guide B). ►►What do you notice about the location of volcanoes, earthquakes, mountains, and canyons?

▪▪ I notice that the maps seem similar. There are volcanoes found near mountains and canyons, and earthquakes seem to occur in those areas too.​

Extension Students who are interested in learning more about volcanic eruptions and earthquakes can investigate famous events and share their findings with the class.

▪▪ They all seem to occur in patterns.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 19

►►What do you notice about volcano location and the region where you live?

▪▪ I live in North America near the Atlantic Ocean, so there aren’t any volcanoes nearby.​ ▪▪ There are volcanoes near where I live in the Pacific Northwest.​

Organize Knowledge about Earth’s Features and Processes

5 minutes

Have students add the new features and processes they have investigated to the natural features organizer in their Science Logbooks (Lesson 18 Activity Guide D).

Sample natural features organizer​:​

What Earth features and processes are near canyons?

Rivers

Mountains

Earthquakes

Volcanoes

How could these features be related to canyon formation?

Rivers cause weathering and erosion. The water runs over rocks, breaking them into sediments.

These sediments are then noved by the river to a different place.

Mountains have high elevations.

A canyon is carved out of land with higher elevations.

►►Why do you think we couldn’t answer the second question on our organizer (How could these

features be related to canyon formation?) for volcanoes and earthquakes?

▪▪ We only found out that they are near canyons, not whether they form canyons.​ ▪▪ We don’t have enough evidence.​

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L4 ▸ M1 ▸ Lesson 19

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Build on student responses to emphasize that events occurring in patterns may or may not have a cause and effect relationship.

Land

3 minutes

Ask students to respond to the Phenomenon Question How can people use global patterns of Earth’s features and processes to predict canyon location?

English Language Development The word predict​is used repeatedly in this module. Introduce this term explicitly. It may be useful to share the Spanish cognate predecir​and explore the prefix pre-​and the root dict​. Additionally, consider sharing a student-friendly explanation, such as “When you predict something, you are making an educated guess about what will happen.”

Sample student response:​ ▪▪ It looks like canyons are found near mountains, volcanoes, and earthquakes.​ ►►What global patterns do you observe in the locations of mountains, volcanoes, and earthquakes?

▪▪ Mountains, volcanoes, and earthquakes are located in similar places around the world.​ ▪▪ Sometimes mountains are found in the middle of continents, but not many volcanoes or earthquakes are in the middle of continents.​ Display the world relief map (Lesson 18 Resource B). Ask for volunteers to point to several locations that provide evidence that mountains, volcanoes, and earthquakes occur in similar places. Then ask students to think deeper about the patterns they have observed.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 19

►►What patterns have you observed in rock features on the local, regional, and global levels? What

processes caused those features?

▪▪ We saw a global pattern that mountains are usually around the edges or middle of continents.

I don’t know what processes form mountains.​ ▪▪ We saw a photograph of rock layers with a line cutting through a lot of layers in a diagonal direction. I think that is a local pattern caused by an earthquake.​ ▪▪ We saw color patterns in Grand Canyon rock layers. That might be a regional pattern, since the canyon is so big. I think the river weathered and eroded the rock, so we can see the layers.​ Mention that locations of some other natural features occur in patterns, including deep ocean trenches and ocean floor structures. Then bring student attention back to canyon formation. ►►We investigated another feature related to canyon formation. What important feature is missing

on our maps?

▪▪ Our maps don’t include rivers, and we saw rivers at the bottom of all the canyons. I think rivers are important, too.​ ▪▪ Do ​all canyons have a river at the bottom?​

Extension Students could research other types of canyons to see if rivers, mountains, volcanoes, and earthquakes are also present. They could also research features of Earth’s surface along the ocean floor.

For example, students could explore Monterey Canyon off the west coast of the United States. Monterey Canyon is a submarine canyon that is often compared to the Grand Canyon due to its comparable width and depth.

Scientists have not yet discovered how Monterey Canyon was formed.

Researchers, such as those at the Monterey Bay Aquarium Research Institute, continue to explore the canyon: http://phdsci.link/1052.

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L4 ▸ M1 ▸ Lesson 20

PhD SCIENCE™

Agenda

Lesson 20 Objective: Determine the most likely location of a canyon on a map based on analysis of natural features.

Launch (5 minutes) Learn (37 minutes) ▪▪ Revise Anchor Model (10 minutes) ▪▪ Evaluate What Scientists Say (7 minutes) ▪▪ Conceptual Checkpoint (20 minutes)

Launch

Land (3 minutes) 5 minutes

Use the ideas that students generated at the end of the previous lesson to lead a class discussion about the important ideas that should be added to the anchor chart. ►►What processes shape the features of Earth?

▪▪ We’ve learned about how weathering and erosion can break rock and move it.​ ▪▪ Earthquakes cause cracks in Earth’s surface.​ ▪▪ When a volcano erupts, the lava changes the landscape around it.​ ►►Describe the patterns of Earth’s features we have investigated.

▪▪ Mountains and volcanoes are found near the edges of continents, by the ocean.​ ▪▪ Earthquakes happen near mountains and volcanoes.​ As students share, paraphrase their ideas into statements and add them to the anchor chart.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 20

Sample anchor chart:​

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly. oo Wind, water (both solid and liquid), and gravity are causes of erosion. oo The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Patterns in Earth's Processes and Features • Natural processes shape Earth's features.

• Some of Earth's processes and features occur in patterns. oo Mountain ranges (feature) often occur along the edges and in the middle of continents. oo Earthquakes (process) often occur in bands along the edges of continents and in the middle of oceans. oo Volcanoes (feature) often occur in bands along the edges of continents and in the middle of oceans.

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L4 ▸ M1 ▸ Lesson 20

Learn

PhD SCIENCE™

37 minutes

Revise Anchor Model

10 minutes

Display the anchor model, and have students discuss what features they want to add to the model and the explanation of the Grand Canyon’s formation.

Sample model revisions:​ ▪▪ We could label the dark rocks we drew on our model as volcanic rock.​ ▪▪ Maybe we should add a diagonal crack on a wall in the Grand Canyon like in the picture we saw.​ Sample explanation revisions: ▪▪ We investigated how rivers cause canyons to form by weathering rock layers over time and eroding the sediment. We should add that the Colorado River carved out the Grand Canyon over time.​ ▪▪ We should add that a volcano must have erupted and formed lava that hardened on top of the rock in the Grand Canyon.​ ▪▪ Maybe the crack in the wall is there because of an earthquake. An earthquake could have also caused rocks to fall.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 20

Volcanic black rock

How the Grand Canyon Formed Waterfall

Striped walls

Plants

Fossils

Falling rocks

Cave

Gravity Wind

Crack

Moving water River Wind

Boulder

The rock walls of the Grand Canyon have different-colored stripes. Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

The Colorado River is at the bottom of the canyon and carved the canyon out over time. The water of the river continues to move over the rocks and weathers, or breaks, them into smaller pieces. The river then carries this sediment away through erosion. Sometimes wind also weathers rock into smaller pieces and carries it away. Plants grow in the rock and their roots break the rock. In some places, the rocks fall to the ground because of gravity.

At some point, there was also volcanic activity in the Grand Canyon, as shown by some of the rock layers. Also, some of the rock layers do not line up exactly and have diagonal cracks along them, which could be evidence of past earthquakes.

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PhD SCIENCE™

Evaluate What Scientists Say

7 minutes

In Grand Canyon​(Chin 2017), read the page before the title page to students. The relevant text begins “Rivers carve canyons.” Then, turn to page 38 and read the first two sections (titled “How Canyons Are Carved” and “The Colorado River”). ►►According to the reading, what was the most important feature that formed the Grand Canyon?

▪▪ The Colorado River was the most important feature that formed the Grand Canyon.​ ►►According to the reading, what processes did the Colorado River cause that led to the formation

of the Grand Canyon?

▪▪ It said that weathering and erosion carved the canyon.​ ►►How does this compare with what we have learned?

▪▪ This matches what we put in our anchor model.​

Conceptual Checkpoint

20 minutes

Tell students they will now complete a Conceptual Checkpoint to demonstrate their knowledge of the Concept 3 Focus Question How do canyons around the world form? Display the color version of the Australia relief map (Lesson 20 Resource) for students to reference as they write responses to the following prompt in their Science Logbooks (Lesson 20 Activity Guide). ►►Imagine you are planning an expedition to a canyon in Australia, like John Wesley Powell

planned an expedition to the Grand Canyon. First, predict where a canyon might be found in Australia. Use the Australia relief map to identify an area to explore and mark it on your map. Then write an explanation, with evidence, describing why you chose that location.

Content Area Connection: English As students respond to the Conceptual Checkpoint, they can apply strategies for writing informative texts. For example, they might plan and revise their writing by using a flexible structure that includes a topic statement about their prediction, evidence that supports the prediction, elaboration that explains how the evidence relates to the prediction, and a concluding statement (CCSS.ELALiteracy.W.4.2).

Differentiation Students performing below expectations may benefit from seeing the maps of volcano and earthquake locations while completing the Conceptual Checkpoint.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 20

Sample student response:​ ▪▪ I predict that there is a canyon to explore on the western coast of Australia. Canyons are carved from mountains, and the map shows high elevation on the west side of Australia. I also know that mountains and canyons are often found near volcanos and earthquakes, and those are usually found on the edges of a continent, so that is why I chose a location by the ocean.​

Conceptual Checkpoint Students use their knowledge of relationships and patterns of Earth’s features and processes to identify an area where a canyon might be found in Australia. This Conceptual Checkpoint assesses students’ progress in understanding the Concept 3 Focus Question: How do canyons around the world form?

Evidence Look for evidence that all students ▪▪ choose canyon locations that follow the same patterns as those observed in previous lessons (i.e., near mountains, volcanoes, and earthquake activity), and ▪▪ support their choice by using these patterns as evidence.

Next Steps If students do not make the connection that canyons can be found near all three features or processes, guide them to think about the patterns they identified in Lessons 18 and 19 to help make their choice. Revisit the maps if necessary.

The difference between features​ and processes​is often confusing to students. If students use the terms interchangeably, explain that Earth’s processes play a role in creating or changing Earth’s features.

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L4 ▸ M1 ▸ Lesson 20

Land

PhD SCIENCE™

3 minutes

Display the driving question board, and briefly discuss progress made toward answering the Essential Question: How did the Grand Canyon’s features form? Draw attention to student questions related to how humans interact with the Grand Canyon (e.g., Is anyone still exploring the Grand Canyon?

Do people dig for fossils there?).

Tell students that in the next lesson, they will begin to study how humans change natural features, such as rivers, by investigating the Concept 4 Focus Question: How do humans interact with Earth’s features and processes?

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 21–22

Lessons 21–22

Lake Formation after the Addition of Dams Prepare In Lesson 11, students traced the flow of the Colorado River. In this set of lessons, students further explore the Colorado River system using maps and a model as they begin investigating the Concept 4 Focus Question: How do humans interact with Earth’s features and processes? In Lesson 21, students model the Colorado River using stream tables. In Lesson 22, students use their models to investigate how dams can cause changes (CC.2) in the surrounding environment (ESS3.A). Students then use evidence from their investigation to support an explanation (SEP.6) for how dams can (1) cause a river to swell and form a lake and (2) cause a different part of the river to dry up.

Student Learning

Concept 4: Human Interactions with Earth Focus Question How do humans interact with Earth’s features and processes?

Phenomenon Question How do dams affect the environment?

Knowledge Statement Human-made structures such as dams can change nearby natural features and processes.

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L4 ▸ M1 ▸ Lessons 21–22

PhD SCIENCE™

Objectives ▪▪ Lesson 21: Create a model of the Colorado River.

▪▪ Lesson 22: Identify the effects of dams on the environment.

Standards Addressed 4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. (Developing)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.3: Planning and Carrying Out Investigations

ESS3.A: Natural Resources

CC.2: Cause and Effect

▪▪ Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

▪▪ Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

SEP.6: Constructing Explanations and Designing Solutions ▪▪ Identify the evidence that supports particular points in an explanation.

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CC.4: Systems and System Models ▪▪ A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 21–22

Materials Lesson 21 Student

Teacher

Preparation

Science Logbook (Lesson 21 Activity Guides A and B)

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Model the Colorado River (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 bucket (or other plastic container) from Lesson 9, water, extra sand and soil (optional)

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Lesson 22

Science Logbook (Lesson 22 Activity Guides A, B, and C)

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Effects of a Dam on a River Investigation (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 plastic dam with small hole, half of a brick or roll of modeling clay, 1 bucket (or other plastic container) from Lesson 9, water

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Theodore Roosevelt Dam Photograph (Lesson 21 Resource A)

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Pre-1903 Colorado River System Map (Lesson 21 Resource B)

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Model the Colorado River Setup Instructions (Lesson 21 Resource C)

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Effects of a Dam on a River Investigation: 2 thin, flexible plastic cutting boards (15″ × 11″ or larger); scissors; single-hole punch

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Dam Gates Photograph (Lesson 22 Resource B)

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Present-Day Colorado River System Map (Lesson 22 Resource C)

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Driving question board

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Cue beaver dam video: http://phdsci.link/1002.

Prepare plastic dams for dam investigation (see Lesson 22 Resource A).

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L4 ▸ M1 ▸ Lesson 21

PhD SCIENCE™

Agenda

Lesson 21 Objective: Create a model of the Colorado River.

Launch (10 minutes) Learn (30 minutes) ▪▪ Explore Colorado River System Map (12 minutes) ▪▪ Model the Colorado River (18 minutes) Land (5 minutes)

Launch

10 minutes

Begin the lesson by connecting what students know about water flow into buildings to the flow of water in streams and rivers. ►►How does water enter a building like a school or a house?

▪▪ I think it comes in through pipes.​ ▪▪ It comes in through a faucet like on a sink or a shower.​

Teacher Note If there is a sink or drinking fountain in or near the classroom, consider having students gather around the sink or fountain and asking them how the water gets there.

►►What changes or controls the amount of water that comes into a building?

▪▪ I can turn a faucet on or off to control if water comes in and how fast it comes in.​ ▪▪ I’ve seen my parents turn off valves in our basement. I think the valves control how much water comes in.​ ►►If the flow of water in pipes can be changed or controlled by humans, what might change the

water flow of an outside water source, such as a river or a stream?

▪▪ When there is a lot of rain, water flows more, and when it is dry, there is less water.​ ▪▪ I’ve seen trees that have fallen in a creek and slowed down the water.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 21

Show students the video of the beaver dam (http://phdsci.link/1002). Tell students the structure in the video was built by beavers. ►►How do you think the flow of water changed when beavers built the structure in this river?

▪▪ The structure probably holds some of the water back.​ ▪▪ There is still water coming through, but it is less than there would be if the structure wasn’t there.​ Display the image of the Theodore Roosevelt Dam on the Salt River in Arizona (Lesson 21 Resource A), which is part of the Colorado River system. Ask students to Think–Pair–Share about what they notice about the photograph. ►►What do you notice about the photograph?

▪▪ There is a wall across a river.​ ▪▪ The water looks like it isn’t moving.​ ▪▪ The wall looks human-made.​ ▪▪ The wall looks really tall.​ Then have students Think–Pair–Share about what they wonder about the photograph. ►►What do you wonder about the photograph?

▪▪ Why would people block the river?​ ▪▪ Can the water keep moving?​ ▪▪ How did people build the wall across the water?​ ▪▪ What happens to the fish?​

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L4 ▸ M1 ▸ Lesson 21

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After students share their initial thoughts, reveal (or confirm) that the image shows a dam. Explain that a dam is a barrier built across a river. Tell students that while debris or ice can naturally block a river or stream, most dams are built by beavers or humans.

English Language Development Understanding the word dam​is required to participate fully in the activity. Introduce this term explicitly. Consider acting out the action of blocking water or creating a dam. Additionally, students may benefit from examining other images of dams, including both human-made dams and natural dams built by beavers. ►►How do you think the human-made dam in the picture is similar to the beaver dam you saw

in the video?

Extension

▪▪ I think they both go across water.​

Students could research beaver dams and further compare them to humanmade dams in terms of their purpose and their effect on the environment.

▪▪ It is hard to tell from the picture, but maybe the human-made dam changes the flow of water like the beaver dam does.​ ▪▪ The human-made dam and the beaver dam probably both hold water back.​ Draw attention to student responses that relate to how the flow of water may change or be held back by a dam. If students do not respond with answers about water flow, consider the following prompt: ►►How might a dam affect the flow of water in a river?

▪▪ A dam might change how fast the water flows.​ ▪▪ I don’t think water would be able to flow through a dam.​ Tell students they are going to be investigating the Phenomenon Question How do dams affect the environment? in the next few lessons.

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PhD SCIENCE™

Learn

L4 ▸ M1 ▸ Lesson 21

30 minutes

Explore Colorado River System Map

12 minutes

Tell students their first task in exploring the phenomenon question is to consider a historical map of the Colorado River system. Display the pre-1903 Colorado River system map (Mueller and Marsh 2002, 9) (Lesson 21 Resource B) while students follow along in their Science Logbooks (Lesson 21 Activity Guide A).

Allow students to examine the map, trace the Colorado River, and discuss their observations with a partner. As partners are discussing, move around the room to clarify any confusion about which parts of the map represent the river. If students have questions about other rivers they see on the map, explain that these rivers are part of the Colorado River system because they send water into the Colorado River.

Differentiation Students may need support focusing on the Colorado River rather than other details of the map. Students can slowly trace the river with a finger on the map and describe what they notice about each place their finger touches.

Next, instruct students to draw a dam on the Colorado River just south of the Arizona border and north of the junction between the Colorado River and the Little Colorado River. If needed, model this action for students using the displayed map.

Then ask students to Jot–Pair–Share to make a prediction about how adding a dam would change the river system.

Students should record their prediction in their Science Logbooks (Lesson 21 Activity Guide A). As students share, summarize their predictions on a class predictions chart.

English Language Development The chart in this lesson uses the term impact​. Sharing the Spanish cognate for impact​ (impacto​) may be useful. English learners may also benefit from additional scaffolding in the form of sentence frames. Consider using sentence frames such as the ones below to scaffold this conversation.

▪▪ The impact of a dam on a river is _____.

▪▪ Dams can cause an impact on the environment by _____.

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Sample class predictions chart:​

Impact of Dams Phenomenon Question: How do dams affect the environment?

Predictions ▪▪ Building a dam would cause a lake to form.​ ▪▪ Building a dam would cause water to build up.​ ▪▪ A dam would prevent fish from swimming up and down the river.​

Model the Colorado River

18 minutes

Divide students into small groups and ask them to brainstorm ideas to test their predictions. Consider using the following prompt if students find it difficult to generate testable ideas. ►►How can we investigate the effects of a dam on the environment if we cannot leave the

classroom?

▪▪ We can look at maps of other river systems where dams have been built.​ ▪▪ We can model a river in our stream table and put a dam on it.​ ▪▪ I think we should pour water over land without a dam first. Then we could add a dam, pour more water, and compare.​ Guide students to agree to use the stream tables they built in Lesson 8. Bring out the stream tables and explain that students will first need to model a river before they can investigate how building a dam affects water flow. Use students’ ideas to guide and refine the setup of the investigation. ►►How can we use our stream tables to model a river? What materials can we use?

▪▪ We need to make a river with soil around it.​ ▪▪ I think we should pour water to create a river.​

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 21

Setup instructions for the stream tables are provided in Lesson 21 Resource C. Have students work in their groups to participate in the setup of the stream table landscapes. Once the stream tables are ready, review the following safety procedures before allowing groups to start investigating.

Safety Note This investigation poses a potential hazard. Explain that spilled water or debris could cause falls. To minimize this risk, review with students that spills must always be cleaned up immediately.

Students should follow the directions for modeling the Colorado River in their Science Logbooks (Lesson 21 Activity Guide B). As students work, circulate to support teamwork and encourage students to record detailed observations.

Sample observations:​

Observations Notes ▪▪ Water flowed from higher elevation to lower elevation.​ ▪▪ Some sediment moved with the river.​

Drawing Wa ter

Sediment flo w

ing

Once students are done with their investigation, instruct them to carefully clean up their work areas.

Students should place their stream tables where they will not be disturbed until the next class. Monitor clean up, then ensure all students wash their hands with soap and water.

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L4 ▸ M1 ▸ Lesson 21

Land

PhD SCIENCE™

5 minutes

Ask students to share what they notice about their model rivers. ►►What do you notice about your stream table river that is different from the Colorado River

system on the map?

▪▪ Our river does not flow into smaller streams or rivers like in the Colorado River system.​ ▪▪ The Colorado River looks really long on the map. We couldn’t make ours that long.​ After students share ideas, allow them time to revise the predictions in their Science Logbooks (Lesson 21 Activity Guide A). Lead a discussion about any revisions students make to their predictions.

Update the class predictions chart with any new student ideas.

Tell students that in the next lesson they will model how a dam affects a river to further investigate the Phenomenon Question How do dams affect the environment?

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 22

Agenda

Lesson 22 Objective: Identify the effects of dams on the environment.

Launch

Launch (4 minutes) Learn (38 minutes) ▪▪ Effects of a Dam on a River Investigation (16 minutes) ▪▪ Construct Explanations (12 minutes) ▪▪ Compare Colorado River System Maps (10 minutes)

4 minutes

Land (3 minutes)

Show students the photograph of the dam gates (Lesson 22 Resource B).

►►What do you notice about the dam shown in the photograph?

▪▪ There is water on both sides of the dam.​ ▪▪ There is water coming out of some of the openings in the dam but not others.​

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L4 ▸ M1 ▸ Lesson 22

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Explain that dams are not usually solid walls and that most dams have gates that can be opened and closed. Point out that two of the gates in the photograph are open while the others are closed.

Show students one of the plastic dams they will be using in their investigation. Ask students how they think placing the dam will change the amount of water that flows into the bottom part of their model river. Guide students to consider how the hole will act as a gate to control water flow.

Learn

38 minutes

Effects of a Dam on a River Investigation

16 minutes

Allow students to return to their groups from the previous lesson and retrieve their stream tables.

Distribute the plastic dams and instruct students to follow the directions for investigating the effects of a dam on a river in their Science Logbooks (Lesson 22 Activity Guide A). As students work, circulate the classroom to support teamwork and encourage students to record detailed observations.

Sample observations:​

Observations Notes ▪▪ Water got backed up behind the dam and formed a pool.​ ▪▪ Sediment built up near the dam.​ ▪▪ There was less sediment in the river after the dam. The water looked cleaner.​ ▪▪ There was a lot of sediment in the water pooling before the dam. The water looked muddy.​ ▪▪ The part of the river after the dam slowed down and dried up.​

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As the investigation proceeds, students should observe that the addition of the dam to the model river causes water to pool behind the dam, the flow of water to decrease after the dam, and sediment to accumulate next to the dam.

If water is not pooling for some groups, consider allowing successful groups to work with those having difficulty. Also explain that the clay used to anchor the dam should be pressed into the stream table to make a seal so that water cannot flow underneath the dam.

Drawing

Water builds River up as a flow lake Sediment Dam builds up

Teacher Note

River flow weaker

Students may need to make multiple attempts. If there are sufficient materials, students may need to create a new river system due to degradation over trials.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 22

Support each group as needed by prompting with questions and providing feedback. If time permits, allow students to view other groups’ stream table investigations in a Gallery Walk.

Construct Explanations

12 minutes

Ask students to revisit the predictions they made about dams in the previous lesson. Have students discuss with their groups whether their observations from the investigation support their predictions.

Next, ask students to work in their groups to make a claim based on the evidence they collected during the investigation. Each group should write their claim along with evidence to support the claim on a whiteboard or chart paper. Once all groups are ready, have students participate in a Chalk Talk or Gallery Walk to provide feedback to other groups. Students should pay close attention to whether the evidence provided supports the claim made by each group.

Summarize students’ discussions by recording example claims with evidence on a class claims chart.

Sample class claims chart:​

Impact of Dams Phenomenon Question: How do dams affect the environment?

Claims

Evidence

▪▪ Building a dam on a river causes a lake to form behind the dam.​

▪▪ In the stream table, water backed up behind the dam to form a pool.​

▪▪ Building a dam on a river can cause part of the river to dry up.​

▪▪ After the dam was put in place, there was less water flowing to the area after the dam. That part of the river dried up.​

Discuss the claims and evidence provided by students. Highlight claims that have strong evidence from the investigation to support them. Groups may adjust their claims or evidence based on peer feedback or the class claims chart before recording it in their Science Logbooks (Lesson 22 Activity Guide B).

Student groups should then work together to develop reasoning for why they believe each piece of evidence supports their claim. Student groups should meet with at least one other group to share their reasoning statements before recording them in their Science Logbooks (Lesson 22 Activity Guide B).

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Sample reasoning statements:​ ▪▪ Our claim that building a dam on a river can cause a lake to form was supported by our observations from the investigation. When we added a dam to our model river, water backed up and formed a pool behind the dam. This makes sense because if water flow is blocked, the water will build up unless it can go somewhere else.​ ▪▪ We observed that the flow of water stopped after we added a dam to our model river. Once the pool behind the dam filled up, a small amount of water came through. This shows that building a dam can cause less water to flow and can make rivers dry up.​ ▪▪ Our claim that building a dam can control the amount of water in the river was supported.

During the investigation, when we added a dam to our model river, the flow of water after the dam decreased or stopped. We could have increased the water again by making the hole in the dam bigger or removing the dam completely.​

Check for Understanding As students analyze their evidence, they should form statements by using the Claim, Evidence, Reasoning format to evaluate each claim.

Evidence Look for evidence that all students ▪▪ include the claim they developed, and ▪▪ use reasoning to connect evidence they gathered during the investigation to support their claim.

Next Steps If students are struggling to form statements using the Claim, Evidence, Reasoning format, guide them to make connections between the evidence (data) from their investigations and its relationship to their claim.

Compare Colorado River System Maps

10 minutes

Display the pre-1903 map of the Colorado River system (Mueller and Marsh 2002, 9) (Lesson 21 Resource B) and the present-day map of the same region (Lesson 22 Resource C). Ask students to examine the maps and to trace the Colorado River on each one. As before, clarify any confusion about which parts of the maps represent the river.

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Teacher Note The present-day map may not include some rivers that became smaller or only flow during rainy seasons due to dam construction. For example, portions of the Bill Williams River are perennial (flow year-round), but other parts are ephemeral (only flow during rainy seasons). This observation should be supported by the stream table investigation.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 22

Fontenelle

Wyoming Rock Springs Flaming Gorge Starvation

Yam

pa R iver

ite Riv er Wh

en Riv er

Soldier Creek

Aspen

Gr e

Utah

o

Ri ve

r

ys Pluvial White R i v e r S

ad

or

C

tem

Riv

Co

Upper Basin

Lit t

Hoover Lake Mohave Davis

le

C

ol

or ad

Lower Basin

V er

r ve

o Ri

New

River de

Mexico

Salt Parker Phoenix Riv er Palo Verde Roosevelt Diversion Gi l a R iver er R iv Coolidge G il a Painted Rock Imperial

Ariz

ona

Rive r edro nP Sa

Tucson Dams

e nJ ua n Riv

ado Ri lor r

Lake Havasu

Salton Sea

Sa

Glen Canyon

ve

Las V Vegas Lake Mead

California

Lake Powell

er

in irg

r

Nevada

Colorado

Crystal

ol

Have students work with a partner to compare the Colorado River system maps by completing the comparison chart in their Science Logbooks (Lesson 22 Activity Guide C).

Sample comparison chart:​

What is similar between the two maps?

The Colorado River is in the same place.​ Other rivers touch the Colorado River, like the Green River and the Gila River.​

What is different between the two maps?

Pre-1903 Map

Present-Day Map

There are no lakes, only rivers.​

There are new lakes (Mead, Powell, Havasu, and others). ​

No dams are shown.​

Many dams are shown. They are near lakes.​

There are more rivers than in the present-day map.​

Some rivers aren’t there.​

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After students have compared the two maps, provide the following prompt: ►►How do the Colorado River system maps support or refute your claims about how dams affect

the environment?

▪▪ The maps support our claim that building dams on rivers causes lakes to form because there were no lakes on the old map but there are lakes around the dams on the present-day map.​ ▪▪ Some of the rivers are missing on the present-day map, which supports our claim that building dams can cause rivers downstream to dry up.​ Use this discussion to guide the class to agree upon an answer to the Phenomenon Question How do dams affect the environment?

Land

3 minutes

Extension Students learned about erosion in Lessons 8–11. To show how dams cause erosion when water is released from a dam, consider having students watch a video of a dam release and discuss how dams affect the environment below the dam.

Display the driving question board and discuss with the class whether what they have learned about dams helps them answer any of their questions. Also ask whether they have any new questions they would like to add. ►►What questions do you still have about dams?

▪▪ Is forming a new lake good or bad for the environment?​ ▪▪ What happens to the environment when a river dries up?​ ▪▪ Can fish get past the dam?​ ▪▪ Do people ride boats in the lakes next to dams?​ ▪▪ Do dams ever break?​ Point out that students still have many questions about dams. Tell students they will continue their study of dams in the next lesson as they investigate the Phenomenon Question Why do people build dams on the Colorado River?

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 22

Optional Homework Students investigate another dam, such as the Grand Coulee Dam on the Columbia River in Washington, the Dworshak Dam on the Clearwater River in Idaho, or a dam in their local area.

Students should complete research to locate and compare maps of the area before and after the dam was built and determine whether any additional observations they make support their claims from this lesson.

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171

PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 23–24

Lessons 23–24

Renewable and Nonrenewable Energy Resource Use Prepare In Lessons 21 and 22, students discovered that dams can cause changes to the environment. Now, in Lesson 23, they explore why people build dams and learn that hydroelectric dams generate electricity. In Lesson 24, students compare a variety of energy resources, including hydroelectric power, solar power, and fossil fuels. They interpret information from multiple texts (SEP.8) to differentiate between renewable and nonrenewable energy resources (ESS3.A) and describe the effects of using each resource (CC.2). These lessons bridge to Module 2’s focus: energy.

Concept 4: Human Interactions with Earth Focus Question How do humans interact with Earth’s features and processes?

Student Learning

Phenomenon Question

Knowledge Statement

Why do people build dams on the Colorado River?

The environment is impacted by human use of energy resources.

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L4 ▸ M1 ▸ Lessons 23–24

PhD SCIENCE™

Objectives ▪▪ Lesson 23: Interpret information to determine uses of dams.

▪▪ Lesson 24: Describe how the use of renewable and nonrenewable energy resources impacts the environment.

Standards Addressed 4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS3.A: Natural Resources

CC.2: Cause and Effect

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

▪▪ Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Obtain and combine information from books and other reliable media to explain phenomena.

▪▪ Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

▪▪ Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

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CC.4: Systems and System Models ▪▪ A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

Connections to Engineering, Technology, and Applications of Science​ Influence of Engineering, Technology, and Science on Society and the Natural World ▪▪ Over time, people’s needs and wants change, as do their demands for new and improved technologies.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 23–24

Materials Lesson 23 Student

Science Logbook (Lesson 23 Activity Guides A, B, and C)

●

Science Logbook (Lesson 24 Activity Guides A, B, and C)

Teacher

Preparation

Lesson 24 ●

Additional Theodore Roosevelt Dam Photographs (Lesson 23 Resource A)

●

Excerpts from “The Hoover Dam: Controlling Water in the West” (Adapted) (Lusted 2016) (Lesson 23 Resource B)

●

Driving question board

●

●

Anchor chart

●

Secure texts (see Lesson 24 Resource) or open free educator account to access Epic! digital texts (http://phdsci.link/1007).

●

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Agenda Launch (5 minutes)

Lesson 23

Learn (32 minutes) ▪▪ Consider Reasons for Building Dams (7 minutes)

Objective: Interpret information to determine uses of dams.

Launch

▪▪ Read about the Hoover Dam (12 minutes) ▪▪ Analyze Energy Data (13 minutes) Land (8 minutes)

5 minutes

Show students the additional photographs of the Theodore Roosevelt Dam (Lesson 23 Resource A) and explain that the photographs show downstream (Figure 1) and upstream (Figure 2) views of a dam that is on the Salt River, which is part of the Colorado River system. Remind students of the claims they made in the previous lesson about how building a dam on a river can cause a lake to form on one side and the river to dry up (or have less water) on the other.

1

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2

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 23

►►What evidence can you see in the photographs that relates to the stream table investigation

we performed?

▪▪ There is a lot of sediment built up before the dam, just like in our stream tables.​ ▪▪ A lot of water pooled in front of the dam. That also happened in our stream tables.​ ▪▪ The river looks narrower after the dam. We saw that happen in our stream tables too.​ ►►Does the evidence in the photographs support the claim that building a dam on a river can cause

a lake to form?

▪▪ The pictures support the claim. There is a lake next to the dam. From the old map, we know the lake wasn’t there before.​ ▪▪ In the picture, the water in the lake looks higher than the water in the river. Our claim doesn’t say anything about the lake water being higher.​ ►►If building a dam changes the environment, why do you think people would build one?

▪▪ Maybe they want to swim in the lake. It’s deeper and easier to swim in than a river.​ ▪▪ They might want to collect water in the lake for drinking.​ ▪▪ Maybe the dam makes it easier to catch fish.​ Introduce this lesson’s Phenomenon Question: Why do people build dams on the Colorado River?

Learn

32 minutes

Consider Reasons for Building Dams

If students do not connect that the water in the lake looks higher than water in the river, have them estimate the number of bricks in the dam above the water level in the river view and the lake view to make observations about the difference in height.

Teacher Note Remind students that while dams have many benefits, society must also consider the environmental impact of building dams (or any new technology). Dams should be built only when benefits far outweigh the risks or disadvantages.

Teacher Note 7 minutes

Instruct students to consider the list of possible reasons to build a dam provided in their Science Logbooks (Lesson 23 Activity Guide A), mark the reasons they think apply, and discuss their answers with a partner. At the end of the lesson, students will return to the list and update it with any new ideas based on evidence they have gathered.

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Teacher Note

The options listed are designed to stimulate student thinking and discussion; they should not be evaluated as correct or incorrect. For more information on this type of formative assessment probe, see the book series Uncovering Student Ideas in Science​

by Page Keeley et al. (2007).

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Check for Understanding Listen to students’ discussions for prior knowledge or misconceptions about dams.

Evidence Listen for evidence that all students ▪▪ support their choices with valid evidence (listen for less reliable justifications such as I just know​ …, I heard somewhere​…, or Someone told me​…), and ▪▪ begin differentiating between a dam’s purpose and its added benefits.

Differentiation

Next Steps

Differentiate supports for students’ reading needs. Students may read independently, in pairs, or in a teacher-led small group. Below grade-level readers and English learners may benefit from multiple readings of the text excerpt before this lesson.

If needed, help students practice reading the text multiple times to seek out the information they need to complete the task.

Circulate during the discussion to provide immediate feedback on students’ evidence and reasoning.

When students revisit this activity at the end of the lesson, listen for students to use new evidence to identify generating electricity and controlling floods as some of the important reasons for building dams.

Read about the Hoover Dam

12 minutes

Tell students they will learn more about dams and their uses by reading about a dam on the Colorado River—the Hoover Dam. Have students read paragraphs 1, 7, 8, 9, and 10 of “The Hoover Dam: Controlling Water in the West” (Lusted 2016) (Lesson 23 Resource B).

As they read, students should take notes on the Connect–Extend–Question chart in their Science Logbooks (Lesson 23 Activity Guide B).

After reading, have students discuss their connections, extensions, and questions with the class.

Content Area Connection: English As students read about the Hoover Dam, they can note unknown words, and then use relevant context clues, affixes, and root words to determine the meaning of the words (CCSS.ELA-Literacy.RI.4.4, L.4.4). If students use the Wit & Wisdom​ English curriculum, they may know this as the outside–in strategy.

Differentiation Students may find it difficult to get started when asked to fill in blank graphic organizers. Consider offering familiar prompts to help students relate to this organizer, such as “I wonder …”

Extension The full article is available in Lesson 23 Resource C. As an extension, consider reading more of the article or showing students a video to better understand the history of the Hoover Dam.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 23

Sample Connect–Extend–Question chart:​

Connect ▪▪ The Colorado River goes through the Grand Canyon.​ ▪▪ I know rivers can flood.​ ▪▪ I use electricity for video games. When the electricity goes out, the lights go out.​ ▪▪ I thought people might swim in lakes. People have fun in Lake Mead.​

Teacher Note Extend

Question

▪▪ I thought dams caused floods. But it sounds like the Hoover Dam prevents floods.​

▪▪ What is hydroelectric power?​

▪▪ I thought people wanted to live near rivers for farming.

But it also sounds dangerous.​

▪▪ How can dams stop flooding?​

▪▪ I didn’t know dams produce electricity.​

▪▪ How do dams produce electricity?​

This chart is adapted from the Connect– Extend–Challenge Visible Thinking routine from Harvard Project Zero (n.d.).

The Question section encourages students to ask questions and build on their prior experience with this practice (SEP.1).

▪▪ Why doesn’t the river knock down the dam?​

►►What is hydroelectric power?

▪▪ It’s when people build dams to get electricity.​ ▪▪ Hydroelectric power uses moving water to produce electricity.​ ▪▪ In hydroelectric dams, the water moving through the dam spins a turbine and generates electricity.​

English Language Development Understanding the term hydroelectric power​is required to participate fully in the activity. Introduce this term explicitly. It may be useful to break hydroelectric​into parts, explaining that hydro​ means water. Additionally, consider sharing a student-friendly explanation, such as hydroelectric power uses moving water to generate electricity.​

Add any new questions to the driving question board.

▪▪ How can a dam stop flooding if water builds up to form a lake?​ ▪▪ How can a spinning wheel make electricity?​

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L4 ▸ M1 ▸ Lesson 23

PhD SCIENCE™

Analyze Energy Data

13 minutes

Direct students to view the data table in their Science Logbooks (Lesson 23 Activity Guide C). Students should follow the prompts to interpret data about the energy produced from both the Glen Canyon Dam and the Hoover Dam on the Colorado River and the states they serve.

Table 1: Number of people provided energy by the Glen Canyon and Hoover Dams

Glen Canyon Dam Bureau of Reclamation, US DOI (2017a)

Hoover Dam Bureau of Reclamation, US DOI (2017b)

Number of People Using the Energy Dams Produce

1.63 million

1.3 million

States the Energy Produced Serves

AZ, CO, NE, NV, NM, UT, WY

AZ, CA, NV

Content Area Connection: Mathematics During science class, find opportunities to strengthen students’ mathematical practices. For example, frame questions that support students’ abilities to analyze and explain the relationships between the two tables in their Science Logbooks (Lesson 23 Activity Guide C) (CCSS.Math.Practice.MP1).

Table 2: Number of people per state as of 2016

State Arizona (AZ)

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Number of People (as of 2016 US Census) 6.93 million

California (CA)

39.25 million

Colorado (CO)

5.54 million

Nebraska (NE)

1.91 million

Nevada (NV)

2.94 million

New Mexico (NM)

2.08 million

Utah (UT)

3.05 million

Wyoming (WY)

0.59 million

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 23

Students should analyze the data by comparing the information in Tables 1 and 2. They should notice that the Glen Canyon and Hoover Dams do not produce enough energy to serve the total population of the states listed in Table 2. ►►Why build a dam if it does not provide enough energy for everyone in an area?

▪▪ What we read about the Hoover Dam said that it was built to help prevent flooding and save farmland.​ ▪▪ It still produces some electricity, even if it’s not enough for everyone.​

Land

8 minutes

Ask students to think again about the Phenomenon Question Why do people build dams on the Colorado River? Students should return to the possible reasons for building dams in their Science Logbooks (Lesson 23 Activity Guide A) and mark any changes in their thinking with a new color.

Ask students to share the reasons they selected and explain their evidence and reasoning.

Sample student responses:​ ▪▪ I didn’t think people built dams to prevent flooding. We saw in the stream table that dams can cause floods. But the article said the Hoover Dam also stopped floods.​

Teacher Note Because not all the reasons found in their Science Logbooks (Lesson 23 Activity Guide A) are necessarily correct or incorrect, listen for students to justify their thinking with evidence.

▪▪ I still think people fish in the lakes. The text says Lake Mead is a recreation area.​ ▪▪ Now I know people can build dams to get electricity.​ Return the discussion to the Glen Canyon and Hoover Dams and the difference between the number of people provided energy by the dams and the population of states that receive energy from them. ►►How do you think the rest of the people in these states get energy?

▪▪ Maybe they use wind power or solar power. I have seen big windmills and solar panels before.​ ▪▪ They must get their energy from a different power plant.​ Confirm that the people in these states must get energy from more than one source. Tell students that in the next lesson they will explore different energy resources.

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Spotlight on Engineering, Technology, and Applications of Science Help students reflect on how people’s needs, wants, and technology demands have changed over time. For example, many people’s expectation of entertainment, food preparation, and heating have changed within the past century. Present-day technologies to support these wants and needs require electricity, but those needs were supported without electricity in the past.

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Agenda Launch (5 minutes)

Lesson 24 Objective: Describe how the use of renewable and nonrenewable energy resources impacts the environment.

Launch

Learn (38 minutes) ▪▪ Read about Energy Resources (10 minutes) ▪▪ Categorize Energy Resources (10 minutes) ▪▪ Discuss Similarities and Differences among Energy Resources (10 minutes)

5 minutes

▪▪ Conceptual Checkpoint (8 minutes) Land (2 minutes)

Ask students to consider what they learned about hydroelectric power in the previous lesson.

Ask students whether they think they now have an answer to the Phenomenon Question Why do people build dams on the Colorado River? Display the driving question board for students to refer to as they determine whether enough evidence has been gathered to support their thinking, or whether there may be another aspect they have not yet considered.

Ask students whether they have thought of any other possible energy sources the people living in the states identified in the previous lesson could use to get the rest of the energy they need. As students brainstorm additional ideas, record the ideas in a visible place.

Sample student responses:​ ▪▪ Wind power​

Teacher Note

▪▪ Solar power​

Students will learn about windmills and the renewable energy they generate in Module 2.

▪▪ Power plants​ Tell students that in this lesson they will read about other types of energy sources.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 24

Learn

38 minutes

Read about Energy Resources

10 minutes

Explain that each student will read about an energy resource. Later, they will share their knowledge of that resource with other students in a Jigsaw discussion.

English Language Development As in most class discussions, allow students to consider each question and develop responses individually or with peers before whole-class sharing. This support may be particularly beneficial to English learners. For example, after posing the questions about where resources come from and what their effects are, invite students to share responses in pairs through a collaborative conversation routine, such as Think–Pair–Share.

Teacher Note In the Jigsaw protocol, students study one section of a text or task and then share with students who studied other sections. This technique gives students access to the knowledge in the full text without requiring them to read the full text closely. It also encourages collaborative learning.

Content Area Connection: English Show students the text excerpts for five resource topics: fossil fuels, coal, oil/natural gas, solar, and hydroelectric power. (See Lesson 24 Resource for texts and page assignments.) While showing the excerpts from Finding Out about Coal, Oil, and Natural Gas​(Doeden 2015a), clarify that coal, oil, and natural gas are all types of fossil fuels.

Assign students to one of the five topics. Students should read the specified excerpt of the text about that topic.

As they read, students should take notes on two index cards in response to the following questions: Where does the resource come from (source)? What are the effects of using the resource (effects)?

As students read text excerpts, they can apply strategies for understanding complex informational texts. For example, students can read the assigned section once and note what they notice and wonder, including unknown words (CCSS.ELA-Literacy.RI.4.4). Then they can reread to determine the section’s main idea and supporting key details and write notes on a Boxes and Bullets chart (RI.4.2). Finally, they can reread and take notes on their index cards about the resource’s source and effects (RI.4.3).

Teacher Note Ensure that students take notes about the resource’s source and effects on separate index cards. Doing so will facilitate sorting the resources later in the lesson and help students see similarities and differences among the resources. Consider using a different color index card for each resource to reinforce relationships visually.

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L4 ▸ M1 ▸ Lesson 24

PhD SCIENCE™

Sample notes:​

Topic

General

Source: Where does the resource come from?

▪▪ Dead plants and animals from millions of years ago formed peat​ ▪▪ Peat turned into coal, oil, or gas​

Fossil Fuels

▪▪ Buried underground​ Coal

▪▪ Underground, either near surface or very deep​

Effects: What are the effects of using the resource?

▪▪ Dig holes in the ground​ ▪▪ Make energy by burning the fuel​ ▪▪ Dig holes or tunnels underground​ ▪▪ Make energy by burning the fuel ​ ▪▪ Drill holes in the ground​

Oil and Natural Gas

▪▪ Underground deposits ​

▪▪ Take shale rocks out of ground​ ▪▪ Break shale rocks underground​ ▪▪ Make energy by burning the fuel​ ▪▪ People can use electricity​

▪▪ Moving water​ Hydroelectric Power

Solar

▪▪ Dams block a river to make a reservoir​

▪▪ Reservoir changes how a river flows​ ▪▪ Problems for wildlife​ ▪▪ Have heat and electricity to use​

▪▪ Sunlight​

▪▪ Spend money on materials​ ▪▪ Cover large surfaces with solar panels​

Categorize Energy Resources

10 minutes

When students complete their reading notes, regroup students for a Jigsaw discussion. Each small group should include one member representing each resource.

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L4 ▸ M1 ▸ Lesson 24

Students should describe their resource topic to peers, including details about its source and effects.

As students share, others can ask questions or compare the resources. Students should record similarities and differences among resources in their Science Logbook (Lesson 24 Activity Guide A).

Next, ask students to categorize the resources based on similarities and differences. Students can sort their index cards into groups to develop categories. Once categorized, instruct students to label each category and record the lists in their Science Logbooks (Lesson 24 Activity Guide A). Students should repeat this categorization process at least two more times.

Sample categorizations:​ From the Ground (Fossil Fuels)​

From Sun​

From Water​

▪▪ Coal​

▪▪ Solar​

▪▪ Hydroelectric power​

▪▪ Oil​ ▪▪ Natural gas​ Solid​

Liquid​

Gas​

Not Sure​

▪▪ Coal​

▪▪ Oil​

▪▪ Natural gas​

▪▪ Solar (sunlight)​

▪▪ Hydroelectric power (water)​ Will Run Out (Fossil Fuels)​

Won’t Run Out​

▪▪ Coal​

▪▪ Solar​

▪▪ Oil​

▪▪ Hydroelectric power​

▪▪ Natural gas​ Changes Land​

Changes Rivers​

▪▪ Fossil fuels (coal, oil, natural gas)​

▪▪ Hydroelectric power ​

▪▪ Solar​ ▪▪ Hydroelectric power​

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Discuss Similarities and Differences among Energy Resources 10 minutes Ask students to share their categories with the class. Facilitate a discussion to highlight the difference between renewable and nonrenewable resources. As needed, ask questions to elicit students’ thoughts.

English Language Development The terms renewable resource​ and nonrenewable resource​are used repeatedly in this module and subsequent modules. Introduce these terms explicitly. It may be useful to break the words into parts, explaining that non-​means unable to and renew​means to use again.

►►How did fossil fuels form?

▪▪ Fossils fuels come from plants and animals that lived millions of years ago.​ ▪▪ The dead plants and animals were buried underground. They slowly turned into coal, oil, or natural gas.​ ▪▪ It sounds like how rock layers form from the sediment in an environment.​ ►►How are fossil fuels different from solar and hydroelectric power?

▪▪ Fossil fuels will run out if we keep using them. It took millions of years for them to form.​ ▪▪ Using solar panels doesn’t change how much the sun shines.​ ▪▪ Building a dam on a river can slow down the water, but I don’t think it makes the water go away.​ Building on students’ thoughts, introduce the terms renewable​ and nonrenewable​. If a resource may run out over time, or it does not have an unlimited supply, scientists classify it as a nonrenewable resource. If a resource will not run out over time, or it does have an unlimited supply, scientists classify it as a renewable resource.

Students should group their index cards into renewable and nonrenewable resources then record those categories in their Science Logbook (Lesson 24 Activity Guide B).

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Content Area Connection: English Use the words renewable​ and nonrenewable​to explore the prefixes re​-, which often means “again” or “back,” and non​-, which often means “not.” Studying morphology deepens students’ understanding of words and increases their ability to determine the meaning of unknown words (CCSS.ELALiteracy.L.4.4b). Break down renewable​ into re​-, new​, and -able​, and discuss how each part relates to the word’s meaning.

Have students brainstorm other words that start with re​-, such as refresh​, restore​, and repair​, and compare the meanings of those words with renew​.

Challenge students to create sentences using forms of renew​in both scientific and everyday contexts.

Teacher Note As students compare renewable and nonrenewable sources of energy, encourage them to think about the advantages and disadvantages of each.

For example, solar energy is unlimited, but the amount that can be harnessed at a given time varies with the weather or the seasons. Encourage students to research how these factors affect the energy resources used by their town, state, or country.

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 24

Next, ask students how all the resources are similar. If needed, follow up with more specific questions. ►►Why do people use each resource?

▪▪ All the resources are used for electricity. We can do a lot with electricity, like power lights and machines.​ ▪▪ Some of the resources can be used to heat buildings when it’s cold.​ ▪▪ People use energy from the resources to do things.​ ►►How does the use of each resource affect the environment?

▪▪ Hydroelectric dams block river flow, which can hurt animals that live near the river.​ ▪▪ Solar panels take up a lot of space. That could change life for plants and animals that live near them.​ ▪▪ Fossil fuels come out of the ground. It might be hard for plants and animals to live in an area like that.​ ▪▪ I have heard about pollution from oil, gas, and coal.​ During the discussion, highlight student responses that include the ideas that all the natural resources described cause some changes in the environment and are used to generate energy. As students share, paraphrase their ideas into statements and add them to the anchor chart.

Sample anchor chart:​

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

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Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly.

OO Wind, water (both solid and liquid), and gravity are causes of erosion.

OO The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Patterns in Earth’s Processes and Features • Natural processes shape Earth’s features.

• Some of Earth’s processes and features occur in patterns.

OO Mountain ranges (feature) often occur along the edges and in the middle of continents.

OO Earthquakes (process) often occur in bands along the edges of continents and in the middle of oceans.

OO Volcanoes (feature) often occur in bands along the edges of continents and in the middle of oceans.

Human Interactions with Earth’s Features • Humans use natural resources for energy.

• Resource use impacts the environment.

• Some resources are renewable; they will not run out. Some resources are nonrenewable; they will run out.

Have students respond to the following question in their Science Logbook (Lesson 24 Activity Guide B). ►►How are all of the resources similar?

▪▪ All the resources are used for energy.​ ▪▪ Collecting and using the resources changes the environment.​

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Conceptual Checkpoint

L4 ▸ M1 ▸ Lesson 24

8 minutes

Tell students they will now complete a Conceptual Checkpoint to demonstrate their knowledge of the Concept 4 Focus Question: How do humans interact with Earth’s features and processes?

Students should write their responses to the Conceptual Checkpoint in their Science Logbooks (Lesson 24 Activity Guide C). ►►Our school wants to reduce the nonrenewable energy resources we use to generate electricity.

What resource could the school use instead? How could the school obtain the resource in a way that limits the impact on the environment?

Sample student response:​ ▪▪ Our school could reduce the nonrenewable energy resources used to generate electricity by placing solar panels on the roof of the school to get solar energy. Since we live where there is a lot of sunlight, there should be enough sunlight to give our school some electricity. Placing the solar panels on the roof means they won’t be placed somewhere where plants or animals already live.​

Conceptual Checkpoint This Conceptual Checkpoint assesses students’ understanding of the Concept 4 Focus Question: How do humans interact with Earth’s features and processes? Students should demonstrate understanding that humans change Earth’s features by using natural resources for energy and fuel (to generate electricity).

Evidence Look for evidence that all students ▪▪ identify at least one renewable resource that would be available in your area, and ▪▪ describe a method of obtaining the resource that has minimal impact on the environment.

Next Steps If students do not recognize the environmental impacts humans can have on Earth, stimulate further conversation on the topic by presenting additional readings. (See Lesson 23 Resource A.)

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Land

PhD SCIENCE™

2 minutes

Revisit the driving question board and draw students’ attention to each of the Focus Questions.

Ask students to explain how their work throughout the module has led to an understanding of the Essential Question: How did the Grand Canyon’s features form? Explain that students are ready to complete an End-of-Module Assessment as a summary of their new knowledge.

Optional Homework Students can continue to research the energy sources they investigated in this lesson.

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PhD SCIENCE™ L4 ▸ M1 ▸ Lessons 25–27

Lessons 25–27

Formation of the Grand Canyon’s Features Prepare In Lessons 25–27, students synthesize their learning from throughout the module and articulate their understanding of how Earth changes in a Socratic Seminar and End-of-Module Assessment.

In Lesson 25, students discuss the Essential Question in a Socratic Seminar and capture their thoughts in writing. In Lesson 26, they briefly revisit the driving question board to reflect on their progress and then individually complete the End-of-Module Assessment. During the End-of-Module Assessment, students apply their knowledge of cause and effect relationships (CC.2) to construct explanations (SEP.6) of layers in Earth’s surface, weathering and erosion, patterns in Earth’s features, impacts on the environment, and renewable and nonrenewable resources (ESS1.C, ESS2.A, ESS2.E, ESS2.B, ESS3.A, ESS3.B). In this module’s culminating lesson, Lesson 27, students debrief the assessment and look ahead to the next module.

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Application of Concepts Tasks Socratic Seminar End-of-Module Assessment

Phenomenon Question How did the Grand Canyon’s features form? (Essential Question)

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Student Learning Knowledge Statement Earth’s surface features continually change as a result of natural processes; some changes occur rapidly and others occur over long periods of time.

Objectives ▪▪ Lesson 25: Explain how Earth’s processes shape some of Earth’s features. (Socratic Seminar) ▪▪ Lesson 26: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment) ▪▪ Lesson 27: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment Debrief)

Standards Addressed 4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (Demonstrating)

4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (Demonstrating)

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features.

(Demonstrating)

4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. (Demonstrating)

4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (Demonstrating)

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Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.6: Constructing Explanations and Designing Solutions

ESS1.C: The History of Planet Earth

CC.2: Cause and Effect

▪▪ Identify the evidence that supports particular points in an explanation.

ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

▪▪ Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

ESS2.E: Biogeology ESS3.A: Natural Resources

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

ESS3.B: Natural Hazards

Materials Lesson 25 Student

Science Logbook (Lesson 25 Activity Guides A, B, and C) End-of-Module Assessment

Teacher Preparation

Lesson 26

Lesson 27

● ●

End-of-Module Assessment Rubric

●

Sample of End-of-Module Assessment responses that meet expectations (either sample responses from Teacher Edition or sample from class)

●

Driving question board

●

Anchor chart

●

Score End-of-Module Assessments and write individual feedback.

●

Select End-of-Module Assessment responses to share with students.

●

Prepare visual for student connections between Module Concept Statements and Systems Crosscutting Concepts (see Lesson 27 Resources A and B).

●

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Agenda Launch (7 minutes)

Lesson 25

Learn (33 minutes) ▪▪ Prepare for Socratic Seminar (8 minutes)

Objective: Explain how Earth’s processes shape some of Earth’s features. (Socratic Seminar)

▪▪ Engage in Socratic Seminar (25 minutes) Land (5 minutes)

Launch

7 minutes

Students make a relationship map to show connections among key terms learned throughout the module. To start the map, they cut out the key terms in their Science Logbooks (Lesson 25 Activity Guide A). Individually, students arrange the terms in their Science Logbooks to show the term relationships. They can draw arrows or other symbols and write words between the terms to express the relationships. Once students organize the map, they can glue the terms in place.

Learn

33 minutes

Prepare for Socratic Seminar

Content Area Connection: English 8 minutes

Tell students they will share their understanding of the Essential Question with one another through a Socratic Seminar discussion.

First, students write an initial response to the Essential Question: How did the Grand Canyon’s features form? in their Science Logbooks (Lesson 25 Activity Guide B) as a Quick Write. When students finish, ask them to draw a line below their response. At the end of the seminar, students will revisit this response to see how their thoughts have changed.

This Socratic Seminar allows students to use their speaking and listening skills to express and deepen their science content knowledge. In a Socratic Seminar, students prepare for and participate in a collaborative, evidence-based, academic conversation.

See the Socratic Seminar resource in the Implementation Guide for more background.

In this discussion, students should work toward grade-level expectations for speaking and listening.

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Engage in Socratic Seminar

L4 ▸ M1 ▸ Lesson 25

25 minutes

As needed, review the routines and expectations for participating effectively in a Socratic Seminar, including classroom guidelines and resources for speaking and listening. Have students review the collaborative conversation strategies in their Science Logbooks (Lesson 25 Activity Guide C).

Explain that this resource reminds students of different ways they can participate in a collaborative conversation and provides sentence frames to support student participation.

Instruct students to choose one or two conversation strategies to use as a visual reminder of effective ways to contribute to the discussion and to cut out or circle those strategies as a visual reminder.

Differentiation Before students begin the Socratic Seminar, read the sentence frames provided to students.

Remind students that during the seminar they should incorporate science terminology learned during the module.

Students can refer to their relationship map from this lesson’s Launch, the anchor chart, the anchor model, and other classroom resources to support their discussion.

After the discussion, encourage students to share which sentence frames were most helpful to them during the discussion.

Display and read aloud the Essential Question to prompt the discussion: How did the Grand Canyon’s features form?

English Language Development

Students discuss the question. In the Socratic Seminar, students respond to one another directly, with minimal teacher facilitation. Students can remind one another of conversation norms, ask for evidence, and pose questions to extend the conversation.

English learners may benefit from having a word bank available to use as they participate in the Socratic Seminar discussion. Include words and phrases such as canyon​, rock layers​, processes​, features​, form​, fossil​, erosion​, weathering​, and mountain range.​

As needed, step in briefly to reinforce norms for collaborative conversations. Consider posing one or two questions midway through the seminar to spur additional conversation, such as the following: ►►How is the Grand Canyon similar to and different from other canyons that we have studied? ►►What did studying the Grand Canyon’s layers tell us about how the area’s landscape changed

over time?

►►How do you think canyons on the ocean floor formed? ►►Think of _____ (an interesting landscape or feature of Earth that students are familiar with).

How do you think it was formed?

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Check for Understanding As students engage in the Socratic Seminar, take notes on their participation, content knowledge, and use of scientific language. To monitor student participation and the flow of the conversation, consider writing each student’s name around the edge of a piece of paper before the lesson and drawing lines between speakers during the conversation.

Evidence Listen for evidence that all students ▪▪ understand that changes in a landscape can occur quickly or very slowly; ▪▪ understand that weathering and erosion shape Earth’s surface and show us how some of Earth’s features have changed over time; ▪▪ find patterns in the features of Earth’s surface and processes; and ▪▪ use precise language such as erosion​, weathering​, and features​.

Next Steps If students express misconceptions about features or changes in Earth’s surface, meet with them individually or in a small group before the End-of-Module Assessment. Provide additional hands-on investigations of phenomena related to their misunderstanding, and help students use precise language to construct explanations of those phenomena.

Land

5 minutes

Students reread their Quick Write from the beginning of the lesson. Below the line, they summarize how the Socratic Seminar reinforced or changed their thinking. Encourage students to share examples of how their thinking evolved during the discussion.

Explain that in the next lesson, students will apply their understanding of how Earth changes in an End-of-Module Assessment.

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L4 ▸ M1 ▸ Lesson 26

Agenda Launch (8 minutes)

Lesson 26

Learn (35 minutes) ▪▪ Complete the End-of-Module Assessment (35 minutes)

Objective: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment)

Launch

Land (2 minutes)

8 minutes

Return to the driving question board, and ask students to share reflections on how their understanding has grown since applying what they learned about how Earth changes.

Ask students to share any new questions that might lead to future investigations.

Teacher Note Display the driving question board with the anchor chart and anchor model to help students make connections.

Extension

Learn

Students can research or investigate these questions independently at work stations or as optional homework.

35 minutes

Complete the End-of-Module Assessment

35 minutes

Prepare students for the End-of-Module Assessment by explaining that the assessment is a way for them to show all the knowledge they have developed through their study of how Earth changes.

Remind students to provide detailed explanations and to use the resources posted in the room if needed.

Distribute the End-of-Module Assessment. Read aloud the assessment items.

Students complete the End-of-Module Assessment individually. If needed, provide additional time for students to finish.

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Differentiation Provide an audio recording of the assessment items for students who need additional reading support.

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Teacher Note To prepare for the next lesson, review End-of-Module Assessment responses to provide rubric scores and actionable feedback to students on a separate page from the assessment. (See the rubric and sample responses in the End-of-Module Assessment section of this book.) In the next lesson, students review their own assessment responses and then the teacher feedback. Also, select an exemplar student response to share with students, or plan to share the sample student responses provided in the Teacher Edition. If selecting student responses, remember to remove identifying information and to select diverse student responses.

When providing feedback, be sure to guide students to focus on specific areas of improvement to deepen their understanding of module concepts. For students who need remediation, offer opportunities to revisit portions of the module.

Land

2 minutes

Tell students that in the next lesson, they will share their thinking about the End-of-Module Assessment questions.

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L4 ▸ M1 ▸ Lesson 27

Agenda

Lesson 27 Objective: Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment Debrief)

Launch (8 minutes) Learn (27 minutes) ▪▪ Debrief the End-of-Module Assessment (17 minutes) ▪▪ Revise End-of-Module Assessment Responses (10 minutes) Land (10 minutes)

Launch

8 minutes

Explain that in this lesson, students will review the End-of-Module Assessment, discuss responses, and then have an opportunity to revise their answers. First, they will review the assessment rubric and assess their own responses to begin reflecting on their learning.

Share the End-of-Module Assessment rubric with students, and distribute their individual responses (without teacher feedback, if possible). Students reflect on their own responses, recording their self-assessment feedback on their copy of the rubric.

Next, distribute written teacher feedback on students’ End-of-Module Assessments. Students review the teacher feedback of their own responses independently and write on sticky notes any questions they want to discuss with the class. Students post their questions, either anonymously or with their names. Quickly review students’ questions as they post them and plan which questions to discuss first.

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Learn

PhD SCIENCE™

32 minutes

Debrief the End-of-Module Assessment

17 minutes

Distribute copies of sample responses that meet expectations, one response per assessment item.

Students compare the sample responses to the rubric criteria and annotate those responses with the evidence of each rubric criterion they demonstrate.

Discuss each assessment item, posing relevant student questions from the Launch. Provide sentence frames such as the following to encourage all students to participate in the discussion.

▪▪ In the sample response, I notice _____.

▪▪ That makes me wonder _____.

▪▪ That makes me realize _____.

▪▪ I thought _____. How does that relate to _____?

▪▪ I would add _____ because _____.

Discuss the remaining student questions. As needed, encourage students to review their Science Logbooks, the anchor model, the anchor chart, and other resources for evidence during the discussion.

Revise End-of-Module Assessment Responses

10 minutes

Students revise their End-of-Module Assessment responses by using a different color pen or pencil, applying new ideas from the debrief conversation to deepen their responses.

Teacher Note Depending on school and classroom guidelines and routines, decide whether to score and provide feedback on these revised responses.

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Land

L4 ▸ M1 ▸ Lesson 27

10 minutes

Explain that Display the module concept statements (from Lesson 27 Resource A) one at a time. each sentence states a key idea that students studied and summarizes one section of the anchor chart. Display the anchor chart for student reference. Display and read aloud one concept statement and ask, Which section of the anchor chart does this statement summarize? Students can indicate their responses by pointing to the relevant section of the anchor chart or writing that section’s heading on individual whiteboards.

Sample student responses:​ ▪▪ Rock Layers: Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.​ ▪▪ Weathering and Erosion: The processes of breaking down rock (weathering) and moving sediment (erosion) play a role in shaping the features of Earth’s surface.​ ▪▪ Patterns in Earth’s Processes and Features: Natural processes (such as earthquakes, volcanic activity) and features of the Earth’s surface (such as mountains) occur in global patterns.​ ▪▪ Human Interactions with Earth’s Features: Humans harness energy from Earth’s features and processes, and the methods used to harness that energy can change Earth’s features and processes.​ As needed, students should discuss each statement to understand its meaning.

Display all the module concept statements alongside the module’s Systems Crosscutting Concepts (Lesson 27 Resource B). Introduce these Crosscutting Concepts as understandings that provide a link between scientific ideas. Referring to the visual, ask students to relate each of the displayed Crosscutting Concepts to the relevant displayed statements. As students discuss the following questions, indicate these connections either by layering connections onto students’ prior terminology concept maps or by creating a visual of the module’s enduring knowledge. See the sample visual below.

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Content Area Connection: English Point out the connection between these statements and the key details of a text (CCSS.ELA-Literacy.RI.4.2). Display the following sentence as an example of the module’s “main idea,” which the key details support: Earth’s surface features continually change as a result of natural processes; some changes occur rapidly and others occur over long periods of time.

As an alternative to reading the concept statements from the Lesson 27 Resource A, students can practice summarizing by writing their own sentences to summarize each section of the anchor chart.

Spotlight on Crosscutting Concepts Based on the Framework​(NRC 2012, 84–85), PhD Science​describes four Systems Crosscutting Concepts (Systems and System Models, Energy and Matter, Structure and Function, and Stability and Change) and three Nature of Science Crosscutting Concepts (Patterns; Cause and Effect; and Scale, Proportion, and Quantity).

This lesson highlights several Systems Crosscutting Concepts because these concepts help explain the behavior of systems that students study in this module. Connections to other Crosscutting Concepts can be highlighted in the discussion as they naturally appear. For more information on how PhD Science​addresses the NGSS Crosscutting Concepts, please refer to the Implementation Guide.

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►►How do some of these statements relate to stability and change?

▪▪ A lot of the statements are about how Earth changes. Weathering changes the shape and size of rocks, and erosion changes the location of the rocks.​ ▪▪ In the statement about energy, humans are changing Earth’s features.​ ►►How do some of these statements relate to systems and system models?

▪▪ Some of the statements are about how different things on Earth affect each other. They’re parts of a system.​ ▪▪ Natural materials like plants or water affect rocks, which can change the landscape. The use of other natural resources for energy can also affect Earth’s features and its processes.​ ►►How do some of these statements relate to energy and matter?

▪▪ Earth’s features, like mountains, volcanoes, and rivers, are made of matter.​ ▪▪ Humans get energy, like electricity, from natural resources. I think energy is different from matter.​ Sample visual:​

Teacher Note

Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

Systems and System Models

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The processes of breaking down rock (weathering) and moving sediment (erosion) play a role in shaping the features of Earth’s surface.

Energy and Matter

Natural processes (such as earthquakes, volcanic activity) and features of the Earth’s surface (such as mountains) occur in global patterns.

Humans harness energy from Earth’s features and processes, and the methods used to harness that energy can change Earth’s features and processes.

This visual can be created for each individual module, or subsequent module concept statements and Crosscutting Concepts can be layered onto this to create a yearlong visual that captures the enduring knowledge from all modules. In the sample visual, the blank circle indicates a place for adding Structure and Function in future modules. The style of this visual will vary greatly from classroom to classroom due to teacher preferences and the fact that the visual is student-generated.

Stability and Change

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PhD SCIENCE™

L4 ▸ M1 ▸ Lesson 27

After discussing connections, students should continue to reflect on their learning and consider how it has grown during the module. Ask questions such as the following, and have student volunteers share with the class their answer to each question: ►►What do you notice about the connections? Why do the connections between the Crosscutting

Concepts and our module concept statements matter?

►►What do you hope to learn next to deepen your understanding?

Optional Homework Students compose a short message about how Earth changes over time to share with their family or community.

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Student End-of-Module Assessment, Sample Responses, and Rubric

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Date:

Layer A • Layer consists of thick ice.

• No fossil evidence is present.

Layer B • Fossils include many large fern leaves, small reptiles, and other land animals, including dinosaurs.

Layer C • Fossils include mostly large tree trunks and some that look like reptiles.

Layer D • Fossils show evidence of fish, clam shells, and brachiopods.

Journal Entry

D

C

B

A

1. Your team has discovered fossil samples in the rock layers of the walls of a canyon. Using the diagram and the science journal entry below, two members of the team have developed different explanations to describe how the land has changed over time.

For Problems 1 through 3, imagine that you are leading a team of geologists to study unexplored canyons.

End-of-Module Assessment

LEVEL 4 MODULE 1

Name:

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208

The environment changed from a sea environment to a land environment. The number of plants and animals continued to increase until the land was all covered by ice.

Evidence and Reasoning Layer D, the oldest layer, shows evidence of sea life. This means the area was likely covered in water at that time. Layer C shows tree fossils. This shows that the area then had some dry land for trees to grow. Layer B has plant, reptile, and other animal fossils. This shows that the environment changed again to support more life. Layer A, the youngest layer, is all ice. This means the environment became extremely cold and the plants and animals could no longer survive.

The environment has changed many times, and now it is covered in ice.

Evidence and Reasoning The area was once covered by an ocean. The fossils in Layer D show animals and plants that may have lived underwater or near the water.

Eventually, more plants grew and more land animals were there, as shown in Layers C and B. Then something happened and ice covered the land. There were no more plants or animals like dinosaurs.

a. Use the diagram and the journal entry to answer this question. Which explanation best describes how this area’s landscape has changed over time? Circle your choice on the chart (Explanation One or Explanation Two).

Claim

Explanation Two

Claim

Explanation One

L4 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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b. Describe why you chose that explanation. Use evidence from the diagram and journal entry to support your choice.

PhD SCIENCE™ L4 ▸ M1 ▸ End-of-Module Assessment

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Location: Canyon ridge Conditions • Similar rocky landscape for about 5 to 6 miles • High elevation around the canyon • Constant, strong winds • Temperature at canyon ranges from 14°F to 50°F at different times of the year Notes • Many holes and cracks in the rock walls • Loose sand, pebbles, and rocks on the ground • Moss growing on rocks • River at the bottom of the canyon • Small waterfalls around the canyon's edge

Journal Entry

2. Your team gave you a photograph and a science journal entry describing features they noticed while exploring another canyon.

They have asked you to help explain how these features might have formed.

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Develop a model to explain the processes that may have shaped the features in the canyon.

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212

What evidence from the map did you use to choose these places? Why?

Volcanic Activity:

Mountain:

Map Key

On the map below, mark two areas where you think your team should go to look for canyons to study.

3. Your team plans to explore a canyon in Antarctica next. As the team leader, you must now choose possible sites for the expedition.

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Solution 1

Solution 2

b. Develop two possible solutions to reduce the chance of a hazard.

a. Why do you think your friend’s team worries about traveling up and down the roads if the earthquakes continue?

4. A friend is working on a research project in the mountains and has asked for your help. Her team has detected some earthquakes in the area over the past few days. The team worries about traveling up and down the roads to the research site if the earthquakes continue.

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c. Use evidence from previous investigations to recommend one of your solutions to your friend and her team.

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Sample

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Layer A • Layer consists of thick ice.

• No fossil evidence is present.

Layer B • Fossils include many large fern leaves, small reptiles, and other land animals, including dinosaurs.

Layer C • Fossils include mostly large tree trunks and some that look like reptiles.

Layer D • Fossils show evidence of fish, clam shells, and brachiopods.

Journal Entry

D

C

B

A

1. Your team has discovered fossil samples in the rock layers of the walls of a canyon. Using the diagram and the science journal entry below, two members of the team have developed different explanations to describe how the land has changed over time.

For Problems 1 through 3, imagine that you are leading a team of geologists to study unexplored canyons.

End-of-Module Assessment

LEVEL 4 MODULE 1

Name:

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216

The environment changed from a sea environment to a land environment. The number of plants and animals continued to increase until the land was all covered by ice.

Evidence and Reasoning Layer D, the oldest layer, shows evidence of sea life. This means the area was likely covered in water at that time. Layer C shows tree fossils. This shows that the area then had some dry land for trees to grow. Layer B has plant, reptile, and other animal fossils. This shows that the environment changed again to support more life. Layer A, the youngest layer, is all ice. This means the environment became extremely cold and the plants and animals could no longer survive.

The environment has changed many times, and now it is covered in ice.

Evidence and Reasoning The area was once covered by an ocean. The fossils in Layer D show animals and plants that may have lived underwater or near the water.

Eventually, more plants grew and more land animals were there, as shown in Layers C and B. Then something happened and ice covered the land. There were no more plants or animals like dinosaurs.

a. Use the diagram and the journal entry to answer this question. Which explanation best describes how this area’s landscape has changed over time? Circle your choice on the chart (Explanation One or Explanation Two).

Claim

Explanation Two

Claim

Explanation One

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environment was covered in ice. It also doesn’t explain the order.

One doesn’t explain what happened to the plants and animals once the

first there was water, and then dry land, and finally ice. Explanation

changed because the fossils in the layers came from different environments:

D as the oldest, up to Layer A as the newest. I know the environment

The diagram shows the order that the layers of Earth formed, with Layer

changed over time with the evidence from the diagram and journal entry.

I chose Explanation Two because it best explains how the landscape has

b. Describe why you chose that explanation. Use evidence from the diagram and journal entry to support your choice.

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218

Location: Canyon ridge Conditions • Similar rocky landscape for about 5 to 6 miles • High elevation around the canyon • Constant, strong winds • Temperature at canyon ranges from 14°F to 50°F at different times of the year Notes • Many holes and cracks in the rock walls • Loose sand, pebbles, and rocks on the ground • Moss growing on rocks.

• River at the bottom of the canyon • Small waterfalls around the canyon's edge

Journal Entry

2. Your team gave you a photograph and a science journal entry describing features they noticed while exploring another canyon.

They have asked you to help explain how these features might have formed.

L4 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Copyright © 2019 Great Minds®

Rocks crack when ice freezes in them.

The canyon was formed by weathering and erosion from the moving water in the river.

Sample model:

Moving water

Rock pieces fall down and can be eroded by water or wind.

Wind

Plants growing in rocks cause rocks to break.

Falling water weathers rock.

Develop a model to explain the processes that may have shaped the features in the canyon.

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220 Volcanic Activity:

Mountain:

Map Key

good chance that we will also find a canyon there.

places that I circled are near both mountains and volcanic activity, so there is a

Canyons are often found in the same place as mountains and volcanoes. Both

I chose these two areas because of the other features that are on the map.

What evidence from the map did you use to choose these places? Why?

Sample map:

On the map below, mark two areas where you think your team should go to look for canyons to study.

3. Your team plans to explore a canyon in Antarctica next. As the team leader, you must now choose possible sites for the expedition.

L4 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

Copyright © 2019 Great Minds®

Copyright © 2019 Great Minds®

My friend's team could use a net along the mountainside to catch the falling rocks. The net would keep the rocks from blocking the road.

Solution 1

My friend's team could also build a wall next to the road that would keep the rocks from sliding down onto the road.

Solution 2

b. Develop two possible solutions to reduce the chance of a hazard.

gravity will pull the rocks down the side of the mountain, blocking the road.

Earthquakes might cause the rocks to shake loose and move, and then

a. Why do you think your friend’s team worries about traveling up and down the roads if the earthquakes continue?

4. A friend is working on a research project in the mountains and has asked for your help. Her team has detected some earthquakes in the area over the past few days. The team worries about traveling up and down the roads to the research site if the earthquakes continue.

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222

I think it will be stronger than the net, and it will last longer.

I recommend that my friend's team builds a wall next to the road because

c. Use evidence from previous investigations to recommend one of your solutions to your friend and her team.

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PhD SCIENCE™ L4 ▸ M1 ▸ End-of-Module Assessment Rubric

LEVEL 4 MODULE 1

End-of-Module Assessment Ru ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­b­­­­­­­­­­­­­r­­i­­c Item and Standards Addressed

1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

1a

4-ESS1-1

1b

SEP.6

The student identifies Explanation One and does not provide any evidence.

The student identifies Explanation Two but does not provide any evidence.

The student identifies Explanation Two but uses only fossil evidence or layer order as support.

The student identifies Explanation Two and uses both fossil evidence and layer order as support.

OR

OR

The student identifies Explanation One but uses fossil evidence or layer order as support.

The student identifies Explanation One but uses both fossil evidence and layer order as support.

The student model explains features in the rock by using at least one of the six possible processes (weathering by wind, weathering by ice, weathering by water, weathering by plants, erosion by wind, erosion by water) as evidence. The model requires significantly more detail to explain these features.

The student model explains features in the rock by identifying all six possible processes (weathering by wind, weathering by ice, weathering by water, weathering by plants, erosion by wind, erosion by water) as evidence but requires additional detail to fully explain the features.

ESS1.C CC.1

2

4-ESS2-1 SEP.2 ESS2.A CC.2

The student model does not explain any features in the rock or identify any of the processes involved.

The student model clearly explains features in the rock by using all six possible processes (weathering by wind, weathering by ice, weathering by water, weathering by plants, erosion by wind, erosion by water) as evidence.

OR The student model explains features in the rock by using only two or three of the six possible processes as evidence but clearly explains the involvement of these processes.

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L4 ▸ M1 ▸ End-of-Module Assessment Rubric

Item and Standards Addressed

3

4-ESS2-2 SEP.4 ESS2.B CC.1

4a

4-ESS3-2 SEP.6 ESS3.B

1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

The student does not correctly select any reasonable canyon sites and does not provide any evidence for the choice.

The student correctly selects one possible canyon site but does not provide enough evidence to explain the choice.

The student correctly selects two possible canyon sites but does not provide enough evidence to explain the choice.

OR

OR

The student correctly selects two possible canyon sites and explains how overlapping patterns in mountains and volcanoes may indicate the presence of canyons.

The student selects canyon sites that are unreasonable but provides some evidence for the choice.

The student correctly selects one possible canyon site and explains how overlapping patterns in mountains and volcanoes may indicate the presence of canyons.

The student incorrectly predicts effects of continued seismic activity.

The student correctly predicts that the earthquakes might cause the rocks to break (weather), shift, and/or slide down the mountainside but does not offer any explanation for this prediction.

The student correctly predicts that the earthquakes might cause the rocks to break (weather), shift, and/ or slide down the mountainside but does not clearly explain that this is due to gravity (erosion).

The student correctly predicts that earthquakes might cause the rocks to break (weather), shift, and/or slide down the mountainside and clearly explains that this is due to gravity (erosion).

The student’s solutions are unclear or incomplete.

The student identifies two reasonable, unique solutions to prevent rocks from sliding down the mountainside onto the road but does not provide any details about the solutions.

The student identifies two reasonable, unique solutions to prevent rocks from sliding down the mountainside onto the road but only provides some details about the solutions.

The student develops two reasonable, unique solutions to prevent rocks from sliding down the mountainside onto the road, and both solutions include sufficient detail.

OR

OR

The student only develops one reasonable solution to prevent rocks from sliding down the mountainside onto the road, and that solution lacks detail.

The student only develops one reasonable solution to prevent rocks from sliding down the mountainside onto the road, but that solution includes sufficient detail.

CC.2

4b

4-ESS3-2 SEP.6 ESS3.B CC.2

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PhD SCIENCE™ L4 ▸ M1 ▸ End-of-Module Assessment Rubric

Item and Standards Addressed

1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

4c

The student does not recommend a reasonable solution.

The student recommends a reasonable solution but does not provide any evidence for the choice.

The student recommends a reasonable solution but provides minimal evidence for the choice.

The student recommends a reasonable solution and supports the choice with clear evidence.

OR

OR

The student recommends a solution that is unreasonable but does provide some evidence for the choice.

The student recommends a solution that is unreasonable but provides detailed evidence for the choice.

4-ESS3-2 SEP.6 ESS3.B CC.2

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225

Appendix A

Module Resources

Contents Student Safety Contract Safety Quiz Lesson 1 Resource A: John Wesley Powell Information Lesson 1 Resource B: Powell’s 1871 Expedition Team Photographs Lesson 1 Resource C: The Chasm of the Colorado​ Lesson 1 Resource D: Present-Day Grand Canyon Photographs Lesson 3 Resource A: Grand Canyon Fossil Guide Lesson 3 Resource B: Grand Canyon Layers—Additional Information for Teachers Lesson 4 Resource: Layered Cake Photograph Lesson 5 Resource: Conceptual Checkpoint Diagram

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L4 ▸ M1 ▸ Appendix A

PhD SCIENCE™

Lesson 6 Resource A: Material Interaction Stations Setup Instructions Lesson 6 Resource B: Material Interaction Stations Procedure Sheets Lesson 7 Resource: Rocks with Holes Photograph Lesson 9 Resource: Gravity Investigation Photographs Lesson 11 Resource A: Colorado River Map and Photographs Lesson 11 Resource B: Conceptual Checkpoint Photographs Lesson 12 Resource A: Engineering Design Process Lesson 12 Resource B: Blank Engineering Design Process Chart Lesson 12 Resource C: Engineering Challenge Scenario Lesson 18 Resource A: Canyons around the World Photographs Lesson 18 Resource B: World Relief Map Lesson 19 Resource A: Earth’s Features Photographs Lesson 19 Resource B: Earthquake and Volcano Maps Lesson 20 Resource: Conceptual Checkpoint Map Lesson 21 Resource A: Theodore Roosevelt Dam Photograph Lesson 21 Resource B: Pre-1903 Colorado River System Map Lesson 21 Resource C: Model the Colorado River Setup Instructions Lesson 22 Resource A: Effects of a Dam on a River Investigation Setup Instructions Lesson 22 Resource B: Dam Gates Photograph Lesson 22 Resource C: Present-Day Colorado River System Map Lesson 23 Resource A: Additional Theodore Roosevelt Dam Photographs Lesson 23 Resource B: Excerpts from “The Hoover Dam: Controlling Water in the West” (Adapted) Lesson 23 Resource C: “The Hoover Dam: Controlling Water in the West” (Adapted) Lesson 24 Resource: Excerpts for Jigsaw Reading Lesson 27 Resource A: Module Concept Statements Lesson 27 Resource B: Systems Crosscutting Concepts

228

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Copyright © 2019 Great Minds®

Date:

Student Signature

Parent Signature

My signature below means that I have read and agree to follow the safety rules listed. I understand that I may not be permitted to participate in a science investigation if I do not follow these rules.

I will be sure I understand the plan for the science investigation before I participate.

I will tell the teacher right away if I am injured, if another student is injured, or if any materials break during the investigation.

I will keep all science materials away from my mouth, nose, and eyes.

I will never eat or drink while conducting a science investigation.

I will wash my hands with soap and water after every investigation.

I will be sure to clean up and dispose of materials as instructed by my teacher.

I will handle all science materials in a careful and respectful manner, and I will always use them for their intended purpose.

I will wear goggles as directed by my teacher.

I will read, listen to, and follow all directions and safety procedures for each science investigation.

Safety Rules

I, ______________________________________, am a student in Level 4 and want to conduct safe science investigations this year.

Student Safety Contract

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230

Date:

d. sweep the floor.

c. copy data recorded by another member of my group.

b. clean up the materials as instructed by my teacher and wash my hands.

a. return to my seat and read.

3. Right after each science activity, I should

d. All of the above are correct.

c. blocking sharp objects from accidentally poking our eyes.

b. blocking splashed liquids from entering our eyes.

a. blocking materials from hitting our eyes.

2. Goggles help protect our eyes by

d. Never

c. When the science activity does not require goggles

b. When my team members all decide it is okay

a. When a member of my team says it is okay

1. When is it okay not to follow safety instructions given by my teacher?

Name:

Safety Quiz L4 ▸ M1 ▸ Appendix A PhD SCIENCE™

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Copyright © 2019 Great Minds®

d. record the data from the investigation.

c. understand the plan for conducting the investigation.

b. observe any changes during the investigation.

a. use a thermometer to find the temperature outdoors.

6. Before conducting a science investigation, I should always

d. follow safety instructions.

c. collaborate with other group members.

b. ask questions.

a. eat food or drink water.

5. During a science activity, I must not

d. I have a question.

c. someone in my group is injured.

b. someone in my group misbehaves.

a. data we gather do not make sense.

4. I should tell the teacher right away if

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231

232 Additional information about John Wesley Powell is widely available, including at the Powell Museum in Page, Arizona (see http://phdsci.link/1006).

John Wesley Powell was born in New York in 1834. In addition to being a soldier, Powell was a scientist and an explorer. He led the first men of European descent down rivers through the Grand Canyon in two expeditions, the first in 1869 and the second in 1871. In 1881, Powell became the director of the US Geological Survey, and he was one of the founding members of the National Geographic Society.

Imagine ten men in four boats starting on a 1,000-mile, three-month trip down a river through unknown canyons. Just five of the crew and their leader, Major John Wesley Powell—a 35-year-old Civil War hero—would complete the expedition.

Background Information on John Wesley Powell

John Wesley Powell Information

LESSON 1 RESOURCE A L4 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource A PhD SCIENCE™

Copyright © 2019 Great Minds®

Copyright © 2019 Great Minds®

Then we go, gliding by hills and ledges, with distant walls in view; sweeping past sharp angles of rock; stopping at a few points to examine rapids, which we find can be run, until we made another five miles, when we land for dinner. Then we let down with lines, over a long raid, and start again. Once more the walls close in, and we find ourselves in a narrow gorge, the water again filling the channel, and very swift.

With great care, and constant watchfulness, we proceed, making about four miles this afternoon, and camp in a cave.

August 13​—We are now ready to start our way down the Great Unknown. … With some eagerness, and some anxiety, and some misgiving, we enter the canyon below, and are carried along by the swift water through walls which rise from its very edge. They have the same structure as we noticed yesterday—tiers of irregular shelves below, and, above these, steep slopes to the foot of marble cliffs. We run six miles in a little more than half an hour, and emerge into a more open portion of the canyon, where high hills and ledges of rock intervene between the river and the distant walls. …

From Exploration of the Colorado River of the West and Its Tributaries​(Powell 1875, 80–81)

Excerpt from Powell’s Book

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234

PhD SCIENCE™

Journal Cover

Powell’s Journals

L4 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource A

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Journal Entry for August 13–15, 1869

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PhD SCIENCE™

Sample of Geological Notes

L4 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource A

236

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Copyright © 2019 Great Minds®

Figure 1

LESSON 1 RESOURCE B

Powell’s 1871 Expedition Team Photographs

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Figure 2

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Figure 3

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Thomas Moran, The Chasm of the Colorado, 1873–1874

The Chasm of the Colorado​

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Figure 1

LESSON 1 RESOURCE D

Present-Day Grand Canyon Photographs

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Figure 2

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Figure 3

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Figure 4

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Figure 5

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This layer does not contain any fossils.

Layer F in the Grand Canyon is made up of rocks formed by volcanic activity. These rocks were formed a long time ago.

Grand Canyon Fossil Guide: Layer F

Grand Canyon Fossil Guide

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Trilobite fossils are very common. Most trilobites lived in the deep ocean. Some adapted to live in shallow, marine (salt) water.

Trilobites are extinct, or no longer living.

Figure 1: Trilobite fossil found in Layer E

Trilobites

Fossils in this layer include trilobites, brachiopods, and worms.

Grand Canyon Fossil Guide: Layer E

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Some animals leave behind what are called trace fossils. These fossils are evidence that an animal was there. They can include burrows and tracks. The worms that left these fossils burrowed in the ocean floor. Fossils like these have been found around the world.

Figure 3: Fossil worm burrows similar to those found in Layer E

Worm Burrows

Brachiopods, also known as “lamp shells,” are a group of small shellfish that once lived near the shore in shallow ocean water but now live in deeper water. They have been found in the fossil record going back over 500 million years. They have a hard shell.

Figure 2: Brachiopod shell fossil similar to those found in Layer E

Brachiopods L4 ▸ M1 ▸ Appendix A ▸ Lesson 3 ▸ Resource A PhD SCIENCE™

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Brachiopods, also known as “lamp shells,” are a group of small shellfish that once lived near the shore in shallow ocean water but now live in deeper water. They have been found in the fossil record going back 500 million years. They have hard shells.

Figure 4: Brachiopod fossil found in Layer D

Brachiopod

This layer contains fossils of brachiopods, bryozoans, corals, and mollusks.

Grand Canyon Fossil Guide: Layer D

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Corals live either alone or in colonies. They live on the ocean floor.

Most corals live in shallow, tropical marine water.

Figure 6: Coral fossil found in Layer D

Corals

Bryozoans are a group of small animals that live in colonies in the ocean. They are also known as moss animals or sea mats. Most bryozoans live in shallow, tropical marine water, but others live in deep, polar marine water.

Figure 5: Lacy bryozoan fossil found in Layer D

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Mollusks are the largest group of animals. The modern clam and oyster are members of this group. The fossil above is a fossil of a large mollusk, called a nautilus. Nautiluses are still found in the ocean and are related to the modern squid, octopus, and cuttlefish.

The modern nautilus lives in both shallow and deep marine water.

Figure 7: Mollusk (nautilus) fossil found in Layer D

Mollusks

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Ferns (pteridophytes) are a land plant found all over the world and in many different habitats; therefore, fern fossils are also found around the world. Ferns reproduce from spores instead of from flowers. Many ferns prefer shady areas to full sun, and while some ferns can live in areas with very little water, most live in areas that receive a lot of rain.

Figure 8: Fossil fern leaf trace found in Layer C

Ferns

Fossils of cone-bearing plants, similar to conifers of today (cedars, Douglas firs, cypresses, pines, redwoods, and spruces), are found in the Grand Canyon. These plants have adapted to live in places without a lot of water. They are also able to disperse their seeds without water by using a cone.

Cone-Bearing Plants

The fossils found in this layer include cone-bearing plants, ferns, winged insects, and fossilized tracks of mammal-like reptiles and millipedes.

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Millipedes also created trace fossils as they walked across moist soil. Some millipedes of this time grew to 2.6 meters long, the largest ever to live on Earth.

Millipedes still live today and can typically be found in dark, damp habitats.

Figure 9: Fossil tracks from a mammal-like reptile found in Layer C

Fossil Tracks

Figure 10: Fossil millipede trails found in Layer C

Some animals leave behind what are called trace fossils. These fossils are evidence that an animal was there. They can include burrows and tracks. The mammallike reptile that made these tracks lived in a somewhat dry environment. It could lay eggs and it had scales, unlike amphibians (such as modern frogs and salamanders), which allowed it to live away from water sources.

Winged insects in this layer resemble dragonflies of today. They grew much larger than today's dragonflies, some with wingspans of up to 75 centimeters. They grew so large because they thrived in their wet and richly oxygenated habitat.

Winged Insects

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Bryozoans are a group of small animals that live in colonies in the ocean. They are also known as moss animals or sea mats. Typically, bryozoans live in shallow, tropical marine water, but others live in deep, polar marine water.

Figure 12: Lacy bryozoan fossil similar to those found in Layer B

Bryozoans

Brachiopods, also known as “lamp shells,” are a group of small shellfish that once lived near the shore in shallow marine (salt) water but now live in deeper water. They have been found in the fossil record going back a long time. They have a hard shell.

Figure 11: Brachiopod shell fossil similar to those found in Layer B

Brachiopods

Fossils found in Layer B include brachiopods, bryozoans, corals, crinoids, and sponges.

Grand Canyon Fossil Guide: Layer B L4 ▸ M1 ▸ Appendix A ▸ Lesson 3 ▸ Resource A PhD SCIENCE™

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(b)

Crinoids, also known as sea lilies, can live in both shallow and deep marine water. They are related to starfish. The mouth of a crinoid is located at the top of the animal and is surrounded by feeding arms. The fossils in this image show the stems of crinoids.

Figure 14: (a) Fossils of discs from the columnar stem of a crinoid similar to those found in Layer B, (b) Crinoid structure

(a)

Crinoids

Horn corals lived either alone or in colonies. Some grew up to nearly 1 meter long! They lived on the ocean floor. Like most corals, horn corals lived in shallow, tropical marine water. Other coral fossils have also been found in Layer B.

Figure 13: Horn coral fossil found in Layer B

Corals

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Sponge fossils have been found for a long time and all over the world. Sponges of today live in many different habitats. The habitats are mainly shallow water, although one type of sponge can live in deep marine water. Sponges like to live in clear water and usually attach themselves to rocks.

Figure 15: Sponge fossil found in Layer B

Sponges L4 ▸ M1 ▸ Appendix A ▸ Lesson 3 ▸ Resource A PhD SCIENCE™

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Dicynodonts, which means “two dog teeth,” got their name because of their two tusk-like canine teeth. They were plant eaters and they ranged in size from modern rats to oxen. They lived on land, most likely near rivers and lakes.

Figure 16: Example dicynodont fossil, similar to those found in Layer A

Dicynodonts

Conifers are cone-bearing trees and shrubs that live in many different environments today. Examples of conifers are cedar, Douglas fir, cypress, pine, redwood, and spruce trees and juniper shrubs.

Conifers

Fossils found in this layer include conifers, dicynodonts, calamites, hybodont sharks, and lungfish.

Grand Canyon Fossil Guide: Layer A

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Hybodont sharks could live in both freshwater and marine (saltwater) environments. Those found in Layer A could only live in freshwater habitats such as rivers. They got their name because of the cone shape of their teeth; hybodont​means “humped tooth.”

Figure 18: Example hybodont fossil, similar to those found in Layer A

Hybodont Sharks

Calamites are a tree-like ancestor of modern horsetails. They grew to about 30 meters tall. Calamites preferred to live in swampy habitats.

Figure 17: Examples of calamites stems, similar to those found in Layer A

Calamites (horsetails) L4 ▸ M1 ▸ Appendix A ▸ Lesson 3 ▸ Resource A PhD SCIENCE™

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Lungfish are fish that can breathe air and live in fresh water. Six types of lungfish are still living today. During dry seasons, some lungfish bury themselves in the ground and emerge only when there is enough water. They can live for a long time. You can see an example of a lungfish fossil, similar to those found in Layer A, on the Virtual Fossil Museum website: http://phdsci.link/1050.

Figure 19: Example lungfish from the Triassic Period; vintage engraved illustration

Lungfish

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Paleozoic Era

F

E

D

Vishnu Schist*

Grand Canyon Supergroup

Tonto Group (Muav Limestone, Bright Angel Shale, and Tapeats Sandstone)

Precambrian Time

Cambrian

Mississippian

Redwall Limestone

1,840–1,680

1,200–740

525–505

340

315–280

Pennsylvanian

Supai Group

275

273

270

Period of Deposit (million years ago, mya)

315–280

Permian

Geologic Period

Hermit Formation

Coconino Sandstone

Toroweap Formation

B C

Kaibab Formation

Geologic Layer Name

A

Fossil Guide Layer

* The National Park Service uses the term Vishnu basement rocks to refer to all igneous rocks in this layer.

Data in this table collected from National Park Service (2015) and Grand Canyon Geology Training Manual​ (Timmons [2003] 2009).

Early Proterozoic Era

260 For student reference, the Fossil Guide (Lesson 3 Resource A) groups the Grand Canyon rock layers into six groups. For teacher reference, here are more details on the geologic terminology related to those groups.

Grand Canyon Layers—Additional Information for Teachers

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"Tonto Group"

Grand Canyon Supergroup

Bright Angel Shale

Muav Limestone

Redwall Formation

Precambrian Schist and Granite

Tapeats Ss.

Temple Butte Fm.

Surprise Canyon Fm.

Supai Group

Hermit Fm.

Coconino Ss.

Toroweap Fm.

PENNSYLVANIAN DEVONIAN

MISSISSIPPIAN

CAMBRIAN

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PRECAMBRIAN TIME

Kaibab Fm.

PERMIAN 340 ft (104 m)

515 525

Intertidal zone, shallow marine Shallow marine, beach, intertidal zone

340 ft (104 m) 0–200 ft (0–61 m)

unknown

Metamorphosed, melted

1,680–1,840

740–1,200

385 505

Intertidal zone, fluvial Shallow marine

0–50 ft (0–15 m) 450 ft (137 m)

Shallow marine, fluvial, beach, intertidal zone

340

Shallow marine 500 ft (153 m)

3,100 ft (946 m)

320

285–315

Intertidal zone, fluvial

Shallow marine, lagoon, fluvial, eolian

280

0–75 ft (0–23 m)

1,000 ft (305 m)

Shallow marine, lagoon, fluvial, eolian

Eolian desert sand dunes

290 ft (89 m)

300 ft (92 m)

273

Shallow marine, intertidal zone, eolian desert

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270

Shallow marine, beach, intertidal zone

300–400 ft (92–122 m)

Age (in millions of years)

Depositional Environment

Approximate Thickness

Stratigraphic Column Near South Kaibab Trail (Timmons [2003] 2009, 23)

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Grand Canyon Vishnu Basement Rocks

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LESSON 4 RESOURCE

Layered Cake Photograph

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Layer 3 Brachiopod, coral, and mollusk fossils were found in this layer.

Layer 1 Dicynodont, lungfish, and conifer fossils were found in this layer.

Layer 2 Fossils of ferns, winged insects, and mammal-like reptiles were found in this layer.

Conceptual Checkpoint Diagram

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Materials: 10 9-ounce clear plastic cups, 3 pounds of plaster of Paris, 8 balloons, water

Advanced Timing Note: Begin preparation two days before the lesson. Consider having students assist in the preparation.

Ice Station

Rotation Note: For each new group, clean the Sample 1 and Sample 2 plates and replace the sugar cubes.

Refill the water in the cup if needed.

3. Fill the cup with enough water for students to be able to draw it into a pipette.

2. Place a sugar cube on each plate.

1. Label the plates Sample 1, Sample 2, and Sample 3.

Preparation

Materials: 3 sugar cubes (per group), 3 paper plates, 2 disposable pipettes, 1 9-ounce clear plastic cup, water

Water Station

Follow the instructions below to set up the Material Interaction Stations before the lesson. While the materials listed are enough for one class, consider having additional disposable materials on hand as accidents and spills may occur.

Material Interaction Stations Setup Instructions

LESSON 6 RESOURCE A

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266 3. Fill the remaining cups with 0.5 inches of plaster of Paris and allow the plaster of Paris to dry overnight.

2. Fill the Sample 1 cup and the Sample 6 cup completely with plaster of Paris. These will serve as controls.

1. Two days before the investigation, split the cups into two groups of five. Label one set of cups Sample 1 through Sample 5. Leave these cups at room temperature throughout the investigation.

Label the other set of cups Sample 6 through Sample 10. These cups will be placed in a freezer overnight during step 8 of the preparation.

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8. Leave Samples 1 through 5 at room temperature. Place Samples 6 through 10 in a freezer overnight to freeze the water in the balloons.

7. Add plaster of Paris to the cups with balloons, filling them to submerge the balloons below the surface of the plaster of Paris. Fill the cups with plaster of Paris to the same height. Allow the plaster of Paris to set and dry completely. Consider placing the samples in a container to prevent spills.

6. Place the balloons in sequentially labeled cups for each group from smallest to largest volume. That is, place the balloons with the smallest volume of water in the cups labeled Sample 2 and Sample 7 and the balloons with the largest volume of water in the cups labeled Sample 5 and Sample 10. Do not place balloons in the controls (Sample 1 and Sample 6). Record the volume of water in each sample's balloon for reference later.

5. Fill two balloons with each selected volume of water, using a funnel if available. Remove any excess air from the filled balloons before tying them closed.

4. The next day, select four different volumes of water to put into the balloons. When choosing how much water to put into the balloons, keep in mind that they must be able to fit completely in the cups so they are not higher than the brim. The maximum amount of water in any given balloon should be about 4 oz (or 120 mL).

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268 2. Fill each cup about halfway with plaster of Paris. Allow the plaster of Paris to set for about 20 minutes (or until it begins to harden).

1. Label two cups Sample 2.

Begin preparation about one week before the investigation.

Prepare two samples to represent the system after the seeds sprout. The investigation only requires one sample, but preparing two samples will help ensure that at least one of the samples is ready for the investigation.

Preparation

Materials: 3 9-ounce clear plastic cups, 18 bean (or pea) seeds, 1 pound of plaster of Paris, 1 magnifying glass (optional), damp paper towels, water

Advanced Timing Note: Begin preparation one week before the lesson. While planting six to seven days in advance is ideal, the plant station can still be effective in as little as four days. Consider having students assist in the preparation for this station so they can informally observe the change in the plaster as the plants grow over time.

Plant Station

Rotation Note: Have students throw away their straws, shaving foam, and plates after completing the station. For each new group, fill a new plate with shaving foam and provide clean straws.

Preparation: Dispense enough shaving foam onto a paper plate so every group member can test blowing the foam to create an indentation.

Materials: 1 11-ounce can of unscented shaving foam, 1 paper plate (per group), 1 straw (per student), 1 pair of safety goggles (per student)

Air Station

9. On the day of the investigation, place all 10 samples with the procedure sheet (from Lesson 6 Resource B) at the station for students to make observations. Write out relevant preparation notes for each sample on notecards or notebook paper for student reference. For each sample, be sure to identify whether the sample was frozen or left at room temperature, whether the cup has a balloon in it, and, if it does, the volume of water added to the balloon. Note that the sample frozen with the balloon that had the greatest volume of water should look like the samples pictured.

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8. On the day of the investigation, place the Sample 1 cup and one of the Sample 2 cups with the procedure sheet at the station for students to make observations. If students did not assist in the preparation, provide preparation notes that indicate when the seeds were planted for each sample.

Note that the samples should look like those pictured. Sample 1 is shown on the left and Sample 2 is shown on the right.

7. The day before the investigation, label a new cup Sample 1. Repeat steps 2 through 4 above, but do not cover the planted seeds with a damp paper towel. Allow the plaster of Paris to dry overnight.

6. During the next week, replace the wet paper towel whenever it becomes dry (at least once a day) to help promote seed sprouting. After the seeds begin to germinate, take care when replacing the paper towel to avoid pulling the seeds out of the plaster of Paris.

5. Place a damp paper towel across the top of each cup so it touches the plaster of Paris and the seeds at the top of the cup.

4. Place three more seeds in the plaster of Paris in each cup so that the tops of the seeds are still visible.

3. Place three seeds in each cup just below the surface of the plaster of Paris to cover the seeds completely. The seeds should not sink all the way to the bottom of the cup. If they do, the plaster did not set long enough. If this happens, either remove the seeds and allow the plaster of Paris to set longer or repeat the process and allow more time for the plaster of Paris to set.

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3. Record observations about how the materials interacted.

Include observations about how the interaction changed based on the amount of water in the balloon.

2. Observe the five samples that were not placed in the freezer.

1. Observe the five samples that were placed in the freezer.

Ice Station

5. Record observations about how the materials interacted.

Include observations about how the interaction changed when you dripped water faster or slower.

4. Do not drip water on Sample 3.

3. Use a pipette to quickly drip water onto Sample 2.

2. Use a pipette to slowly drip water onto Sample 1.

1. Observe the three samples.

Water Station

These sheets provide student directions for each station. Cut out and display the relevant procedure sheet at each station.

Material Interaction Stations Procedure Sheets

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3. Record observations about how the materials interacted.

2. Use a magnifying glass to see any small details.

1. Observe the two samples.

Plant Station

5. Throw away the shaving foam, paper plate, and straw.

4. Record observations about how the materials interacted.

Include observations about how the interaction changed when you blew harder or softer.

3. Use the straw to blow on the shaving foam with a long, soft breath.

2. Use a straw to blow on the shaving foam with a short, hard breath.

1. Put on a pair of safety goggles.

Air Station

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LESSON 7 RESOURCE

Rocks with Holes Photograph

L4 ▸ M1 ▸ Appendix A ▸ Lesson 7 ▸ Resource

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Figure 1

LESSON 9 RESOURCE

Gravity Investigation Photographs

PhD SCIENCE™ L4 ▸ M1 ▸ Appendix A ▸ Lesson 9 ▸ Resource

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Figure 2

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Figure 3

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Figure 1

LESSON 11 RESOURCE A

Colorado River Map and Photographs

L4 ▸ M1 ▸ Appendix A ▸ Lesson 11 ▸ Resource A

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Figure 2

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Figure 3

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Figure 1

LESSON 11 RESOURCE B

Conceptual Checkpoint Photographs

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Figure 2

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Figure 3

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282 Receive feedback

Share

Improve

Redesign

Ask

Identify criteria and constraints

Imagine

Build a prototype Test and evaluate

Create

Select a solution

Brainstorm solutions

Research

Define the problem

Engineering Design Process

LESSON 12 RESOURCE A

Plan

Gather materials

Generate detailed design

L4 ▸ M1 ▸ Appendix A ▸ Lesson 12 ▸ Resource A PhD SCIENCE™

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Plan

Share

Create

Ask

Imagine

Improve

LESSON 12 RESOURCE B

Blank Engineering Design Process Chart

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284

You live in an area affected by landslides, which are related to erosion. Many people build homes on or near hills, like the home in the photograph. Design a system to protect the homes built on or near hills from erosion. Building homes away from the hills is not an option.

Scenario

Engineering Challenge Scenario

LESSON 12 RESOURCE C L4 ▸ M1 ▸ Appendix A ▸ Lesson 12 ▸ Resource C PhD SCIENCE™

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Yarlung Zangbo Grand Canyon, Tibet

LESSON 18 RESOURCE A

Canyons around the World Photographs

PhD SCIENCE™ L4 ▸ M1 ▸ Appendix A ▸ Lesson 18 ▸ Resource A

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PhD SCIENCE™

Colca Canyon, Peru

L4 ▸ M1 ▸ Appendix A ▸ Lesson 18 ▸ Resource A

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Fish River Canyon, Namibia

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PhD SCIENCE™

Grand Canyon, United States

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LESSON 18 RESOURCE B

World Relief Map

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PhD SCIENCE™

Figure 1

LESSON 19 RESOURCE A

Earth’s Features Photographs

L4 ▸ M1 ▸ Appendix A ▸ Lesson 19 ▸ Resource A

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Figure 2

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Earthquakes around the World

LESSON 19 RESOURCE B

Earthquake and Volcano Maps

L4 ▸ M1 ▸ Appendix A ▸ Lesson 19 ▸ Resource B

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Volcanoes around the World

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Australia Relief Map

LESSON 20 RESOURCE

Conceptual Checkpoint Map

L4 ▸ M1 ▸ Appendix A ▸ Lesson 20 ▸ Resource

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LESSON 21 RESOURCE A

Theodore Roosevelt Dam Photograph

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(Mueller and Marsh 2002, 9)

LESSON 21 RESOURCE B

Pre-1903 Colorado River System Map

L4 ▸ M1 ▸ Appendix A ▸ Lesson 21 ▸ Resource B

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4. Remove the rubber stopper from the stream table and direct students to begin the investigation.

3. Position the drain hole of the stream table over the edge of a table and place the bucket (or other plastic container) under the hole to collect runoff water. Optional: To avoid interrupting investigations, consider having extra runoff water containers available for students to switch out and reuse the water when they become full.

2. Shape the soil–sand mixture to create a model river channel with twists and turns.

(See examples below.)

1. If needed, add fresh soil and sand to the stream table and create a slight incline in the soil–sand mixture to enhance the water flow in the landscape.

Preparation

Materials: 1 stream table from Lesson 8 (per group), 1 9-ounce clear plastic cup (per group), 1 bucket (or other plastic container) from Lesson 9 (per group), water, extra soil and sand (optional)

Use the following instructions to help students prepare their stream tables.

Model the Colorado River Setup Instructions

LESSON 21 RESOURCE C

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298 2. Use a hole punch to make a small hole approximately 1″ from the bottom edge of each dam.

1. Use scissors to cut the cutting boards into 6″ × 4″ rectangles. These will serve as the dams.

Cut enough dams for each group to have one.

Preparation

Materials: 2 thin, flexible plastic cutting boards (15″ × 11″ or larger); scissors; single-hole punch

Follow these instructions before the lesson to create the plastic dams that students use during the investigation.

Effects of a Dam on a River Investigation Setup Instructions

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LESSON 22 RESOURCE B

Dam Gates Photograph

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in

o ad

r

d Ver

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Present-Day Colorado River System Map

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Figure 1

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Additional Theodore Roosevelt Dam Photographs

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Figure 2

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he 1,450-mile-long Colorado River is a vital waterway in the T West. It is a resource for 30 million people. One of the greatest man-made marvels, the Hoover Dam, was built after flooding of the Colorado River damaged farms and towns. The dam was designed to harness that river’s potential power. Spanning the river between Nevada and Arizona, the dam supplies water, provides hydroelectric power, and controls flooding for seven states in the American Southwest and Mexico. eginning in June 1933, workers poured concrete 24 hours B a day, seven days a week for two years. The dam contains a total of 3.25 million cubic yards of concrete, which is enough to pave a two-lane highway from San Francisco, California, to New York, New York!

I n addition to the dam itself, workers built spillways— channels to carry off excess water. The men also built a hydroelectric plant to convert the power of moving water into electricity. Falling water causes a turbine to spin, which generates electricity. When the dam was completed, the river still flowed through two of the diversion tunnels, which were outfitted with valves. The valves control the water that is released downstream for irrigation purposes to support California’s Imperial Valley, which is an important commercial agricultural region.

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Excerpts from “The Hoover Dam: Controlling Water in the West” (Adapted)

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s the released river was allowed to flow again, it filled up the A canyon behind the dam. The body of water that resulted—Lake Mead—took almost seven years to fill completely. Water from Lake Mead flows through the dam’s intake towers and pipes and into the power plant. The power plant produces enough energy to serve 1.3 million people a year. n September 30, 1935, President Franklin D. Roosevelt O dedicated the Hoover Dam. It reaches a height of 726.4 feet.

It has a base thickness of 660 feet (the equivalent of two football fields end to end) that tapers to 45 feet at the top.

Today, Hoover Dam continues to control the waters of the Colorado River and supply electricity. It was designated a National Historic Landmark in 1985. Lake Mead, the largest reservoir in the United States, was the first site to be designated a national recreation area. Nearly 8 million people visit the dam each year.

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he 1,450-mile-long Colorado River is a vital waterway in the West. It is a resource for 30 million T people. One of the greatest man-made marvels, the Hoover Dam, was built after flooding of the Colorado River damaged farms and towns. The dam was designed to harness that river’s potential power. Spanning the river between Nevada and Arizona, the dam supplies water, provides hydroelectric power, and controls flooding for seven states in the American Southwest and Mexico. uilt as a concrete arch-gravity dam, the Hoover Dam is remarkable on many levels. It was the B largest government project at the time. The job was so complex that it generated only a handful of bids, and the winning bid—$48.9 million (about $835 million today)—came from an organization of several smaller companies who had joined together. It combined government-funded public works with private enterprise ingenuity. It provided jobs for an average of 3,500 unemployed men desperate for work during the Great Depression. onstruction began in 1931 and was completed in 1936, almost two years ahead of schedule. The C location chosen for the dam, Black Canyon, was a remote site, so roads and railroad lines had to be built first to make it accessible for workers and materials. Workers also had to construct tunnels, buildings, intake towers, and penstocks associated with the operation of the dam. Many of the men employed to work on the dam brought their families with them, and a town was built to provide temporary housing for the thousands of workers. Some families remained after the dam was completed. Boulder City, Nevada, the permanent town that resulted, is still inhabited today. efore work could begin on the dam, the Colorado River had to be temporarily diverted. Workers B spent a year blasting and carving out four diversion tunnels through the cliffs along the Colorado River near the dam site. The 50-foot-diameter tunnels were used to alter the river’s route around the construction site so that it could be dried out and construction could be started on the riverbed.

A cofferdam was built to direct the river to flow into the tunnels. Workers then removed vast amounts of loose silt and gravel from the riverbed to make sure the dam would rest on bedrock. orkers tackled dangerous tasks and difficult conditions, such as handling explosives, scaling the W high canyon walls hooked only to rope harnesses, and enduring summer temperatures of above 120°Fahrenheit. About 112 workers died during construction. Although the dam created jobs at a time when it was difficult to find employment, African Americans and Native Americans faced discrimination and made up less than one percent of the work force. he dam could not be created in one piece because it would have required more than 100 years for T such a massive amount of concrete to completely cool and set without cracking. Instead, a series of 215 wooden blocks were built. Once the blocks were in place, a cable system transported large buckets of wet concrete, which was poured into them. To allow time for the concrete to set, the columns of wooden blocks were staggered and filled five feet at a time. A system of pipes carrying ice water also helped the concrete to cool and harden quickly. Then the wooden blocks were disassembled and moved to the next section. Later, cement was poured to fill in the spaces around the concrete blocks and bond them together.

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eginning in June 1933, workers poured concrete 24 hours a day, seven days a week for two years.

B The dam contains a total of 3.25 million cubic yards of concrete, which is enough to pave a twolane highway from San Francisco, California, to New York, New York!

I n addition to the dam itself, workers built spillways—channels to carry off excess water. The men also built a hydroelectric plant to convert the power of moving water into electricity. Falling water causes a turbine to spin, which generates electricity. When the dam was completed, the river still flowed through two of the diversion tunnels, which were outfitted with valves. The valves control the water that is released downstream for irrigation purposes to support California’s Imperial Valley, which is an important commercial agricultural region. s the released river was allowed to flow again, it filled up the canyon behind the dam. The body A of water that resulted—Lake Mead—took almost seven years to fill completely. Water from Lake Mead flows through the dam’s intake towers and pipes and into the power plant. The power plant produces enough energy to serve 1.3 million people a year. n September 30, 1935, President Franklin D. Roosevelt dedicated the Hoover Dam. It reaches O a height of 726.4 feet. It has a base thickness of 660 feet (the equivalent of two football fields end to end) that tapers to 45 feet at the top. Today, Hoover Dam continues to control the waters of the Colorado River and supply electricity. It was designated a National Historic Landmark in 1985.

Lake Mead, the largest reservoir in the United States, was the first site to be designated a national recreation area. Nearly 8 million people visit the dam each year.

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16–20

14–20 22–24

Finding Out about Coal, Oil, and Natural Gas​by Matt Doeden (http://phdsci.link/1033) Finding Out about Hydropower​by Matt Doeden (2015b) (http://phdsci.link/1036) Power for the Planet​by Anne Flounders (2014) (http://phdsci.link/1037)

Oil and Natural Gas

Hydropower Solar

12–15

Finding Out about Coal, Oil, and Natural Gas​by Matt Doeden (http://phdsci.link/1033)

Coal

7–8, 10–12

Pages

Finding Out about Coal, Oil, and Natural Gas​by Matt Doeden (2015a) (http://phdsci.link/1033)

Text

Fossil Fuels (Overall)

Group Focus

Students read these excerpts for the Jigsaw reading in Lesson 24.

Jigsaw Reading Assignments

850

670

750

750

750

Lexile (Full Text)

Have multiple copies of each printed text or set up multiple digital devices for each student or small group to read the texts.

Before the lesson, secure texts listed below or access digital versions of the texts on Epic! by opening a free educator account (http://phdsci.link/1007).

Accessing Epic! Texts

Excerpts for Jigsaw Reading

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Finding Out about Hydropower​ by Matt Doeden (http://phdsci.link/1036) Finding Out about Coal, Oil, and Natural Gas​by Matt Doeden (http://phdsci.link/1033) Power for the Planet​by Anne Flounders (http://phdsci.link/1037)

Environmental Impact of Hydropower Renewable and Nonrenewable Resources Using Energy Wisely

Pages

Finding Out about Coal, Oil, and Natural Gas​by Matt Doeden (http://phdsci.link/1033)

Text

Environmental Impact of Fossil Fuels

Group Focus

850

750

670

750

Lexile (Full Text)

These optional readings can be used for extension or to add groups to the Jigsaw reading in Lesson 24.

Optional Reading Assignments L4 ▸ M1 ▸ Appendix A ▸ Lesson 24 ▸ Resource PhD SCIENCE™

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Natural processes (such as earthquakes, volcanic activity) and features of Earth’s surface (such as mountains) occur in global patterns.

Module Concept Statements

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Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

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Humans harness energy from Earth’s features and processes, and the methods used to harness that energy can change Earth’s features and processes.

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The processes of breaking down rock (weathering) and moving sediment (erosion) play a role in shaping the features of Earth’s surface.

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Systems and System Models

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Systems Crosscutting Concepts

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Energy and Matter

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Structure and Function

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Stability and Change

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Appendix B

Module Storyline

Anchor Phenomenon: Formation of the Grand Canyon’s Features Essential Question: How did the Grand Canyon’s features form?​

Conceptual Overview Earth’s surface features change continually as a result of natural processes. Some changes occur rapidly and others occur over long periods of time.

1. Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.​ 2. The processes of breaking down rock (weathering) and moving sediment (erosion) play a role in shaping the features of Earth’s surface.​ 3. Natural processes (e.g., earthquakes, volcanic activity) and features of Earth’s surface (e.g., mountains) occur in global patterns.​ 4. Humans harness energy from Earth’s features and processes, and the methods used to harness that energy can change Earth’s features and processes.​

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NGSS Performance Expectations 4-ESS1 Earth’s Place in the Universe 4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

4-ESS2 Earth’s Systems 4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features.

4-ESS3 Earth and Human Activity 4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

3–5 ETS1 Engineering Design 3–5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Concept 1: Rock Layers (Lessons 1–5) Focus Question: What do Earth’s rock layers reveal?​ Lessons 1–2 Phenomenon Question: What can we discover in an unknown canyon?

Phenomenon: Grand Canyon Features and Patterns Spotlight on Three-Dimensional Integration: Students ask questions (SEP.1) and develop an anchor model (SEP.2) based on patterns (CC.1) they observe in pictures of the Grand Canyon to figure out how it has changed so much over time (ESS1.C).

Knowledge Statement: A landscape can be described by its distinctive features.

Wonder:* As an introduction, our teacher shares the story of John Wesley Powell, the first American to lead an expedition into the Grand Canyon. Next, we imagine what it would be like to be on a team of explorers venturing into the canyon by viewing some photographs from Powell’s 1871 expedition and sharing what we notice. Some example observations are listed below: ▪▪ The walls of the canyon look lighter in some places and darker in others.​ ▪▪ The walls are very steep in many places.​ ▪▪ It looks sandy on the sides of the river.​ ▪▪ In one picture, I see a lot of trees. In another picture, I don’t see any trees at all.​ ▪▪ In some places, the sides of the river look rocky.​ ▪▪ The river water looks like it is moving fast in some places, but it looks very calm in others.​ Our teacher shows us a painting, The Chasm of the Colorado​by Thomas Moran, which was created when the artist visited the Grand Canyon with John Wesley Powell. Moran wanted to show how impressive the canyon was, so he made the painting 7 feet high and 12 feet wide.

* The purple headings indicate the relevant content stage within the content learning cycle. See the Implementation Guide for more information on the content learning cycle.

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We ask our teacher to see some color photographs of the present-day Grand Canyon and share what we notice, such as these observations: ▪▪ The Grand Canyon looks deep.​ ▪▪ In some of the pictures, I can see a river at the bottom of the canyon.​

Essential Question: How did the Grand Canyon’s features form?

▪▪ Most of the canyon’s walls look like they are striped with different colors.​

Has the Grand Canyon always been there?

▪▪ Some of the walls look like they are crumbling.​ ▪▪ There is something dark pouring over the edge of part of the Grand Canyon.​ ▪▪ In some places, the canyon wall looks like it has holes in it.​ We wonder about the answers to questions such as these:

What is the dark stuff covering the side of the Grand Canyon?

What do Earth’s rock layers reveal?

How are Earth’s rock layers uncovered?

What made the differentcolored stripes in the rocks?

Why is there a river at the bottom of the canyon?

Is there anything in the layers?

How long did the canyon take to form?

▪▪ Has the Grand Canyon always been there?​ ▪▪ What made the Grand Canyon?​

How do canyons around the world form?

▪▪ How long did it take to form?​

Are there other canyons like the Grand Canyon?

▪▪ How deep is it?​

Do all canyons have rivers?

How do humans interact with Earth’s features and processes?

Is anyone still exploring the Grand Canyon?

Do people dig for fossils there?

▪▪ Why is there a river at the bottom?​ ▪▪ What made the different-colored stripes?​ ▪▪ What was the dark stuff covering the side of the Grand Canyon?​

Related Phenomena:

▪▪ Do people dig for fossils there?​ ▪▪ Are there other canyons like the Grand Canyon?​ The main question we want to answer is How did the Grand Canyon’s features form? (Essential Question). Then we use the patterns in our questions to develop a driving question board for this module. We want to answer these questions (Focus Questions): What do Earth’s rock layers reveal? How are Earth’s rock layers uncovered? How do canyons around the world form?

How do humans interact with Earth’s features and processes?

Organize: Next, we work individually to develop models that show the key features of the Grand Canyon. While sharing our models, we notice that we have some different ideas about the most important features we observed, and we work together as a class to develop an anchor model. We post our anchor model in the classroom to refer to as we find out more about the Grand Canyon.

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Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Falling rocks Cave

River

Boulder

The rock walls of the Grand Canyon have different-colored stripes.

There is a river at the bottom of the canyon.

Next Steps:​We decide which questions on our driving question board we need to investigate first to start answering the Essential Question. We agree to explore our questions related to the question What do Earth’s rock layers reveal?

Lessons 3–5 Phenomenon Question: What do the Grand Canyon’s rock layers reveal?

Wonder: We watch a video of the Grand Canyon. Some of the things we notice include the following: ▪▪ The rock walls of the canyon have stripes on them.​

Phenomenon: Rock Layers

▪▪ There are a lot of rocks. Some are small, and some are really big.​

Spotlight on Three-Dimensional Integration: Students analyze a fossil guide (SEP.8) that describes the fossils found in the rock layers of the Grand Canyon to explain (SEP.6) what the past environments of the present-day Grand Canyon (ESS1.C) may have been like as the environment changed over time (CC.7).

▪▪ I saw bands in the rock wall.​

Knowledge Statement: Layers of rock and the fossils in those layers provide evidence of changes to Earth’s surface over time.

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Organize: Our teacher shows us one of the Grand Canyon photographs we looked at previously, which shows many different-colored layers of rock. We work in pairs to identify as many distinct layers as we can, and then we share with the class to identify the layers in the photograph. As a class, we agree on six layers.

Reveal: Our teacher tells us that scientists have found fossils in many of these layers. When we read about the fossils in the different layers, we determine that some layers (B, D, and E) reveal that the environment of the Grand Canyon was once either an ocean or tropical water. In other layers (A and C), the environment was drier, either swamp-like or possibly a desert. No fossils have been found in layer F because volcanic activity formed those rocks.

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PhD SCIENCE™

L4 ▸ M1 ▸ Appendix B

Distill: Next, we figure out the order in which the rock layers were formed. We determine that the oldest layer must be on the bottom, layer F, because newer layers would have formed on top of older layers. This means that the newest layer must be layer A. Then we do an activity to visualize the amount of time it took for the layers to form, and we find out the layers formed over a very long time.

Our teacher reads Grand Canyon​(Chin 2017), and we describe how the environment of the Grand Canyon has changed over time.

We create an anchor chart to keep track of our new understandings about layers, and we update our anchor model.

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Falling rocks

Fossils Cave

River

Boulder

The rock walls of the Grand Canyon have different-colored stripes. Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

There is a river at the bottom of the canyon.

Know: In a Conceptual Checkpoint, we use our new understandings to explain how the landscape of a different area of the United States changed over time.

Next Steps:​We revisit the driving question board and determine that we should answer this question next: How are Earth’s rock layers uncovered?

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Concept 2: Weathering and Erosion (Lessons 6–11) Focus Question: How are Earth’s rock layers uncovered?​ Lessons 6–7 Phenomenon Question: What causes rock to break?

Wonder: We reexamine the photograph of Deer Creek Falls and wonder what could have caused the holes to form on the side of the waterfall.

Phenomenon: Weathering

Organize: We think that maybe people dug the holes or that the water may have caused them.

Spotlight on Three-Dimensional Integration: Students carry out investigations (SEP.3) into various causes (CC.2) of weathering (wind, water, ice, and plants) (ESS2.A). They then construct explanations (SEP.6) of their observations to determine that weathering is a process in which forces exerted by various natural materials cause rock to break.

Reveal: We investigate how different materials interact with and affect each other and relate our findings to how those materials interact with rocks. We visit several Matter Interaction Stations.

Knowledge Statement: In the process of weathering, natural materials exert force on rock, causing the rock to break into smaller pieces.

▪▪ Air Station: We find out that air can cause holes in rock.​ ▪▪ Water Station: We find out that moving water can break rock into pieces.​ ▪▪ Ice Station: We find out that ice can break apart rock.​ ▪▪ Plant Station: We find out that plant roots can break apart rock. ​We identify patterns from our investigations, such as these: ▪▪ When a material used to create a force acts on a material representing rock, the material representing rock is the one that changes.​ ▪▪ At all the stations, one material pushed on another material and broke it up. So one material applied a force to another material.​ Distill: We develop an explanation for this process and call it weathering​. We think that weathering could happen in the Grand Canyon because we notice a river, or moving water, at the bottom of the canyon and a waterfall in the photograph. We also see plants growing in some places and think that they cause weathering as well. We add our new understandings to our anchor chart. We then develop a model of weathering in our Science Logbooks.

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

Next Steps:​After figuring out what can break rocks at the Grand Canyon, we wonder Where does all the weathered rock go?

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L4 ▸ M1 ▸ Appendix B

Lessons 8–11 Phenomenon Question: Where does all the weathered rock go?

Phenomenon: Erosion Spotlight on Three-Dimensional Integration: Students use their prior knowledge about wind and water to investigate causes and effects (CC.2) of erosion (by water, ice, wind, and gravity) (ESS2.A). Then they plan and conduct an investigation (SEP.3) to study the effect of varying rates of erosion on the landscape and conclude that sometimes erosion is a quick process and sometimes it is a slow process (CC.7).

Knowledge Statement: The process of erosion causes changes in landscapes at varying rates.

Organize: We examine the photograph of Deer Creek Falls again and brainstorm some ideas about where the rock from the holes may have gone. We think that maybe some of it became the sand we see in the picture or possibly some of the boulders and rocks at the bottom of the waterfall. We also think maybe the waterfall and river moved some of the weathered rock.

Reveal: We learn that sometimes scientists use models because the subject of their study may be too big or too small to investigate in a lab or in class. We are introduced to a stream table, which is a tool we can use to help us model what moved the weathered rock. We use the stream table to investigate features of the Grand Canyon.

We complete several investigations to study where the weathered rock may have gone.

▪▪ Wind Investigation: Wind can move small pieces of weathered rock but not larger pieces like pebbles and rocks.​ ▪▪ Water Investigations: Rain, flowing water (like in a river), and ice can all move weathered rock.​ ▪▪ Gravity Investigation: Rocks can fall, moving them from higher places to lower places.​ Distill: We see that some weathered material moves no matter what force (moving water or wind) acts on it. We also see that some weathered material only moves when a big force is applied to it. We use our observations to create a working definition of erosion, which is the process of moving weathered rock (sediment).

Reveal: We then plan investigations to find out what might change the rate of erosion, or how quickly or slowly erosion occurs.

We determine that the rate of erosion increases when we release water faster because we see more sediment at the base of our stream table. We determine that the rate of erosion decreases when we release water slower because we do not see as much sediment at the base of our stream table. Also, we think it would take a long time to accumulate the same amount of sediment as when we released the water faster.

Then, we trace the Colorado River to see where all the sediment may have ended up. We see that the river empties into the Gulf of California. We notice what looks like a lot of sand or soil in the river because it appears darker than the blue ocean water.

Distill: We update our anchor chart and anchor model to reflect our new knowledge about erosion.

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

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Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly. oo Wind, water (both solid and liquid), and gravity are causes of erosion. oo The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Black rock

How the Grand Canyon Formed Waterfall

Striped walls

Plants

Fossils

Falling rocks

Cave

Gravity Wind

Moving water River Wind

Boulder

The rock walls of the Grand Canyon have different-colored stripes.​Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

The Colorado River is at the bottom of the canyon.​The water of the river moves over the rocks and weathers, or breaks, them into smaller pieces. The river then carries this sediment away through erosion. Sometimes wind also weathers rock into smaller pieces and carries it away. Plants grow in the rock and their roots break the rock. In some places, the rocks fall to the ground because of gravity.

Know: We complete a Conceptual Checkpoint to explain how the features of another canyon, Zion Canyon in Zion National Park, Utah, were formed by weathering and erosion.​ Next Steps:​We then think about different natural hazards that could affect the rate of erosion, and we find out that our next activity is an engineering design challenge about reducing erosion.

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Application of Concepts (Lessons 12–17): Engineering Challenge Phenomenon Question: How can people reduce damage related to erosion?​ Lessons 12–17 (Engineering Challenge) Phenomenon Question: How can people reduce damage related to erosion?

Phenomenon: Reducing Damage from Erosion Spotlight on Three-Dimensional Integration: Students use the engineering design process to develop solutions to reduce damage related to erosion (ESS3.B) caused by different amounts of rainfall (CC.2) and to test the solutions under multiple conditions.

Groups view their peers’ designs and suggest improvements based on established criteria (SEP.6).

We read about the Wright brothers and explore their process of designing an aircraft. As we listen to the teacher read the book aloud, we record what we notice about how they used the engineering design process and place our notes on an engineering design process chart in the classroom. As we discuss their process, we realize that the engineering design process is not circular or linear. Instead, it is more like a web because engineers move back and forth among the stages in the process.

Know: We see a photo of a house that was damaged by a landslide caused by heavy rains, which we know is related to erosion.

The problem we must solve is that houses on hills can be damaged by erosion (like in the picture). We remember that the rate of erosion is faster when more water is present. Our task is to design a solution to help reduce the amount of erosion that occurs under multiple conditions. As we work to design our solution, we must consider different criteria and constraints. We create prototypes of our solution and receive feedback from our classmates. As we revise our prototypes, we note what parts of the engineering design process we are engaged in. After a few days of design improvement, we present our final design to the class.

Next Steps​: Now that we know about weathering and erosion and have determined how to reduce the damage caused by erosion, we agree that we want to see if other features and processes affect canyon formation.

Knowledge Statement: Designed solutions can reduce the impact of Earth’s processes on humans.

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Concept 3: Patterns in Features and Processes (Lessons 18–20) Focus Question: How do canyons around the world form?​ Lessons 18 Phenomenon Question: How do natural features and processes affect canyon formation?

Organize: We revisit our anchor model to reorient ourselves to the module. From this discussion, we create a claim about canyon formation and identify some possible investigation ideas on a class claims chart. One of those ideas is to examine other canyons around the world.

Phenomenon: Global Patterns of Mountain Ranges

Reveal: We analyze photographs of some other canyons around the world. We notice some similarities in the photographs:

Spotlight on Three-Dimensional Integration: Students analyze photographs of different canyons around the world and locate these canyons on a map (ESS2.B). Students then identify patterns (CC.1) in the map and photographs that serve as evidence supporting an explanation (SEP.6) about how rivers and mountains affect canyon formation.

Knowledge Statement: Patterns of Earth’s features reveal that canyons form when rivers carve mountains.

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▪▪ All the canyons are deep.​ ▪▪ All the canyons have rivers running through them.​ We also notice some differences: ▪▪ Some of the canyons look like there are mountains nearby.​ ▪▪ Only two of the canyons have visible layers.​ ▪▪ Only two of the canyons have a lot of plants growing around them.​ These observations make us want to find out whether there are mountains near all canyons, so we analyze a world relief map that shows the locations of many canyons around the world. We notice that mountain ranges are either along continental edges or near the middle of the continent. We also notice that the canyons are near mountain ranges and rivers. We add those two pieces of evidence to our class claims chart.

Next Steps​: We wonder whether other features of Earth might occur in global patterns or near canyons.

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L4 ▸ M1 ▸ Appendix B

Lessons 19–20 Phenomenon Question: How can people use global patterns of Earth’s features and processes to predict canyon location?

Phenomenon: Global Patterns of Earthquakes and Volcanoes

Wonder and Organize: We brainstorm to identify some other features and processes of Earth that might also occur in patterns.

Some ideas we have are islands, lakes, and volcanoes. Our teacher shows us two photographs: one that we have seen before and a new one. In the new photograph, we notice a big crack running down the middle of the rock. We think that maybe an earthquake could have caused the crack. In the photograph that we have seen before, we notice black material that looks as though it has been poured over the Grand Canyon. Our teacher shows us another photograph that is a close-up of the black material. It is dark black rock. We think volcanoes might have made rock like this pour over the Grand Canyon.

Spotlight on Three-Dimensional Integration: Students analyze and interpret data from additional maps (SEP.4) to determine patterns (CC.1) in other features and processes (ESS2.B) typically found near canyons, including earthquakes and volcanoes.

Knowledge Statement: Natural processes and features occur in patterns.

Reveal: Our teacher shows us a map of earthquake locations. We add the locations to our world relief map. Most earthquakes occur along the edges of continents, in the middle of the Atlantic Ocean, and in Europe. We also look at a map of volcano locations. We add these locations to our world relief map too. Most of the volcanoes are on the edges of North America, South America, and Asia. Some are also in the middle of the Atlantic Ocean.

Distill: We look at all the features (mountains and volcanoes) and processes (earthquakes) we have identified on our map and notice that all are in the same areas of the world. We also notice that mountains are sometimes in the middle of continents, but neither volcanoes nor earthquakes usually occur in the middle of continents.

We add our new knowledge to our anchor chart and revise our anchor model to show our new understanding.

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Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly. oo Wind, water (both solid and liquid), and gravity are causes of erosion. oo The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Patterns in Earth’s Processes and Features • Natural processes shape Earth’s features.

• Some of Earth’s processes and features occur in patterns. oo Mountain ranges (feature) often occur along the edges and in the middle of continents. oo Earthquakes (process) often occur in bands along the edges of continents and in the middle of oceans. oo Volcanoes (feature) often occur in bands along the edges of continents and in the middle of oceans.

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L4 ▸ M1 ▸ Appendix B

Volcanic black rock

How the Grand Canyon Formed Waterfall

Striped walls Fossils

Falling rocks

Plants

Cave

Gravity Wind

Crack

Moving water

River Wind

Boulder

The rock walls of the Grand Canyon have different-colored stripes. Fossils of animals and plants that are found in the layers we see tell us about the past landscapes of the area that is now the Grand Canyon. In the past, the area was covered with ocean waters, tropical waters, and land (both swampy and dry).

The Colorado River is at the bottom of the canyon and carved the canyon out over time. The water of the river continues to move over the rocks and weathers, or breaks, them into smaller pieces. The river then carries this sediment away through erosion. Sometimes wind also weathers rock into smaller pieces and carries it away. Plants grow in the rock and their roots break the rock. In some places, the rocks fall to the ground because of gravity. At some point, there was also volcanic activity in the Grand Canyon, as shown by some of the rock layers. Also, some of the rock layers do not line up exactly and have diagonal cracks along them, which could be evidence of past earthquakes.

Know: We complete a Conceptual Checkpoint to predict where to find a canyon on a relief map of Australia.

Next Steps​: We revisit our driving question board to see whether any unanswered questions are left to investigate.

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L4 ▸ M1 ▸ Appendix B

PhD SCIENCE™

Concept 4: Human Interactions with Earth (Lessons 21–24) Focus Question: How do humans interact with Earth’s features and processes?​ Lessons 21–22 Phenomenon Question: How do dams affect the environment?

Phenomenon: Lake Formation after the Addition of Dams Spotlight on Three-Dimensional Integration: Students model the Colorado River with stream tables and use their models to investigate how dams can cause changes (CC.2) in the surrounding environment (ESS3.A).

Students then use evidence from their investigation to support an explanation (SEP.6) for how dams can (1) cause a river to swell and form a lake and (2) cause a different part of the river to dry up.

Knowledge Statement: Human-made structures such as dams can change nearby natural features and processes.

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Wonder: Our teacher asks us to think about how the water supply in buildings (e.g., sinks, water fountains) is controlled. We then think about how it is controlled in streams and rivers. We look at a photograph of the Theodore Roosevelt Dam on the Salt River in Arizona. We wonder why people build dams and what happens to the water and the fish in the water.

Organize: We look at a map of the Colorado River system before there were dams present and then predict what would happen if a dam were added to the river system. We come up with ideas for how to investigate our prediction. One of our investigation ideas is to use our stream tables to see whether adding a dam would cause water to build up behind the dam. We start by creating a model of a river in our stream tables.

Reveal: We then use the stream tables to investigate the effects of dams on the environment.

Distill: After performing our investigation, we develop claims about how dams affect the environment, supported by evidence from our investigation. Our claims include the following: ▪▪ Building a dam on a river causes a lake to form behind the dam.​ ▪▪ Building a dam on a river can cause part of the river to dry up.​ We compare two maps: one of the Colorado River system before there were dams and a present-day map that shows many dams. We notice new lakes and fewer small rivers, confirming what we found in our investigation.

Next Steps​: Our findings make us wonder why people build dams on a river. What do people use dams for?

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L4 ▸ M1 ▸ Appendix B

Lessons 23–24 Phenomenon Question: Why do people build dams on the Colorado River?

Phenomenon: Renewable and Nonrenewable Energy Resource Use Spotlight on Three-Dimensional Integration: Students interpret information from multiple texts (SEP.8) to differentiate between renewable and nonrenewable energy resources (ESS3.A) and describe the effects of using each resource (CC.2).

Knowledge Statement: The environment is impacted by human use of energy resources.

Organize: We examine more photographs of the Theodore Roosevelt Dam. We notice that there is a lot of sediment behind the dam and that the lake looks much higher than the river. We examine a checklist of possible reasons for building dams and choose the ones we think are correct.

Reveal: Next, we read about the Hoover Dam and develop questions about dams, such as these: ▪▪ What is hydroelectric power?​ ▪▪ How do dams produce electricity?​ ▪▪ How can dams stop flooding?​ ▪▪ Why doesn’t the river knock down the dam?​ Then we analyze data about the amount of electricity the Glen Canyon and Hoover Dams produce as well as census data about the populations of states that use the electricity the dams provide. We notice that the dams cannot produce enough electricity for the entire population of these states, which makes us wonder about other ways the people living in those states can acquire electricity.

Working in groups, we read excerpts about other types of energy resources: coal, oil, natural gas, hydroelectric, and solar.

Distill: While sorting the energy resources into categories, we notice that some resources take a long time to form and others do not take any time to form. Our teacher categorizes these into nonrenewable and renewable resources. We talk about what happens to the environment when we use these resources.

We update our anchor chart and revisit the driving question board to make sure we have answered all our questions.

Earth Features Rock Layers • Fossils in the rock layers provide evidence of past environments, revealing changes over time.

• The oldest layers are at the bottom, and the youngest layers are at the top.

Weathering • Weathering is a natural process that breaks rock into smaller pieces.

• Natural materials, including moving water, ice, wind, and plants, cause weathering.

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Erosion • Erosion is the process of moving weathered rock from one place to another. It can occur quickly or slowly. oo Wind, water (both solid and liquid), and gravity are causes of erosion. oo The rate of erosion is how quickly or slowly erosion occurs.

• The weathered rock that is moved by wind, water, or ice is called sediment.

Patterns in Earth’s Processes and Features • Natural processes shape Earth’s features.

• Some of Earth’s processes and features occur in patterns. oo Mountain ranges (feature) often occur along the edges and in the middle of continents. oo Earthquakes (process) often occur in bands along the edges of continents and in the middle of oceans. oo Volcanoes (feature) often occur in bands along the edges of continents and in the middle of oceans.

Human Interactions with Earth’s Features • Humans use natural resources for energy.

• Resource use impacts the environment.

• Some resources are renewable; they will not run out. Some resources are nonrenewable; they will run out.

Know: In a Conceptual Checkpoint, we recommend how our school can reduce the amount of nonrenewable energy resources it uses to generate electricity.

Next Steps​: We agree that we are ready to answer the question How did the Grand Canyon’s features form?

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L4 ▸ M1 ▸ Appendix B

Application of Concepts (Lessons 25–27): Socratic Seminar, End-of-Module Assessment Essential Question: How did the Grand Canyon’s features form?​ Lessons 25–27 (Socratic Seminar, End-of-Module Assessment, End-of-Module Assessment Debrief) Phenomenon Question: How did the Grand Canyon’s features form?

Phenomenon: Formation of the Grand Canyon’s Features Spotlight on Three-Dimensional Integration: Students apply their knowledge of cause and effect relationships (CC.2) to construct explanations (SEP.6) of layers in Earth’s surface, weathering and erosion, patterns in Earth’s features, impacts on the environment, and renewable and nonrenewable resources (ESS1.C, ESS2.A, ESS2.E, ESS2.B, ESS3.A, ESS3.B).

Distill: As a class, we participate in a Socratic Seminar and discuss our main question (Essential Question), which is How did the Grand Canyon’s features form? We use the driving question board, anchor chart, and anchor model to help us answer this question.

Know: We show our understanding of how Earth’s features can change and the processes that cause the changes in the End-of-Module Assessment, and then we reflect on the assessment and our learning throughout the module.

Next Steps​: We discuss any remaining questions about Earth’s features and processes as well as our ideas about the role that energy resources play in our lives.

Knowledge Statement: Earth’s surface features continually change as a result of natural processes; some changes occur rapidly and others occur over long periods of time.

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Appendix C

Module Glossary

These are Level 4–appropriate descriptions of the module terminology and are not intended to be complete definitions.

Term

Description

Lesson

Dam

a barrier built across a river

Erosion

a process that moves weathered rock

9

Feature

a unique, important part

2

Mountain range

a group of mountains

18

Nonrenewable resource

a resource that may run out or that does not have an unlimited supply

24

Rate of erosion

how quickly or slowly erosion occurs

10

Relief map

a map with raised land features

18

Renewable resource

a resource that will not run out or that has an unlimited supply

24

Rock layer

a big stripe in Earth’s surface

3

Sediment

weathered rock that is carried away by wind, water, ice, or gravity

9

Weathering

a process in which a force acts on a rock and breaks it into smaller pieces

7

Copyright © 2019 Great Minds®

21

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Appendix D

Domain-Specific Words, General Academic Words, and Spanish Cognates

Type Module Key Terms (Tier Two or Three)

Copyright © 2019 Great Minds®

Word(s)

Spanish Cognate

Dam

None

Erosion

Erosión

Feature

May use características (characteristics)

Mountain range

May use montaña (mountain)

Nonrenewable resource

Recurso no renovable

Rate of erosion

None

Relief map

May use mapa (map)

Renewable resource

Recurso renovable

Rock layer

None

Sediment

Sedimento

Weathering

None

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Type Domain-Specific Words (Tier Three)

338

Word(s)

Spanish Cognate

Canyon

Cañón

Constraint

None

Criteria

Criterios

Earthquake

None

Engineering design process

Proceso de diseño de ingeniería

Fossil

Fósil

Landslide

None

Natural material

Material natural

Predict

Predecir

Prototype

Prototipo

Rock

Roca

Volcano

Volcán

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L4 ▸ M1 ▸ Appendix D

Type General Academic Words (Tier Two)

Copyright © 2019 Great Minds®

Word(s)

Spanish Cognate

Break (v.)

None

Cause (v.)

Causar

Claim

None

Condition

Condición

Discover

Descubrir

Environment

None

Evidence

Evidencia

Form (v.)

Formar

Impact

Impacto

Improvement

None

Interact

Interactuar

Investigate

Investigar

Model (v.)

Modelar

Observation

Observación

Pattern

Patrón

Process

Proceso

Reduce

Reducir

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L4 ▸ M1 ▸ Works Cited

Works Cited Buckley, James, Jr. 2014. Who Were the Wright Brothers?​New York: Grosset & Dunlap.

Bureau of Reclamation, US Department of the Interior (DOI). 2017a. “Glen Canyon Unit.” Reclamation: Upper Colorado Region. https://www.usbr.gov/uc/rm/crsp/gc/.

Bureau of Reclamation, US Department of the Interior (DOI). 2017b.

“Hoover Dam.” Reclamation: Lower Colorado Region. https://www.usbr.gov/lc/hooverdam/faqs/powerfaq.html.

Chin, Jason. 2017. Grand Canyon.​New York: Roaring Brook Press.

Doeden, Matt. 2015a. Finding Out about Coal, Oil, and Natural Gas​.

Minneapolis: Lerner.

Doeden, Matt. 2015b. Finding Out about Hydropower​. Minneapolis: Lerner.

Flounders, Anne. 2014. Power for the Planet​. Minneapolis: Red Chair Press.

Grande, Lance. 2013. The Lost World of Fossil Lake: Snapshots from Deep Time​. Chicago: University of Chicago Press.

National Geographic. 2013. “John Wesley Powell: From the Depths of the Grand Canyon.” National Geographic Live!​, video, 30:36. https://video.nationalgeographic.com/video/jenkinson-powelllecture-nglive.

National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010a. Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects​. Washington, DC: NGA Center, CCSSO. [All references to Common Core State Standards for English Language Arts & Literacy are from this source.]

National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010b. Common Core State Standards for Mathematics​. Washington, DC: NGA Center, CCSSO. [All references to Common Core State Standards for Mathematics are from this source.]

National Park Service (NPS). 2009. “Over the Rim, Into the Canyon.”

NPS.gov: Grand Canyon National Park, video, 0:58. https://www.nps.gov/media/video/view.htm?id=C2A43648-155D451F-6722A3EAFE93E679.

Harvard Project Zero. n.d. “Connect–Extend–Challenge.” Visible Thinking​.

Accessed September 28, 2018. http://www.visiblethinkingpz .org/VisibleThinking_html_files/03_ThinkingRoutines /03d_UnderstandingRoutines/ConnectExtendChallenge /ConnectExtend_Routine.html.

National Park Service (NPS). 2012. “Minute Out in It: Deer Creek Falls.”

NPS.gov: Grand Canyon National Park, video, 0:59. https://www.nps .gov/media/video/view.htm?id=1656A689-1DD8-B71B0B7CFA5CF03B0A3D.

Lusted, Marcia Amidon. 2016. “The Hoover Dam: Controlling Water in the West.” Cobblestone​. April 2016, 16–19. Adapted with permission.

National Park Service (NPS). 2015. “Fossils.” NPS.gov: Grand Canyon National Park, Natural Features & Ecosystems. https://www.nps .gov/grca/learn/nature/fossils.htm.

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L4 ▸ M1 ▸ Works Cited

PhD SCIENCE™

National Research Council (NRC). 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Committee on a Conceptual Framework for New K–12 Science Education Standards​. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. https://www.nap.edu /read/13165/chapter/1#iv. [All references to the Framework are from this source.]

Powell, John Wesley. 1875. Exploration of the Colorado River of the West and Its Tributaries​. US Department of the Interior, US Geological Survey. Washington, DC: Government Printing Office. https://pubs.usgs.gov/unnumbered/70039238/report.pdf.

Newberry, John Strong. 1876. Report of the Exploring Expedition from Santa Fé, New Mexico, to the Junction of the Grand and Green Rivers of the Great Colorado of the West​. Washington, DC: Government Printing Office.

Timmons, Stacy S. (2003) 2009. Grand Canyon Geology Training Manual: Learning to Read the Pages of a Book​. Revised by Allyson Mathis and Michael Quinn. National Park Service, Grand Canyon National Park. https://www.nps.gov/grca/learn/nature/geology_manual.htm.

342

NGSS Lead States. 2013. Next Generation Science Standards: For States,

By States​(NGSS). Washington, DC: The National Academies Press.

[All references to NGSS are from this source.]

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PhD SCIENCE™

L4 ▸ M1 ▸ Credits

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

Google Maps™ and Google Earth™ mapping services are trademarks of Google LLC. Next Generation Science Standards: For States, By States​© Copyright 2013 National Academy of Sciences. All rights reserved.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects​© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Common Core State Standards for Mathematics​© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Pages 18 (figs. 1–3), 21 (figs. 3, 4), 61, 77, 98 (fig. 3), 237–239 (figs. 1–3), 243 (fig. 3), 244 (fig. 4), 256 (fig. 15), 281 (fig. 3), 322, Courtesy National Park Service; pages 19, 240, Thomas Moran, The Chasm of the Colorado, 1873–74. Smithsonian American Art Museum. Lent by the Department of the Interior Museum. Photo Credit: Smithsonian American Art Museum, Washington, DC/Art Resource, NY; pages 21 and 241 (fig. 1), Courtesy US Department of the Interior/US Geological Survey; pages 21 (fig. 2), 141 (fig. 2), 242 (fig. 2), 327 (right), “The Grand Canyon” by Doc Searls, courtesy Flickr, is licensed under the Creative Commons Attribution 2.0 Generic license, https://creativecommons.org/licenses/by/2.0/; pages 21 and 245 (fig. 5), prochasson frederic/Shutterstock.com;

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pages 38, 45, 320, Modified, original image by prochasson frederic/ Shutterstock.com; pages 42, 263, tratong/Shutterstock.com; pages 66, 272, Sasamon Amatyakul/Shutterstock.com; pages 84 and 273 (fig. 1), vagabond54/Shutterstock.com; pages 84 and 274 (fig. 2), Aleks Kvintet/ Shutterstock.com; pages 84 and 275 (fig. 3), Pixabay/CC0 Creative Commons/https://creativecommons.org/publicdomain/zero/1.0/deed.en; pages 93, 276 (fig. 1), Pacific Northwest Photo/Shutterstock.com; pages 94 (top), 253 (fig. 10), 277 (fig. 2), Courtesy US Geological Survey; pages 94 (bottom), 278 (fig. 3), Courtesy Earth Science and Remote Sensing Unit, NASA Johnson Space Center, https://eol.jsc.nasa.gov/; pages 98 and 279 (fig. 1), bjul/Shutterstock.com; pages 98 and 280 (fig. 2), Calin Tatu/ Shutterstock.com; pages 110, 113, 284, IrinaK/Shutterstock.com; pages 129 (top left), 285, HelloRF Zcool/Shutterstock.com; pages 129 (top right), 286, patostudio/Shutterstock.com; pages 129 (bottom left), 287, Homo Cosmicos/Shutterstock.com; pages 129 (bottom right), 288, sumikophoto/ Shutterstock.com; pages 131, 289, Modified, original image courtesy NOAA; pages 141 and 290 (fig. 1), 327 (left), Paul Maguire/Shutterstock.com; pages 142, 292, Courtesy NASA; pages 143, 291 (fig. 2), Tyler Boyes/Shutterstock. com; pages 144, 293, Modified, original image courtesy US Geological Survey and Geological Society of London; pages 153, 294, AridOcean/ Shutterstock.com; pages 157, 159, Beaver Dam Video by DocShotTV/ Shutterstock.com; pages 161, 169 (left), 296, Courtesy US Geological Survey/ Fort Collins Science Center; pages 165, 299, Jurie Maree/Shutterstock.com; pages 169 (right), 300, Modified, original image courtesy US Geological Survey; pages 176 and 301 (fig. 1), 257 (fig. 16), Public domain via Wikimedia Commons; pages 210, 218, KONDRATEV ALEXEY/Shutterstock.com; pages 212, 220, Modified, original image by pablofdezr/Shutterstock.com; pages 213, 221, Poprotskiy Alexey/Shutterstock.com; pages 234–236, National Anthropological Archives, Smithsonian Institution [NAA MS 1795a]; pages 247–255 (figs. 1–9, 11, 12, 13 (left), 14a), 262, NPS photos by Michael Quinn; page 255 (fig. 13, right), NPS photo by Kristen M. Caldon; page 258, (fig. 17),

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“Calamites Stems” by Verisimilus, courtesy Wikimedia Commons, is licensed under the Creative Commons Attribution 3.0 Unported license, https://creativecommons.org/licenses/by/3.0/deed.en, (fig. 18), “Hybodus fraasi (fossil)” by Haplochromis, courtesy Wikimedia Commons, is licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported license, https://creativecommons.org/licenses/by-sa/3.0/deed.en; page 259 (fig. 19), Morphart Creation/Shutterstock.com; page 261, Modified, original

by Stacy Timmons/Grand Canyon National Park/NPS; pages 303–306, “The

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Hoover Dam: Controlling Water in the West” by Marcia Amidon Lusted from Man-Made Marvels, Cobblestone​magazine, April 2016. Copyright © 2016

by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited.

All other images are the property of Great Minds.

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PhD SCIENCE™

L4 ▸ M1 ▸ Acknowledgments

Acknowledgments Great Minds Staff The following writers, editors, reviewers, and support staff contributed to the development of this curriculum: Kelly Alsup, Peggy Archambault, Brian Aycock, Robin Blackshire, David Blair, Thomas Brasdefer, Sharon Buckby, Adrienne Burgess, Adam Cardais, Lauren Chapalee, Christina Cooper, Jessica Dahl, Laurie Delgatto-Whitten, Jill Diniz, Soudea Forbes, Sarah Francis, Liz Gabbard, Laurie Gonsoulin, Pamela Goodner, Margaret Goodner, Kristen Gray, Nathan Hall, Libby Howard, Daniel Hoyt, Ben Hutchins, Anne Ireland, Rebecca Johnson, Mary Jones, Andrew Krepp, Chloe Lewelling, Scott Loper, Crystal Love, Maya Marquez, Siena Mazero, Stacie McClintock, Cindy Medici, Patricia Mickelberry, Lynne Munson, Marya Myers, Tamara Otto, Sarah Oyler, Meagan Palamara, Andy Peterson, Eden Plantz, Judy Plazyk, Brianna Reilly, Kristen Riedel, Neela Roy, Kim Rudolph, Michelle Schaut, Amy Schoon, Colleen Sheeron, Aaron Shields, Rachel Stack, Isaac Stauffer, Leigh Sterten, Annie Tete, Melissa Thomson, Nicole Vick, Amanda Vitello, Todd Ware, Samuel Weyand, Amy Wierzbicki, Nicole Williams, Erin Wilson, and Cat Zarate

Colleagues and Contributors We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Cindy Abel, Nina Barcelli, Emily Beaver, Ranell Blue, Andrew Chen, Jason Crean, Arthur Eisenkraft, Lily Eisermann, Carolyn Findler, Jill Henry, Fran Hess, Mandy Hockenbrock, Brenna Leveille, Fred Myers, Jim O’Malley, Kristin Rademaker, Vicki Saxton, Stephanie Schoembs, Ed Six, Mike Taglienti,

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Juliana Texley, Elizabeth Thompson, Kelsey Toomey, Meg Van Dyke, and Jason Zimba

Pilot Program Contributors The following contributors provided invaluable insight and guidance for PhD Science:​ ▪▪ Champlain Elementary • Burlington, VT ▪▪ Country Heights Elementary • Owensboro, KY ▪▪ Edison Elementary • Morton Grove, IL ▪▪ Foothill Knolls STEM Academy • Upland, CA ▪▪ FT Burns Elementary • Owensboro, KY ▪▪ Harrelson School • Puryear, TN ▪▪ Henry School • Henry, TN ▪▪ Irene King Elementary • Romeoville, IL ▪▪ Jamie McGee Elementary • Bolingbrook, IL ▪▪ JI Watson Elementary • Iowa, LA ▪▪ Lakewood Elementary School • Paris, TN ▪▪ Oak View Elementary • Bolingbrook, IL ▪▪ Propel Montour • Pittsburgh, PA ▪▪ Propel Pitcairn • Pitcairn, PA ▪▪ RC Hill Elementary • Romeoville, IL ▪▪ STEM3 Academy • North Hollywood, CA ▪▪ Taylor Park School • Freeport, IL ▪▪ TH Watkins Elementary • Lake Charles, LA

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MODULE 1

Earth Features

T E AC H E R E D I T I O N

4

LEVEL

ON THE COVER

The Grand Canyon serves as the stage for the study of Earth’s features. Students examine the rock layers, the natural processes that revealed those layers, and what fossils in each layer divulge about the history of Earth. Students apply what they learn about the Grand Canyon to the study of other geological formations. They study examples of human activity impacting the environment both positively and negatively.

PhD Science® appeals to students’ curiosity about their world. By grounding deep science content in compelling, knowledge-rich phenomena and engaging experiences, PhD Science inspires students to wonder about the world and empowers them to make sense of it.

LEVEL 4 MODULES 1. Earth Features

3. Sense and Response

2. Energy

4. Light

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science, Eureka Math®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

The Chasm of the Colorado, 1873–1874 Thomas Moran, American, 1837–1926 Oil on canvas Smithsonian American Art Museum, Washington, DC, USA Smithsonian American Art Museum, lent by the Department of the Interior Museum Photo credit: Smithsonian American Art Museum, Washington, DC/Art Resource, NY