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Kindergarten
Unit 3: Living and Non-Living Things

Essential Questions

Enduring Understandings

Science:
How Living and Non-Living things alike and
different?
How do I group living things? Non-Living things?

Science:
Everything can be classified as living or non-living.
Items both living and non-living can be classified
by observable physical attributes.

Math:
What is the difference between a group of ten
and the leftovers?
Why is counting important?
How can you know a quantity without counting
each object?
How can numbers be represented?
How do you know how many objects you have?
How do you know if you have more or less than
your partner?
How might you recognize the number of dots on
a card without counting?
How can you explain how one end of a domino
connects to another?
When do we use counting skills in everyday life?
What is an efficient strategy for counting teen
numbers?
How can you know a quantity without counting
each object?
How do we use counting in our everyday lives?
What is an efficient way to count an amount
greater than ten?
Why do I need to be able to count objects?
How do I use numbers every day?

Math:
A numbers place affects its value.
Counting tells how many things are in a set.
The last number word, when counting, names the
quantity for that set.
Counting objects in a different order does not
change the quantity.
Each successive number name refers to a quantity
that is one greater.
A number can be represented by a set of objects
and then by a numeral.
Sets of objects can be compared to determine
more than, fewer than or equal.
Numbers are related to each other through a
variety of number relationships. For example, 6 is
one more than 5 and 4 less than 10, is composed of
3 and 3 as well as 4 and 2, and can be
recognized quickly in patterned arrangements of
dots.
The numbers 5 and 10 are benchmark numbers.
(Is a number closer to 5 or 10? How close?)

Social Studies:
Why do we celebrate Columbus Day?

Social Studies:
Columbus day is celebrated because it is when the
way for settlement was opened by the Europeans.
On a globe the water is blue and land is green.
The united states is in North America.

 How do you tell the difference between land and

water on a globe or map?
Where is the United States on the globe?
How is where you live different from where other
people live?
How does where you live affect what you do?
(travel, how you get to school, dress)
Why dont all people speak the same language?
What do you need to do if you get lost at the
store?
How do you tell about something that happened
in the past?
How is life today different from long ago?
How is life today similar to life long ago?

Your location is where you are at that time.

Where you live affects you by the dynamic of the
area.
People from different cultures speak different
languages.
Find a Police Officer when you need help.
Something in the past has already happened.

Real World Connection/PBL:

The Amazon Rainforest is drying out due to climate change. Its dry season now last three
weeks long than it did 30 years ago. Because the dry seasons has gotten longer Scienist are
worried that forest fires are going to get bigger and last longer.
Have the students discuss ways we could help save this Rainforest; what non-living items would
help save the rainforest.

STEM Careers
Agronomist
Botanist (Plant Biologist)
Climatologist
Conservation Biologist
Ecologist
Entomologist
Environmental Scientist
Forest (or Logging) Engineer
Forester
Horticulturalist
Hydrologist
Range Manager
Renewable Energy Specialist
Soil Scientist
Toxicologist
Turf Scientist
Weed Scientist
Wildlife Biologist

Vocabulary
Science: alike, different, living, nonliving, similar, weight, and color
Social Studies: Columbus Day, land, globe, map, ocean. Continent, world, location

Math: combine, Count, digits, efficient, equal, estimate, greater, less, more

Science Standards
SKL1: Students will sort living organisms and non-living materials into groups by observable physical
attributes.
a. Recognize differences between living organisms and non-living materials.
b. Group animals according to their observable features such as appearance, size, motion, where it lives,
etc.
c. Group plants according their observable features such as appearance and size, etc.
Technology (websites and 21st Century Tools)
http://www5.unitedstreaming.com/index.cfm United Streaming http://www.epa.gov/kids/
Environmental Protection Agency Teaching Resources http://www.nsta.org/publications/ostb/ NSTA
Outstanding Trade Books for Children
BrainPopJr: Living vs. Non-Living

Engineering (Implementation of STEM)

**Weather and seasons should be naturally integrated and taught throughout the year.
S1CS1, S1CS2, S1CS3, S1CS4, S1CS5, S1CS6, S1CS7: Habits of Mind and Nature of Science will be
incorporated into all science processes, experiments and learning

Biome Protype

Mathematics
MGSEK.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further
ones to understand that these numbers are composed of ten ones and one, two, three,
four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and
record each composition or decomposition by a drawing or equation (e.g., 18 = 10 +
8)

Social Studies Integration

SSKG2 The student will explain that a map is a drawing of a place and a globe is a
model of the Earth.
a. Differentiate land and water features on simple maps and globes.
b. Explain that maps and globes show a view from above.
c. Explain that maps and globes show features in a smaller size

Reading/Writing Integration
ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRL7: With prompting and support, describe the relationship between illustrations and the story
(how illustrations support the text).
ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.

ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the topic.

Biome Design Brief

Grade Level: Kindergarten
Standards: SKL1: Students will sort living organisms and non-living
materials into groups by observable physical attributes. a. Recognize
differences between living organisms and non-living materials.

Background/Problem: A terrarium is a miniature garden in an artificial environment, in

which
small plants and animals may be kept as ornament or for
educational purposes. Fish bowls, small
fish tanks, large bottles, and
carboys are often employed as containers for terrariums; such vessels
permit
the necessary entrance of light for photosynthesis by the plants, and are suitable for display.
Plants and animals of different areas have specific needs to survive. Lots of these habitats are
dying
out from either climate or man. We are trying to find the best way to
grow and conserve our chosen
plants on our own.

Design Challenge: We will make three terrariums using different

measurements of each material needed. Over a few weeks we will make
observations and collect data finding which terrarium is growing the best.
The students will then make their own
terrarium
accordingly to the working terrariums measurements. We will continue
to collect data on the students build.

Materials:
Soda Bottle
Potting soil
Activated Charcoal
Spanish Moss
Pebbles
Plants from Lab

First Grade

First Grade
Unit 3: Animals

Essential Questions

Enduring Understandings

Science
Science

Why cant animals all live in the same

Plants and animals inhabit different

place?
environments and have features that help

How do animals adapt to their

them survive in different kinds of places.
environment? What are characteristics of
Plants need: air, water, light, and nutrients.
animal groups?

Animals need: air, water, food, and shelter.

Why are plants and animals important to

Plants have different structures that aid in
us? How do plants and animals depend on
growth, survival, and reproduction.
each other to survive?

Functions of a plant: roots-holding plants

Are there plants that dont need much

in place and absorbing water; seedswater to survive? If so, what are they and
making new plants; leaves-making food for
why dont they need much water?
plants; stems-keeps plants upright and
Math
transports materials up and down the
How can we measure the length of an
plant.
object?
Animal physical characteristics: body
What can we use to measure objects?
coverings-hair, fur, feathers, scales, and
How can we tell which of two objects is
shells; body shape; movement-walking,
longer than the other?
crawling, flying, swimming.
How can we order a group of objects by
Math
their length?
How does using an object help us when

Telling time to the hour and half hour using

measuring another object?
analog and digital clocks.
Why are the measurements of classmates Objects may be compared according to length.
different?
Objects may be used to determine length, but
Why would an estimate be helpful when
must correspond with a standard unit of
measuring?
measurement.
When is an estimate good enough? When Tools may be created to measure length.
should I measure instead of using an
Organize and represent data collected from
estimate? How can we compare the length measurement.
of a set of objects?
Ask and answer questions related to
How are objects used to measure other
measurement data.
objects?

 How are measuring units selected?

How do measurements help compare
objects?
Why is telling time important?
How do you use time in your daily life?
How can we measure time?
What does the hour hand on a clock tell us?
Why is it important to know the difference
between the two hands?
Why do we need to be able to tell time?
How do we show our thinking with pictures
and words?
How does time impact my day?
What does the minute hand on a clock tell
us?
What do I know about time?
Why do people collect data?
Are there different ways to display data?
What can we learn from our data?

Social Studies

Decisions that may be made to help you may

hurt others.

In the past, women did not have the same

rights as men; thus their roles were very
different from that of Sacagawea.

It is helpful to know and understand nature

to survive and live a healthy and fruitful life.

It is important to be able to map using both

cardinal and intermediate directions.

Scarcity can impact all aspects of life.

Social Studies

How did the contributions made by Lewis

and Clark with Sacagawea help or hurt
others?

How did where Lewis and Clark and

Sacagawea live affect their daily lives?

How did the culture of America affect the

lives of the historical figures we are
studying: Lewis and Clark, Sacagawea?

How did Sacagaweas knowledge of

nature, people, and land help Lewis and
Clark on their journey?

Why is it important to know the cardinal

and intermediate directions on a map?

How do we use cardinal & intermediate

directions while we are reading a map?

In what ways did a lack of resources help

or hurt Lewis and Clark while exploring?

Real World Connection/PBL:

Background Information: In our Aquaponics Lab the fish will need to be fed. However school is not in
session 24 hours a day; so, how can we make sure that our fish receive the right amount of food.
Students will:

Become familiar with the concept of monitoring pets and animals.

Create a fish feeder

Discuss additional possible solutions to feeding the fish.

Enduring Understandings

All schools or communities do not have the same materials or supplies.

Engineering can help provide solutions to everyday needs.

Essential Questions

What limitations/scarcity of the given community?

How can teaching others help you and our global community in the future?

STEM Careers
Veterinarian, veterinary Technician, wildlife rehabilitator, animal attendant, kennel worker, groomer,
animal behaviorist, animal trainer, humane educator, therapist, lobbyist, lawyer, humane law
enforcement, animal control, zoologist, marine biologist, and publications

Vocabulary
PBL Vocabulary:
Science: air, water, light, nutrients, root, stem, leaf, flower, food, shelter, appearance, motion, growth,
basic needs, migrate, hibernate, adapt
Math:
attribute, circle, cone, cube, cylinder, fourths, fractions, halves, partition, quadrilateral, quarters,
rectangular prism, sphere, triangle, whole

Science Standards
Expectations: Recognize that plants and animals have basic life needs and specific physical
characteristics. Classify plants and animals using their specific physical characteristics. Explain how
weather and seasonal changes affect plants and animals.
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
b. Identify the basic needs of an animal.
1. Air
2. Water
3. Food
4. Shelter
d. Compare and describe various animalsappearance, motion, growth, basic needs.

Technology (websites and 21st Century Tools)

ELA1W1k. Begins to use variety of resources (picture dictionaries, the Internet, and books) and
strategies to gather information to write about a topic.
IT Standards:
Entering information into a teacher created template (e.g. concept map).
Illustrating a simple concept (e.g., concept map, web, bubble, etc.).
Identifying components of multi-media presentations (e.g., title, transitions,
sound effects, animation, text and graphics).
Resources:
http://www.projectwild.org/aquatic/resources/designing_a_habitat.htm
Where animals live: http://www.woodlands-junior.kent.sch.uk/Homework/habitats.html

Animals in Action. Discovery Channel School (2005). Retrieved June 11, 2007, from unitedstreaming:
http://www.unitedstreaming.com/
Animal facts: http://www.worldalmanacforkids.com/explore/animals.html
Animal game:
http://sheppardsoftware.com/content/animals/quizzes/kidscorner/animal_games_backyard_flower_lar
ge.swf
Human and Animal Habitat Game http://www.activescience-gsk.com/games/index.cfm?module=2
Basic Needs of Animals http://www.beaconlearningcenter.com/WebLessons/CritterCraze/default.htm
Build a Fish http://sv.berkeley.edu/showcase/flash/fish.html
Lewis and Clark: http://www.lcsc.edu/lewis.clark/experience/ Lewis and Clark Links:
http://adifferentplace.org/lewis_and_clark.htm
Timeline Tools
http://www.ourstory.com/
http://www.flickr.com/photos/tags/flicktion/
http://storybird.com

Engineering (Implementation of STEM)

S1CS1, S1CS2, S1CS3, S1CS4, S1CS5, S1CS6, S1CS7: Habits of Mind and Nature of Science will be
incorporated into all science processes, experiments and learning

Automatic Fish Feeder (Academy)

Recycled Bird Feeder

Mathematics
SMP s:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Measure lengths indirectly and by iterating length units

MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length measurement of an
object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) Tell and
write time. MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more or
less are in one category than in another.

Social Studies Integration

Unit 3:
SS1H1 The student will read about and describe the life of historical figures in American history.
b. Meriwether Lewis and William Clark with Sacagawea (exploration)

Reading/Writing Integration
ELA/Reading:
ELA1R1c. Demonstrates an understanding that punctuation and capitalization are used in all written
sentences.
ELA1R6. Reads and listens to a variety of texts for information and pleasure.
ELA1W1j. Begins to use common rules of spelling.
ELA1LSV1c. Respond appropriately to orally presented questions.
ELA1R5a. Reads and listens to a variety of texts and uses new words in oral and written language.
ELA1LSV1a. Follows three-part oral directions.
ELA1LSV1b. Recalls information presented orally.
ELA1LSV1f. Uses complete sentences when speaking.
ELA1LSV1d. Increases vocabulary to reflect a growing range of interests and knowledge.
ELA1W1k. Begins to use variety of resources (picture dictionaries, the Internet, and books) and
strategies to gather information to write about a topic.
ELA1LSV1e. Communicates effectively when relating experiences and retelling stories read, heard, or
viewed.
ELA1R6m. Recognizes and uses graphic features and graphic organizers to understand text.
ELA1SV1: The student uses oral and visual strategies to communicate.
ELA1W1a. Writes texts of length appropriate to address a topic and tell a story.(Narrative Writing)
ELA1LSV1d.-e. Increases vocabulary & Communicates effectively.
ELA2LSV1d. Listens to and views a variety of media.

Narrative and Informational Writing:

ELA1W1. The student begins to demonstrate competency in the writing process. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly. g. Begins to use personal pronouns (e.g., I, me, we, us) in
place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather
information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial
words and common proper nouns (e.g., personal names, months). m. Uses commas in a series of items.

Fish Food Design Brief

Grade Level: 1st Grade
Standards: S1L1. Students will investigate the characteristics and basic needs of
plants and
animals.
b. Identify the basic needs of an animal.
1. Air, 2. Water, 3. Food, 4. Shelter
d. Compare and describe various animalsappearance, motion, growth, basic needs.
Background/Problem: In this unit we have learned about plants and animals. We know the
basic need of both plants and animals. At this time we know that we have an aquaponics
system.
In this system we have many fish. In the coming months we have multiple holidays coming
up and
no one will be in the building to feed the fish. We need to create a tool that will feed the
fish
while we are gone.
Design Challenge: From your knowledge of animals and their needs you will create a food
feeder for our aquaponics system.
Criteria:
Your feeder must:
Provide an ample amount of food for the tank utilizing a timer.
Constraints: You may only use the materials provided
Materials:
1 Working battery clock or clock parts.
1 Small plastic can (must be light weight)
2 Thin neodymium magnets
1 Plastic pen or plastic tube
glue
Tools:
Interactive notebook
Pencil
Color pencils

Grade 2
Unit 3: Motion

Essential Questions
What makes things move?

Enduring Understandings
Things are moving all around you.

How can you move something farther?

Movement can be natural, like wind or water.

Why are forces needed?

Movement can be caused by forces of nature, like

wind or water.

How is push like a pull? Different?

People cause movement with pushes and pulls.
Where is it easier to pull things?
What surfaces make moving things easier?
How is speed affected by push and pull?
Why does speed change?
Why is gravity important in our daily life?

A force is a push or pull that can make something

move.
A push or a pull can change the location of an
object, change a direction, or stop a moving
object.
A moving object will travel in a straight line if it is
not interrupted.

How can motion be described?

How can you use forces?

You can predict how the direction of an object

will change.
Gravity is a force that pulls objects toward the
earth.
It is easier to pull something across a smooth
surface than a rough surface.
You can measure how far something has been
moved.

You can measure force.

You can predict where an object will be moved or
where it will stop.
Energy of motion can be observed and measured
because an object is moved from one place to
another.
Heat is caused by friction.

Real World Connection/PBL:

Real world connection: Car moving, walking, pushing and pulling objects

STEM Careers
Pilot, Conductor,

Vocabulary
motion
ath
push

wind
force
stop

speed
pull

water
straight

direction
curve

friction

Science Standards
S2P2. Students will identify sources of energy and how the energy is used.
S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.
S2P3a. Demonstrate how pushing and pulling an object affects the motion of the object.
S2P3b. Demonstrate the effects of changes of speed on an object.

Technology (websites and 21st Century Tools)

IT Standards:
Entering information into a teacher created template (e.g. concept map).
Illustrating a simple concept (e.g., concept map, web, bubble, etc.).
Identifying components of multi-media presentations (e.g., title, transitions,
sound effects, animation, text and graphics).

Engineering (Implementation of STEM)

S1CS1, S1CS2, S1CS3, S1CS4, S1CS5, S1CS6, S1CS7: Motion will be incorporated into all science
processes, experiments and learning

Mathematics
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different
measurements; describe how the two measurements relate to the size of the unit chosen.
Understand the relative size of units in different systems of measurement. For example, an inch
is longer than a centimeter. (Students are not expected to convert between systems of
measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit.
MGSE2.MD.5 Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.
MGSE2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, and represent whole-number sums
and differences within 100 on a number line diagram.
MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.
MGSE2.MD.9 Generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole number
units.
MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare problems
using

Social Studies Integration

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

b. Describe how everyday life of these historical figures is similar to and different from
everyday life in the present (food, clothing, homes, transportation, communication, recreation,
rights, and freedoms).
SS2G1 The student will locate major topographical features of Georgia and will describe how
these features define
Georgias surface.
a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain,
Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Marys, Chattahoochee,
and Flint.
SS2CG1 The student will define the concept of government and the need for rules and laws.
SS2CG2 The student will identify the roles of the following elected officials:
a. President (leader of our nation)
b. Governor (leader of our state)
c. Mayor (leader of a city)
SS2CG4 The student will demonstrate knowledge of the state and national capitol buildings by
identifying them from pictures and capitals of the United States of America (Washington, D.C.)
and the state of Georgia (Atlanta) by locating them on appropriate maps.
SS2E2 The student will identify ways in which goods and services are allocated (by price;
majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal
characteristics; and others).

Reading/Writing Integration
RI.2.9: Compare and contrast the most important points presented by two texts on the same
topic.

Hovercraft
Challenge:

This project teaches kids how to make a real hovercraft. Students will be able to

ride their real-life hovercraft. After they complete the first design, see if they can change it slightly to
make it even better!

Materials:

Plywood, 3/8 or 1/2-inch thick. There are several options for the plywood base. The easiest is probably to
buy a pre-cut 48-inch-diameter round tabletop. Alternatively, you can buy a square piece of plywood and cut
the corners off to make a 48-inch-diameter circular base.

Electric jig or spiral saw

Electric sander (as an option to smooth the plywood edges)

Duct tape

Leaf blower, electric or gas-powered

Pencil (for tracing)

Safety goggles

Drill and a drill bit that will create a hole large enough to insert your jig saw or spiral saw into

Measuring tape or ruler

Plastic sheet, 4-mil or 6-mil thickness (6 mil = 0.006 inches); it should be 1 foot larger than the plywood base
on all edges. A 6x6-foot square, or a 6-foot-diameter circle, should work well. Examples of a plastic sheet
include:
1.

Visqueen (type of heavy plastic)

2.

Plastic drop cloth (from a paint or hardware store)

3.

Plastic shower curtain

4.

Plastic tablecloth

5.

Avoid plastic garbage bags, since they are too thin.

Razor knife

Scissors

Staple gun

Screwdriver

Wood screws, small, 1/4-inch (4)

Plastic disk, small, 6 inches in diameter. Suggestions are a coffee can lid, a plastic circle cut from a
Frisbee, or similar tough plastic item.

Carriage bolt and nut, 1-inch, with washers (this is optional, to more securely attach the plastic disk to the
plastic sheet)

Third Grade
Unit 2: Habitats, Plant, Animals, and Pollution

Essential Questions
Science
How does pollution affect the ecosystem?

What types of materials could be used to

aid with oil spills?

How is pollution created?

What are the types of pollution?

How do you help to protect the

environment?

What are oil spills?

What are types of careers that are

associated with pollution?

What are ways we can assist with

conservation?

What is recycling?

Math

What are graphs?

What are charts?
How do I construct charts and graphs?
What is data?
Why are graphs important?
How do I analyze data?
How do I interpret data?
Why do we use charts and graphs?

Enduring Understandings
Science
Pollution affects the environment.
Oil spill are harmful to the major water systems.
Pollution is man-made.
Humans can assist with the conservation of
resources.
Recycling reduces the amount of pollution to
the environment.

Math
Tables, bar graphs, and line plot graphs useful
ways to display data.

Graphs are used to answer a question.

Surveys can be used to collect data.
Charts can be used to gather information
Graphs are used to display data gathered from a
survey?

Real World Connection/PBL:

In this lesson students will design a process to clean an oil spill in a model river so that the oil has the
least impact on the surrounding ecosystem.

Students will:

Understand the need of new technologies for oil spills

Use different experiments to examine different materials and methods that can be used to
clean oil spills.

Understand the effect of pollution on the environment.

Essential Questions

How do oil spill occur?

What are the effects of oil spills on our ecosystem?
What are some tools, materials, and methods that can be used to clean them?

STEM Careers
Professions that utilize those in the pollution field:
Water resource engineer, chemist, waste management, geoscientist,

Vocabulary
PBL Vocabulary: ecosystem, environment, tides,
Science: oil spills, filtration, pollution
Math: graphs, data, charts, tally marks

Science Standards
Expectations: Develop a method or technique to clean up oil spills in a cost efficient manner.
S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works. a. Keep
records of investigations and observations and do not alter the records later. b. Offer reasons for
findings and consider reasons suggested by others. c. Take responsibility for understanding the
importance of being safety conscious.
S3CS2. Students will have the computation and estimation skills necessary for analyzing data and
following scientific explanations.
S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in
scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for
making simple mechanical constructions and repairing things. b. Use computers, cameras and recording
devices for capturing information. c. Identify and practice accepted safety procedures in manipulating
science materials and equipment.
S3CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others
can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific

procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate
scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and
computer databases. S3CS6. Students will question scientific claims and arguments effectively. a.
Support statements with facts found in books, articles, and databases, and identify the sources used.
S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the
effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect
the environment. Conservation of resources Recycling of materials

Technology (websites and 21st Century Tools)

https://www.youtube.com/watch?v=3DbSlAg3F3A
https://www.youtube.com/watch?v=-OVNd6Fa9fg

Engineering (Implementation of STEM)

**Weather and seasons should be naturally integrated and taught throughout the year.
incorporated into all science processes, experiments and learning

Mathematics
SMP s:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Social Studies Integration

ELAGSE3W8: Recall information from experience or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories.

Reading/Writing Integration
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
ELAGSE3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.
ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support
the main idea.
ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
ELAGSE3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and
phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d.
Provide a concluding statement or section.
ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a
narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and
descriptions of actions, thoughts, and feelings to develop experiences and events or show the response
of characters to situations.

Fifth Grade
Unit: Constructive & Destructive Forces

Essential Questions

Enduring Understandings

Science

Science
How do constructive and destructive processes The Earth is constantly changing.
affect the surface features of the Earth?
The Earths landforms were created through
How can a force of nature that is so far away
constructive processes, destructive processes, or
possibly affect me in Georgia?
a combination of both.
How can a force be both destructive and
Human interaction can harness some of Earths
constructive at the same time?
natural processes, even if only temporarily.
What causes earthquakes to occur?
A tornado is a violent wind that looks like a
If we could use a wet vac to get all of the water funnel-shaped cloud; its spinning winds touch the
out of the ocean, what would it look like?
ground.
How can a force be constructive and destructive?
Hurricanes are storms that have very strong
What is the Ring of Fire?
winds.
Why do earthquakes and volcanoes show up
There are four seasons in a year: Winter, Spring,
where they do?
Summer, and Fall
Will Stone Mountain always exist? Why or why
not?
How can water break rocks apart?
Why are some people afraid to live in California?
Why do some places have more weathering and Math
On the coordinate plane, a point represents the
erosion than other places?
two facets of information associated with an
ordered pair.
Graphical representations can be used to make
Math
predictions and interpretations about real world
What are the differences between adding and
situations.
subtracting whole numbers and adding and
The coordinate grid is a basic example of a system
subtracting decimals?
How will knowing the properties of multiplication for mapping relative locations of objects. It
provides a basis for understanding latitude and
help me multiply?
How is multiplying by a 2-digit number different longitude, GPS coordinates, and all kinds of
geographic maps.
from multiplying by a 1-digit number?
Geometrys attributes give the mind the right
How does estimation make multiplying easier?
What steps do I use when diving two numbers? tools to consider the world around us.
How do I divide with a 2-digit divisor?

 How are compatible numbers useful in division?

Real World Connection/PBL:

The world we live on has changed dramatically over time. The forces that cause these changes are still
at work. Hands-on activities teach students how scientists investigate the Earth through earthquakes
and volcanoes.
Engineers must understand the causes and behavior of our planet's natural forces so they can help
people survive natural disasters. They design devices that help us minimize, eliminate or predict the
effects of natural hazards. Detecting, predicting and warning about hazards help populations evacuate
and/or seek shelter. They design mountain, ocean, earth and atmospheric monitoring devices. They
design weather instruments, radar and satellites to collect data and make predictions. Sometimes
engineers make devices that trigger smaller hazards in order to prevent larger ones.
Many types of engineers must understand the properties of liquids, including how they behave
differently depending on their volume, viscosity and slope. This applies directly to geoengineers who
devise ways to divert the flow of lava if it becomes a hazard to people and communities. It also applies
to engineers who design factory equipment that bottles liquids, everything from motor oil and glue to
orange juice and milk, and chemical engineers who create plastics, fuel and ceramics.
Many types of engineers must understand the properties of liquids. Understanding viscosity and the
factors that change how liquids move can aid in the design of structures that use liquids to do work, as
well as structures and devices that control or contain liquids. Geochemical engineers use science to
solve environmental and civil engineering problems, some working on ways to halt or divert lava flows
to protect human-built structures. For instance, R.D. Schuiling suggests that limestone walls could be
built to rapidly cool lava (making it more viscous) and thus slow the flow enough to salvage human
settlements.
Students will:

Learn about civil engineers

Analyze different engineering designs created by civil engineers
Identify structures that civil engineers create
Identify structures that civil engineers create are for improvement or prevention

Enduring Understandings

Engineers create structures for improvement or prevention.

Costal and civil engineers create different designs to prevent destruction from volcanos

Essential Questions

How do engineering designs impact the environment?

What is a civil engineer and how do their jobs relate to saving towns from volcanos?
How do coastal and civil engineers use their knowledge of earths destructive forces to innovate
engineering solutions that will prevent or reduce beach erosion?
How will the choice of materials impact the design of solution?
Will one material be a better choice than another material related to effectiveness of the
solution?
How can we use our knowledge of volcanos, and earths processes, to create an effective, lowcost, real world solution to prevent lava destruction in Hawaii?

Challenge
Congratulations! Your team was just hired as a geochemical engineers to figure out one or
more ways to stop, slow down or divert (change the direction of) lava flows in order to save
human settlements (houses, towns, cities, structures, etc.) near active volcanoes. Use what you
learned from your experiment to come up with ways to achieve this goal. Use any other
knowledge that you have about liquid movement. Brainstorm within your group and write out
your ideas in the space below. Also draw out any of your plans. At this stage, do not worry
about how much money your solution will cost or how hard it might be to achieve. Be creative!

STEM Careers
Civil Engineer, Geochemical Engineer
Professions that utilize those in the weather field:
Construction companies, Water Utilities, aviation, road & railways, oil & gas, local, state, & federal
infrastructure, pipeline transportation.

Vocabulary
PBL Vocabulary:

Civil Engineer: work to improve travel and commerce, provide people with safe drinking water
and sanitation, and protect communities from natural disasters. They work to make structures
that are as beautiful and environmentally sound, as well as they are functional and cost-

effective.
Geochemical Engineer: a new discipline in environmental management that has evolved from
geochemistry, a fundamental science concerned with the chemistry of earth. Geochemists study
the properties of minerals, soils, rocks, waters, and natural chemical processes.

Tiltmeter: A device placed on a volcano that can detect changes in the size of the volcano due
to increased magma volume. Used to help predict impending eruptions.

Effusive: flowing, for example, lava that flows.

Lava: magma that has reached the Earths surface.

Magma: A substance composed of melted rock and dissolved gasses.

Science:

Volcano, volume, constructive force, destructive force, weathering, erosion, continental drift, ridge,
trench, fault, plate (tectonic), mantle, crust, glacier, earthquake, tsunami, deposition, sediment,
landform, and seismograph

Math:

Slope: steepness, incline, such as the slope of the side of a volcano or mountain

Surface area: the extent of a two-dimensional surface enclosed within a boundary.

Viscosity: a liquids resistance to flow

Science Standards
Expectations: Identify basic patterns of weather. Demonstrate simple instruments to measure
temperature, wind, and precipitation. Observe sky conditions with weather data for each season.
S5E1. Students will identify surface features of the Earth caused by constructive and destructive
processes.
a. Identify surface features caused by constructive processes.
Deposition (Deltas, sand dunes, etc.)
Earthquakes
Volcanoes
Faults
b. Identify and find examples of surface features caused by destructive processes.
Erosion (waterrivers and oceans, wind)
Weathering
Impact of organisms
Earthquake
Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive
processes. Examples include, but are not limited to
Seismological studies,
Flood control, (dams, levees, storm drain management, etc.)
Beach reclamation (Georgia coastal islands)

Technology (websites and 21st Century Tools)

ITSE Student Standards
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast
possibilities

3. Research and information fluency Students apply digital tools to gather, evaluate, and use
information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation b. Plan and manage
activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Web Resources:
http://education.usgs.gov/
US Geological Service www.besweetpublicastions.com
Author/Illustrator of Yumion books www.ossabawisland.org
Ossabaw one of Georgias barrier islands www.georgiabarrierislands.com
background information www.gpb.org/secretseashore
Video on Georgias barrier islands

Engineering (Implementation of STEM)

Students will use and reinforce these Engineering concepts:
Prototyping and Modeling
Invention and Innovation
Structural Integrity/Strength
Brainstorming and Problem Solving
Trial and Error Engineering Concepts

Mathematics
SMP s:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

MGSE.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use
operations on fractions for this grade to solve problems involving information presented in line plots. For example,
given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if
the total amount in all the beakers were redistributed equally.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used
to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to
have a volume of n cubic units.
MGSE5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Task: Students will determine how far lava flows, by measuring volume.

Social Studies Integration

SS5H2 The student will analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th Amendments.
b. Explain the work of the Freedmens Bureau.
c. Explain how slavery was replaced by sharecropping and how African- Americans were prevented from
exercising their newly won rights; include a discussion of Jim Crow laws and customs.
SS5CG1 The student will explain how a citizens rights are protected under the U.S. Constitution.
c. Explain the concept of due process of law and describe how the Constitution protects a citizens rights
by due process.
d. Describe how the Constitution protects a citizens rights by due process.
SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.
a. Explain the amendment process outlined in the Constitution.
b. Describe the purpose for the amendment process.
SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a
representative democracy.
b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.
Task: Students will connect the ideals of Reconstruction to changes that have been made to
communities that have been impacted by volcanos or other constructive/destructive forces.

Reading/Writing Integration
ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
ELAGSE5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.

ELAGSE5RI8: Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence supports which point(s).
ELAGSE5RI10: By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4-5 text complexity band
independently and proficiently.
ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in
contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide
a concluding statement or section related to the information or explanation presented.
ELAGSE5W7: Conduct short research projects that use several source to build knowledge through
investigation of different aspects of a topic.
ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and provide a list
of sources.
ELAGSE5W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in
particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects.
c. Use verb tense and aspect to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense and aspect.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
Task: Students will compare and contrast two different informational texts on volcanoes.

Engineering Design Challenge

Introduction/Motivation
Part 1
Volcanoes can be hazardous geological features. They contain large amounts of extremely hot molten
rock mixed with dissolved gases that are very close to the surface of the Earth (show or sketch on the
board a picture showing magma beneath a volcano). Does anyone know what the molten rock mixture is
called? (Answer: Magma.) What can happen to magma when it moves close to the surface and the gases
start to bubble out? (Answer: It can erupt.) Once magma reaches the surface, it is called lava. Lava can
leave volcanoes in violent bursts. We call this an explosive eruption (show a picture of an erupting
volcano, or depict it by drawing on the board). It can also leave the volcano through river-like streams.
This is called an effusive eruption (show a picture or draw on the board). When lava flows effusively,
various factors can make it move faster or slower, and also affect how much area the lava covers.
For instance, the greater the amount of the compound silica (SiO2) present in the magma, the more
sluggishly it moves. The ability of a fluid to move fast or slow is called its viscosity. Described another
way, viscosity is a fluid's resistance to flow. This means that more viscous fluids do not flow as easily as
less viscous ones. Who can think of some fluids that are viscous? (Example answers: Honey, glue, oil,
sour cream, shampoo, motor oil.) How about some fluids that are not very viscous? (Example answers:
Water, juice, milk, coffee, gasoline, alcohol.) Viscosity is an important property of fluids; it has many
applications in our lives. For instance, suppose you were an engineer that was designing a glue factory.
Would it be important to know the viscosity of glue in order to design machines that fill glue bottles?
Now getting back to lava flow, another aspect that can affect the spread of lava is the shape of its
volcano. Volcano shapes can be tall and thin or short and wide. That means that they may have different
slopes. Some are steep and some are not. These different landscapes were caused by different types of
lava eruptions in the first place, and in turn, affect how liquids flow over them.
Properties such as volume, viscosity and the slope of a surface can all affect how a liquid flows and thus
how much surface area it can cover. These properties are important to engineers who work with liquids
because they must understand how liquids move. For instance, a chemical engineer must know the
properties of a liquid product in order to design a container for it. Environmental engineers must know
how water moves in order to create barriers such as dams or levees to divert or contain bodies of water.
(Proceed to conduct the associated activity, Measuring Lava Flow.)

Part 2 (Math Connection)

Do you know anyone who lives near a volcano? Would you want to live near a volcano? What happens
to the towns and communities near volcanoes when they erupt? (Take suggestions from students.
Possible answers: The area surrounding the volcano would contain fire, explosions, noise, ash, heat,
wind and lava in the air, water and land near people's homes and activities, affecting their breathing,
comfort, shelter, water and food supplies, and safety.)

Does everyone know what lava is? (Answer: Lava is extremely hot molten rock mixed with dissolved
gasses from the Earth's core that reaches the planet's surface.) Some erupting volcanoes spew lava in
violent bursts, which results in steep-sloped volcano shapes. Others release great quantities of lava that
spew forth in rivers, like streams, producing gently-sloping volcanoes.) What is lava like? What is its
state of matter? (Liquid) How fast does it move? How far does it move? How thick does it cover the
surface? Let's find out more about the factors that determine how far a lava flow goes.
Today you will be experimenting with how volume affects the surface area that a liquid, like lava, covers.
(As necessary, make sure students understand the three factors: volume.) We will use liquid soap to
represent volumes of molten hot lava (but you can touch it, of course!). Some groups will experiment
with viscosity by also using salt and water to investigate this property. Other groups will investigate the
effect of various sloped surfaces on the lava spread. Volcano shapes are different from each other and
different landscape slopes affect how a liquid flows over it. For all groups, your lava (soap) will flow over
a transparency with1-cm squares printed on it, which represents your volcano. You will record the
surface area that your lava covers by pouring it onto the grid transparency and counting the covered
squares. Partial squares should be added up to whole squares using your best guesses.
(Demonstrate the basic experiment and measurement process to students by using an overhead
projector with a grid transparency, or gathering students around a table. Pour a small amount of liquid
soap, wait for it to stop spreading, and then count the covered squares [adding up partial squares] to
determine the surface area covered by the lava.)
By understanding these factors as they apply to liquid soap (representing lava), we can understand how
the properties of liquids are used in the real world, just as engineers do.

Challenge
Congratulations! Your team was just hired as a geochemical engineers to figure out one or
more ways to stop, slow down or divert (change the direction of) lava flows in order to save
human settlements (houses, towns, cities, structures, etc.) near active volcanoes. Use what you
learned from your experiment to come up with ways to achieve this goal. Use any other
knowledge that you have about liquid movement. Brainstorm within your group and write out
your ideas in the space below. Also draw out any of your plans. At this stage, do not worry
about how much money your solution will cost or how hard it might be to achieve. Be creative!

Background

Part 1

Through this lesson and its associated activity, students learn through experimentation the relationships
between a flowing liquid's volume, viscosity, slope, and the surface area it covers. While some equations
involving flow and viscosity can be complex, the essential relationships between volume, viscosity, slope
and the surface area coverage of lava flows are straightforward. The greater the lava volume, the more
surface area covered. The more viscous the lava, the less surface area it covers. The steeper the slope,
the more surface area the lava covers. As with all liquids, other properties play a role in lava's
movement, too, such as its temperature (higher temperature results in lower viscosity), composition
(silica-rich lava is cooler, thicker and slower flowing), obstacles (more obstacles slow its flow) and
substrate texture (rough texture slows its flow). Hence, volcanoes are not all equally hazardous to
human populations, since every volcano is unique in its lava volume, viscosity, slope and other
characteristics and conditions.
Many active volcanoes exist today around the world. Some are a lot more dangerous than others.
Following are a few examples:
Mt. Kilauea in Hawaii: The locals must constantly be aware of the changing directions of the very active
volcano's lava flows as it crosses roads and invades residential neighborhoods. Luckily, this lava tends to
be slow-moving because of its high viscosity and the volcano's gentle mountain slopes.
Mt. Saint Helens in Oregon: The 1980 pyroclastic eruption of this volcano was the deadliest and most
destructive in US history. It killed 57 people and destroyed numerous homes, roads, bridges and other
structures.
Mt. Nyiragongo in the Democratic Republic of the Congo: This volcano's unique low-viscosity lava (due
to its low silica content) and steep slopes makes its fast-moving lava (up to 60 mph! [97 kph]) flows a
huge risk for the nearby city of Goma.
Lava is composed of hot molten rock (magma) mixed with dissolved gases. At extremely high
temperatures (2000 F or 700 C, or higher!), it behaves like other fluids in the liquid state of matter.
Knowing the properties of liquids, geochemical engineers think of creative ways to protect human
settlements and structures from lava flows (as much as is possible). This might include cooling the lava
and its surrounding air so it hardens and slows, adding material to the lava to increase its viscosity,
erecting structures and swales to block and re-route lava streams, and changing the slope and/or
texture of the slope. In a broader sense, engineers of all types must understand the properties of liquid
movement for the work they do designing dams, levees, boat motors, turbines; understanding ocean
currents; creating liquid products and manufacturing plants, cleaning up toxic spills, studying the Earth's
mantle and how liquids behave in space.

Part 2 (Math Connection)

This activity simulates volcanoes and lava flows. It is suggested that this activity be conducted in
conjunction with its associated lesson, How Far Does a Lava Flow Go?

Student teams use liquid soap and plastic grid paper to simulate and measure lava flows. To
begin this activity, students are asked to form hypotheses on how the factors of volume, slope
and viscosity may affect the surface area that a liquid covers. Then they test their hypotheses
through experimentation. They determine surface area by counting the number of grid squares
that the liquid soap covers, adding together partial boxes to make wholes.
The equation for the surface area of a square is useful for this lesson: surface area = side
length2.
At the end of the activity, students are asked to "become" geochemical engineers to think of
ways to slow down, divert or halt lava flows. In a concluding discussion, they see how the
properties of liquids that they learned about are applicable to other real-life scenarios.
Before the Activity

Gather materials and organize them in separate cardboard boxes or plastic tubs for each team. If
the class is divided into more than three groups, have more than one team do the same
experiment, or add the activity extension idea (using heated liquid soap).

Put soap into containers or squeeze bottles for students' ease of use.

Make copies of the Measuring Lava Flow Worksheet.

Make grid transparencies by photocopying the Blank Graph Paper onto transparencies.

With the Students

Demonstrate the general procedure by placing a grid transparency on an overhead projector and
pouring a small amount of liquid soap on it. Tell the class that they must figure out on their own
how to find the surface area that the liquid covers by using the 1-cm2 squares. Point out that
partial squares must be accounted for (not ignored). Remind students that the surface area is the
total area that the soap covers and in this case equals the area of the two-dimensional squares it
covers. If necessary, remind students that the area of a square is equal to the length of one side
squared (surface area = side length2).

Divide the class into teams of at least three students per group; teams of six are suggested.

Ask each group which aspect they want to explore: volume, viscosity or slope. Make sure at least
one group tests each aspect.

Hand out the worksheets, which provide detailed experiment instructions. Direct students to
follow the written procedures for Part 1 of their assigned experiments. Each group writes a
hypothesis about how they expect volume, viscosity or slope to affect the surface area the liquid
covers. Direct students to make a table and record their data and observations on their
worksheets.

Students conducting the lava flow activity.

copyright

Give students time to perform the experiments. Help with any problems or questions.

For Part 2, have students share their group data by writing it in tables on the classroom board.
Have students complete their worksheets by determining the relationship between what they
tested (volume, viscosity or slope) and surface area of the liquid, and writing down whether their
own group's hypothesis was supported or rejected. Have them also write down the relationship
between surface area and the other factors that they did not test in their experiment by examining
data provided by the other groups.

Lead a class discussion to review the results of all the groups. Discuss any unexpected results.
(See questions provided in the Assessment section.)

Direct students to move on to Part 3, in which each group acts as a team of geochemical
engineers with the goal of finding good ways to stop, slow down or divert lava flows from human
settlements. Encourage students to be creative and not restrict themselves by how much a
solution might cost or how hard it would be to achieve; this is how teams of engineers initially
come up with great ideas. Give students time to brainstorm, write down and sketch their ideas.

Lead a concluding group discussion to share brainstorming ideas.

Extension Questions

What did you find from your experiments about the relationships between the surface area that a
liquid covers and its volume, viscosity and the slope of the substrate it flowed across? (Answer:
Expect students to report that the surface area associates positively with volume and slope, and
negatively with viscosity.)

Any unexpected results? Discuss what could have caused them.

Are all volcanoes equally dangerous? (Answer: No. The amount of danger or hazard depends on
how much lava is released [volume], its viscosity [how fast it moves], and the slope of the volcano
it flows down, as well as other magma characteristics and environmental conditions.)

As "geochemical engineers," what possible solutions did you come up with to halt or divert the
flow of lava? (Possible answers: In general, ways to increase viscosity, make the slope less
steep, reduce the volume, or more specifically, throw additional rocks into the lava to make it
more viscous or divert the flow so that less volume reaches inhabited areas, etc.)

How are the properties of lava that you have learned about during this activity relevant to
understanding the movements of other liquids? (Answer: The properties relating the surface area
to the volume, viscosity and slope in lava are the same for any liquid. One can use this
knowledge to design new liquids or the facilities and factories that contain or process them.)

How Far Does a Lava Flow Go? Measuring Lava Flow Activity Worksheet 2
Measuring Lava Flow Worksheet
Name: ___________________________________________

Date: ____________

Goals:
To measure and understand how volume, viscosity and slope affect the flow of fluid.
To apply understanding of factors that control lava flows and other liquids.
Volume Procedure Part 1: Experiment and Data Collection

Write a hypothesis based on the following question: What is the relationship between
volume of a liquid and the surface area it covers?
Hypothesis:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Place an overhead transparency of a grid on a flat surface.

One at a time, pour the following three volumes of liquid soap on the transparency
(space them out): 3 ml soap, 6 ml soap, 9 ml soap.

When the soap stops flowing, measure the area of the flow. 5. Make a data table below
and record your data in it.