MS. History of Earth 6th Grade
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed
Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes
change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the
uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions),
and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually
behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include
surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on
geoscience processes that shape local geographic features, where appropriate.]
06-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of
data include similarities of rock and fossil types on different continents, the shapes of the continents
(including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and
trenches).] [Assessment Boundary: Paleo magnetic anomalies in oceanic and continental crust are not
assessed.]
Learning Targets
1. I can use evidence to explain how geoscience processes have changed Earth’s surface.
2. I can explain the theory of continental drift.
3. I can interpret data to provide evidence of past plate motions.
4. I can analyze data on the distribution of fossils and rocks.
5. I can describe the effects of chemical and physical weathering.
6. I can describe the effects of erosion.
Day 1:
Bell Work: Look at the globe or map. If you were an earth scientist what questions might you ask about
earth based on what you see on the globe or map.
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Discuss the theory of continental drift and Pangea.
Ask students to look at the continents and discuss how they may have fit together.
Let students cut out the general shapes of the continents and arrange them together how they
think the continents might have been arranged in Pangea.
Discuss students’ arrangements and reasons for doing so.
Discuss rocks and fossils as other evidence to support the theory of continental drift.
Students analyze maps of matching rocks and fossils in South America and Africa and discuss
findings.
Formative assessment:
What evidence have you seen to support the continental drift theory?
Day 2:
Bell Work: What is the continental drift theory?
 Show and discuss each layer of Earth’s inner structure.
 Students make a model of Earth and label inner layers and continental shapes.
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Have students work in pairs to quiz each other about the features and layers of earth.
Presentation of models and clean up.
Closing: What are the flaws and advantages of your model?
Day 3:
Students use various resources to read about the continental drift theory and write a summary of the
theory along with three pieces of evidence to support the theory.
The following resources may be useful:
http://education.nationalgeographic.com/education/encyclopedia/continental-drift/?ar_a=1
http://www.oregon.gov/dsl/SSNERR/docs/EFS/EFS25contdrift.pdf
http://www.livescience.com/37529-continental-drift.html
Day 4:
Bell Work: What is Earth’s outermost layer?
Students visit the following website and fill out teacher-provided guided notes over tectonic plates and
boundaries.
http://www.learner.org/interactives/dynamicearth/slip2.html
Day 5:
Bell Work: Have you ever explored a creek or a stream and noticed all of the different rocks and pebbles.
Have you noticed how the rocks were rubbing together or bouncing around? What do you think
happens to these rocks as they bounce along, rubbing against each other?
Physical weathering demonstration
 Explain that over time the rocks in the creek or stream break down into smaller and smaller
pieces, called sediment. Tell students this is called physical weathering.
 Lay out on a table two groups of soft rocks (sandstone or limestone) with angular edges. Allow
time for students to examine the rocks. Guide them in observing the angular edges.
 Place one group of rocks in a plastic jar. Fill the jar halfway with clear water; close the lid tightly.
Ask a number of students to shake the jar vigorously.
 Open the jar and pour out the water through a coffee filter, collecting the sediment that
remains.
 Remove the rocks and lay them out again on a piece of paper on the table next to the rocks that
were not shaken. Also empty the sediment collected in the filter on the table. Let students
examine the two groups of rocks.
 Call upon volunteers to describe the differences they observe in the two groups of rocks. (The
stones that were shaken should have more rounded edges than the stones that were not
shaken.)
 Ask students what else happened to the rocks that were shaken. (They broke apart a little and
created smaller pieces.)
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Ask students what conclusions they can draw about rocks and physical weathering from this
experiment. (The shape of rocks can change, or rocks can fall apart as the result of rapidly
moving water.)
Erosion demonstration or activity
 Make a model of a creek bed with a mixture of pebbles, sand and or dirt in a pan.
 Pour water in the pan and allow students to record observations of erosion.
Steel Wool experiment to show chemical weathering
 Place a piece of steel wool in a cup filled to the top with water.
 Place a second piece of steel wool in a cup with a small amount of water.
 The water should touch but not cover the steel wool.
 Place a third piece in a cup with no water.
 Allow the three cups to sit overnight.
 Observe the appearance of the steel wool in each container the next day.
WHAT DO YOU THINK?
• What happened to the steel wool in each cup?
• Judging by the appearance of the pieces of steel wool, what do you think is necessary for rusting to
occur?
CHALLENGE Tear the steel wool that rusted most apart and compare the appearances of the inside and
the outside. Why might the inside and the outside look different?
Read Glencoe rainforest soils enrichment passage and answer accompanying questions.
(Passage can be found at the following website.
http://www.mrhayden.com/pdfs/ch9science.pdf
Day 6:
Bell Work: What is the difference between chemical and physical weathering?
Define and discuss weathering and distinguish between physical and chemical weathering.
Discuss factors of mechanical weathering and examples of chemical weathering.
Students visit the following website and use teacher provided guided notes sheet to view and explain
examples of physical and chemical weathering.
https://ees.as.uky.edu/sites/default/files/elearning/module07swf.swf
Homework: Take pictures (or sketch if no camera available) three examples of weathering, erosion or
deposition from nature with a written description. Assignment may be turned in as electronic or hard
copy.