Formations of Continents and Mountains catalog # 2256

FORMATIONS OF 

CONTINENTS AND MOUNTAINS 

from the 

Basics of Geology Series 

Teacher's Guide 

1 

AGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084

Formations of Continents and Mountains 

catalog # 2256 

Published & Distributed by… 

AGC/UNITED LEARNING 

1560 Sherman Avenue 

Suite 100 

Evanston, IL 60201 

1-800-323-9084 

24-Hour Fax No. 847-328-6706 

Website: http://www.agcunitedlearning.com 

E-Mail: info@agcunited.com 

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THE BASICS OF GEOLOGY SERIES 

A Unit of Study 

Grades 5-9 

A NOTE TO THE TEACHER 

During a human lifetime, the land appears to be stable and permanent. However, in the media we are 

constantly reminded of the dynamic natural processes that are affecting the land: volcanoes erupting in 

Indonesia, earthquakes trembling in Japan, and hurricanes striking the United States mainland. By 

studying the basics of geology, it is anticipated that one will have a better understanding of and respect 

for these and the other forces that are found within and around our beautiful planet, Earth. 

GENERAL DESCRIPTION OF THE PROGRAM 

THE BASICS OF GEOLOGY SERIES is intended for use in grades five through nine (5-9). Each 

video and accompanying lesson activities may also be appropriate for older students. 

The full-motion videos and accompanying student activities have been prepared to help students to 

become more familiar and aware of their home, planet Earth. 

THE BASICS OF GEOLOGY SERIES is designed to be used in two ways–as a complete selfcontained 

Unit of Study or as stand-alone video lessons. 

The Unit of Study consists of four videos, three lessons, four sets of blackline master activities, and this 

accompanying Teacher’s Guide containing Suggested Instructional Procedures for each of the three 

lessons, Answer Keys, scripts, Geologic Time Line of the Earth Activity, and a Unit Test. 

Each stand-alone lesson consists of one or two videos, one set of blackline master activities, and a 

Teacher’s Guide. An envelope containing the blackline master activities for the appropriate lesson is 

enclosed. 

This unit of study has been divided into three lessons: 

1 FORMATIONS OF CONTINENTS AND MOUNTAINS: Introduction to Geology and Mountains, 

Volcanoes, and Earthquakes (two videos) 

2. EROSION AND WEATHERING (one video) 

3. ALL ABOUT ROCKS AND MINERALS (one video) 

It is highly recommended that your students each have his or her own portfolio for the blackline master 

activity sheets, his or her own writings, and other information he or she finds interesting or important to 

keep for his or her study of THE BASICS OF GEOLOGY SERIES. 

UNIT GOALS 

After viewing the four videos and participating in the respective follow-up activities in this Unit of 

Study, students will be able to: 

• Define that time is an important component of every geological process, and demonstrate understanding 

of the scope of the time line of geologic development. 

• Identify the natural processes that help change the earth. 

• Identify the internal structure of the planet earth. 

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• Describe the constructive and destructive forces that shape the land. 

• Describe the importance of minerals. 

• Describe the processes which act to transform one rock into another. 

• Describe the formation and composition of soil. 

• Identify how fossils provide evidence about how life and the environment have changed on the earth 

over time. 

These Unit Goals comply directly with the National Science Education Standards for grades 5-9 in 

Earth and Space Science: 


• The solid earth is layered with a lithosphere: hot, convecting mantle; and a dense,metallic core. 

• Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per 

year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic 

eruptions, and mountain building, result from these plate movements. 

• Land forms are the result of a combination of constructive and destructive forces. Constructive forces 

include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces 

include weathering and erosion. 

• The earth processes we see today, including erosion, movement of lithospheric plates, and changes in 

atmospheric composition, are similar to those that occurred in the past. 

• The outward transfer of earth’s internal heat drives convection in the mantle that propels the plates 

comprising earth’s surface across the face of the globe. 

Erosion and Weathering 

• Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and 

bacteria. 




• Living organisms have played many roles in the earth system, including affecting the composition of 

the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. 



All About Rocks and Minerals 

• Some changes in the solid earth can be described as the “rock cycle.” Old rocks at the earth’s surface 

weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new 

rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, 

and the rock cycle continues. 

• Living organisms have played many roles in the earth system, including affecting the composition of 

the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. 

• Fossils provide important evidence of how life and environmental conditions have changed. 

• Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences 

at various locations. 

Specific Student Objectives are given for each video lesson in the Suggested Instructional Procedures 

section. 

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MATERIALS IN THE UNIT 

Videos 

This Unit of Study contains four videos. The programs highlighted in bold type are the subject of this 

guide. The video titles and themes are as follows: 

1. FORMATIONS OF CONTINENTS AND MOUNTAINS: INTRODUCTION TO GEOLOGY 

The science of geology studies the dynamics of the earth’s past and its present structures, and 

seeks to predict its changes in the future. The internal structure of the earth is composed of 

several zones of solid, liquid, and soft rock. For the almost five billion years, the earth has transformed 

itself from a fiery ball to a sphere whose surface is covered by land and water. The 

internal dynamics within the earth affect its surface. Plate tectonics is a theory that explains the 

movement of the earth’s plates. 

2. FORMATIONS OF CONTINENTS AND MOUNTAINS: MOUNTAINS, VOLCANOES, AND 

EARTHQUAKES 

The forces of heat and pressure play a major role in causing the land to rise. When molten rock 

within the earth breaks through the crust, a volcano is formed. Volcanic activity is often found 

along the broken sections of the earth’s crust. These sections move very slowly, pressing against 

one another in some places, and pulling apart in other places. The spreading apart of oceanic 

plates is called sea floor spreading and the collision of two plates is called subduction . When 

layers of land within a plate are under extreme pressure to move, the stress causes the layers to 

fold and rise into mountains. Mountain formation can also occur when the land is forced to 

break. The vibrations from the release of this pressure is called an earthquake. 

3. EROSION AND WEATHERING 

The forces of nature not only build up the land, but they break it down as well. Physical weathering is 

the breaking down of rock by the action of water, wind, plants, and animals. Chemical weathering 

deteriorates rocks by the reaction of different chemicals on the surface of the rocks. Examples of 

chemical weathering are: the formation of rust due to oxidation, the lichen plant’s ability to secrete 

acid into rock, and the formation of caves due to the presence of carbonic acid. When plants and 

animals help break down rock, they often add organic matter to it. The combination of disintegrated 

rock, organic matter, and a community of plants and animals make up soil . If soil is poorly maintained, 

it and other weathered rock could be easily washed, blown, or carried away. This process is known as 

erosion . Running water is the most dominant cause for changing the landscape. Glaciation, mass 

wasting, and wind are also agents of erosion. Acid rain, along with human activities such as mining, 

farming, and dune buggying, also contributes to the erosion of the earth. 

4. ROCKS AND MINERALS 

There are over 2,000 types of minerals in the world, but only twenty minerals are common. Of all the 

mineral characteristics, the crystal structure is perhaps the most important clue to mineral identification. 

A rock is composed of different combinations of minerals. Most geologists refer to the rock cycle 

to explain rock types. Minerals, temperature, and forces all play a part in the making of a rock. For 

example, as the sediment of sand and smaller particles are gradually buried and later cemented together 

by dissolved minerals, they become sedimentary rock. Fossils are often found in sedimentary rock and 

provide evidence of how life and environmental conditions have changed on the earth over time. Since 

the arrival of early humans, rocks and minerals have played a vital role in the development of the 

human race. Today, a staggering amount of the earth’s natural resources is consumed. As people 

become better-educated about our earth, the more aware we become about the health of our home, 

planet Earth. 

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Video Quizzes 

Each of the videos Formations of Continents and Mountains: Mountains, Volcanoes, and Earthquakes; 

Erosion and Weathering; and Rocks and Minerals includes a Video Quiz, which immediately follows 

the closing credits after the video presentation. A short period of time is provided for each question; 

you may wish to pause the videotape to allow more time between questions. 

Teacher’s Guide 

This Teacher’s Guide has been prepared to aid you in utilizing materials contained within the Unit of 

Study. In addition to this introductory material, the guide contains the following: 

• Culminating activities for the unit, including The Geologic Time Line of the Earth and a Unit Test, 

designed to assess student comprehension of the Unit Goals. 

• Suggested Instructional Procedures for each lesson. 

• Follow-up activities and projects for each lesson. 

• An Answer Key for the activity sheets for each lesson. 

• The script of the recorded narration for each lesson. 

Blackline Master Activities 

Included in this Unit of Study are three envelopes containing blackline master activities for each video 

lesson. These blackline masters are provided as follow-up activities for each lesson. 

A fourth envelope of the blackline master activities is provided which contains the Culminating Activities 

for the Unit of Study, which include The Geologic Time Line of the Earth and a Unit Test. 

These blackline masters are provided as the follow-up activities for each lesson. 

They will help you determine focal points for class discussions based on the objectives for the lesson. 

The activity sheets have a three-fold purpose: 

• To reinforce the information presented in the video. 

• To provide an opportunity for the students to apply what they have learned from the video. 

• To be used as diagnostic tools for assessing areas in which individual students need help. 

INSTRUCTIONAL NOTES 

It is suggested that you preview each video and read the related Suggested Instructional Procedures 

before involving your students in the lesson activities. In this way, you will become familiar with the 

materials and be better prepared to adapt the program to the needs of your class. 

If used as a Unit of Study, you may find it helpful to follow the videos and lesson activities in the order 

in which they are presented in the Teacher’s Guide. 

It is also suggested that the video presentation take place before the entire class and under your direction. 

The lesson activities grow out of the context of the videos, therefore the presentations should be 

a common experience for all students. Arrange later viewing of the videos in small or in large groups 

to aid in the completion of some of the activities. 

As you review the instructional program outlined in this Teacher’s Guide, you may find it necessary to 

make some changes, deletions, or additions to fit the specific needs of your students. We encourage 

you to do so, for only by tailoring this program to your students will they obtain the instructional 

benefits afforded by the materials. 

If you are using THE BASICS OF GEOLOGY SERIES as a Unit of Study, a Unit Test Answer Key, 

designed to assess student comprehension of the Unit Goals, is included on page 7 of the Teacher’s 

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Guide. You may find it necessary to alter some of the questions to make them developmentally appropriate 

for your students. This Unit Test is an optional activity. If you are using a grading system based 

on percentages, you may want to give additional credit for the short-answer questions. Please duplicate 

as many copies of the unit test as you need. 

The following unit activities are not included in the envelopes containing blackline masters which 

accompany this video lesson. 

UNIT OF STUDY CULMINATING ACTIVITIES 

1. Unit Blackline Masters 1-8, The Geologic Time Line of the Earth. Directions and activity sheets 

are found at the end of this unit. The geological events are dated and should be placed in chronological 

order. Suggestion: This long-term project could be assigned during the same time period the other 

lesson activities are assigned. The following information and the blackline master activity are supplied 

for the use in creating a thirty-nine foot time line of the earth’s 4.6 billion years, along with the demarcation 

of the earth’s eons, eras, and tectonic events. 

Materials Needed for Time Line 

• 39' x 1' roll of white butcher paper per student or team 

• Pen and pencil 

• Rulers 

• Scissors 

• Glue sticks or paste 

• Colored markers, pencils, or crayons: red, brown, grey, green, and yellow 

• Large space to work 

Time Line Preparation and Execution 

1. To help students become familiar with time lines, have them make time lines of their own lives. 

2. In the beginning and end of the activity, it is best to set up a space where the time lines can be laid out 

so the students can get familiar with the earth’s extensive history. 

3. Talk to the students about time and how it is measured. Next, have the students read page one: 

“Introduction.” Using this worksheet, familiarize the students of the earth’s past and its division of 

time. 

4. Pass out butcher paper, materials, and pages two through eight. Explain to the students that most 

time lines of the earth are rarely to scale or are so small, it is hard to grasp the earth’s long history. 

Therefore, THE GEOLOGIC TIME LINE OF THE EARTH activity will help them achieve a better 

understanding and sense of geologic time. 

5. Help the students to read page two, Directions. A teacher-made example of this activity would be 

helpful to show what the final project will look like. Have students follow the directions from this 

sheet. 

6. As students lay down the dates at each increment, encourage them to say the date aloud. Constantly 

remind them that each time increment equals ten million years. Check for errors in counting. The 

exact length of the time line may need adjustment. Correct any errors during the process since the 

focus of this activity is an accurate time line of the geological history of the earth. 

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7. Assessment of this project could be based on neatness, cooperation, accuracy, the ability to complete 

project on time, and the knowledge and skill to read the time line. 

8. Display time lines around the school, administration offices, government buildings, and business 

offices where appropriate. 

2. Unit Blackline Master 9, Unit Vocabulary. This list of vocabulary words is crucial to the comprehension 

of this Unit of Study. 

3. Bulletin Boards: As the Unit of Study progresses, it is recommended you assign various groups of 

students to make bulletin board displays centered around specific topics contained in each of the four 

videos. 

4. A Mural of the Earth’s Surface: A mural is an excellent way to show the variety of formations 

found on the Earth’s surface. Collect magazine pictures of the various geological structures and environments 

found on the earth. Arrange these smaller visuals on large butcher paper to create a larger 

picture that looks like a landscape. For example, in the background group sky scenes, on the horizon 

display mountain and volcano pictures, in the foreground arrange lowland and water pictures. The 

bigger the mural the better. Make sure all areas of the mural are covered either with pictures or with the 

appropriate colored paper so that the total area of the mural looks complete. Take a picture or videotape 

your mural with your class. 

5. Television Interview/Report: Prepare a television news report about a fictional or past geological 

event such as a volcanic eruption, hurricane, or earthquake. Include factual information and opinions. 

Shoot the interview or report with a video camera. Take into consideration during the shooting that 

lighting and sound are appropriate, that the people on camera are appropriately dressed, and that your 

background enhances and does not distract from the presentation. 

It is suggested that written, oral, or computer multimedia reports be assigned during the course of the 

Unit of Study. You may wish to give your students opportunities to select topics prior to or during the 

individual lessons. 

Suggested Topics: 

Rocks and Minerals The Earth’s Interior 

Igneous Rocks Plate Tectonics 

Volcanic Activity The Ocean Floor 

Weathering and Soil Mountain Building 

Sedimentary Rocks Metamorphic Rocks 

Geologic Time Mass Wasting 

Glaciers and Glaciation Deserts and Winds 

Shorelines Earthquakes 

6. Blackline Masters 10-12, Unit Test. This assessment tool may be used as a pre-test to gauge student 

comprehension prior to the presentation of the Unit of Study and/or as a post-test to evaluate student 

comprehension after completion of the Unit. Answers appear in the Unit Answer Key on the following 

page. 

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INTERNET RESOURCES 

1. Check out the American Geological Institute’s homepage at 

http://jei.umd.edu/agi/agi.html 

This site contains helpful links to many aspects of geology, from online databases to government affairs 

to education. 

American Geological Institute 

4220 King Street 

Alexandria, Virginia 22302-1502 

2. The Geological Society of America has a homepage at 

http://www.geosociety.org 

which contains links to a variety of publications and educational information. 

Geological Society of America 

3300 Penrose Place 

Boulder, Colorado 80301 

(303) 447-2020 

(303) 447-1133 fax 

3. Visit The Paleontological Society Homepage at 

http://www.uic.edu/orgs/paleo/homepage.html 

for information on all things paleontological. 

Geological Sciences 

University of Illinois at Chicago 

845 West Taylor Street 

Chicago, Illinois 60607 

UNIT TEST ANSWER KEY 

Unit Blackline Masters 10-12, Unit Test 

Part One: Fill-In-The-Blank 

1. geology 

2. continents 

3. soft or liquid rock 

4. plates 

5. plate tectonics 

6. One of the following: oxidation, lichen secretion of acid, formation of caves due to carbonic acid. 

7. mass wasting 

8. sea floor spreading 

9. physical weathering 

Part Two: True or False. 

1. T 6. T 

2. F 7. F 

3. F 8. F 

4. F 9. T 

5. T 10. T 

Part Three: Multiple Choice 

1. a 6. c 

2. d 7. d 

3. b 8. c 

4. d 9. a 

5. b 10. d 

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Part Four: Long Questions 

1. 

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outermost layer: lithosphere 

second layer: asthenosphere 

third layer: mantle 

fourth layer: outer core 

innermost layer: inner core 

2. The three processes which cause the earth to wear down are physical weathering, chemical weathering, 

and erosion. Physical weathering is the actual breakdown of rock by the action of natural forces 

such as water, wind, plants, and animals. Examples would be water turning to ice in the cracks of rocks 

which causes them to breakdown, the growth of plant roots through rocks, the wearing down of rocks 

due to animal foraging, and the breakdown of rock due to wind. Chemical weathering causes changes 

in the rocks from the reactions of different chemicals on the surface of rocks. Examples are oxidation, 

such as rust, that deteriorates any surface on which it acts, the acidic secretions of lichen plants growing 

in rock, and the effects of carbonic acid, which can cause caves and caverns to form over time. 

Erosion is the washing, blowing, or carrying away of weathered rock material. Forces of erosion are 

wind, water, ice, and gravity. Running water is a good example of erosion, as are glaciers and mass 

wasting. 

3. Subduction is the result of a collision of two land plates; one plate is pushed under the other, causing 

the land to build up on the edge of the continent. Because of this plate movement, the land is slowly 

squeezed and crumpled over millions of years until, finally, mountain ranges are formed. 

4. Minerals are important in many ways. First, many minerals are useful. Salt is used to flavor food, 

graphite is used in pencils, and gemstones and precious metals are used to make jewelry and other 

pleasing items. Minerals also combine as the basic building blocks of all common rocks. 

5. The three types of rock are igneous, sedimentary, and metamorphic. Igneous rocks are formed by the 

molten material, or magma, deep below the earth’s crust. Sedimentary rocks is formed by weathering 

and erosion forces, which break down and transport rock fragments. When a pile of fragments accumulates, 

the particles near the base become compacted by the weight of the overlying layers and become 

cemented together by dissolved minerals (called lithification). Metamorphic rock is created when either 

sedimentary or igneous rock undergoes transformation involving heat and/or pressure. The “rock 

cycle” is the cycle by which igneous rock is broken down and becomes sedimentary rock; igneous or 

sedimentary rock can turn into metamorphic rock through heating or pressure. Metamorphic rock can 

become sedimentary rock through erosion and/or weathering or igneous rock through heating. 


Formations Of Continents and Mountains 

Grades 5-9 

Running Times 

Lesson One: Introduction to Geology: 10:00 

Lesson Two: Mountains, Volcanoes, and Earthquakes: 14:30 

GENERAL DESCRIPTION OF THE PROGRAM 

This two-part program is designed to provide intermediate grade students (5-9) with an introduction to 

geology and mountain-building. Full-motion video and printed student activities have been prepared to 

help students better understand the earth’s history, make-up, and mountain building processes. 

The program has been divided into two lessons: Part One: Introduction to Geology and Part Two: 

Mountains, Volcanoes, and Earthquakes. A suggested lesson plan for each topic is provided in the 

Suggested Instructional Procedures section of this Teacher’s Guide. 

MATERIALS IN THE UNIT 

Videos 

This program contains two videos. The video titles and themes are as follows: 

LESSON ONE: INTRODUCTION TO GEOLOGY 

Planet earth provides all the essential elements for life. Geology is a science that studies the physical 

elements and the historical developments of our planet. 

LESSON TWO: MOUNTAINS, VOLCANOES, AND EARTHQUAKES 

Plate tectonics helps explain the processes of mountain building, volcanism, and earthquakes. 

LESSON TWO: MOUNTAINS, VOLCANOES, AND EARTHQUAKES is followed by a Video 

Quiz (the Quiz immediately follows the closing credits). The questions presented in the quiz appear on 

Blackline Master 7, Quiz. The answers appear in the Answer Key on page 19 of this Guide. 

Blackline Masters 

Included in this program are 17 blackline masters for duplication and distribution. These activities are 

designed to reinforce the information in the videos as well as provide extended learning activities for 

the students. They consist of vocabulary worksheets, take-home activities, classroom activities, information 

sheets, and a quiz for each lesson. 

Teacher’s Guide 

This Teacher’s Guide has been prepared to aid the teacher in utilizing materials contained within this 

program. In addition to this introductory material, the guide contains the following: 

• Suggested instructional procedures for each lesson 

• Answer Keys for activity sheets 

• Follow-up activities and projects for each lesson 

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INSTRUCTIONAL NOTES 

It is suggested that you preview each video and read the related Suggested Instructional Procedures 

before involving your students in the lesson activities. In this way, you will become familiar with the 

materials and be better prepared to adapt the program to the needs of your class. 

You will probably find it helpful to follow the videos and lesson activities in the order in which they are 

presented in this Teacher’s Guide, but this is not necessary. 

It is also suggested that the video presentation take place before the entire class and under your direction. 

The lesson activities grow out of the content of the videos; therefore, the presentations should be 

a common experience for all students. 

As you review the instructional program outlined in this Teacher’s Guide, you may find it necessary to 

make some changes, deletions, or additions to fit the specific needs of your students. We encourage 

you to do so, for only by tailoring this program to your students will they obtain the instructional 

benefits afforded by the materials. 

INTERNET RESOURCES 

1. The U.S. Geological Survey, a bureau of the U.S. Department of the Interior, has a wonderful 

website, whose homepage is 

http://www.usgs.gov 

This site is crammed full of information, including fact sheets, educational links and information, the 

latest in geological news, and its own search engine. There are also ways for kids to contact geologists 

directly. 

2. The U.S. Geological Survey also has an Earthquake Information page at 

http://quake.wr.usgs.gov 

which contains the latest ‘quake information, hazards and preparedness, earthquake FAQ, information 

about research and staff, and other links to related sites both on and off the Worldwide Web. 

(3.) Volcano World has a great homepage at 

http://volcano.und.nodak.edu 

This site contains lots of information on currently erupting volcanoes, volcano images, volcanic parks 

and monuments, and some neat volcano video clips. There’s an “Ask a Volcanologist” section and 

several searchable areas, plus great activities, games, and quizzes for kids. 

LESSON ONE: INTRODUCTION TO GEOLOGY 

Running Time: 10:00 

SUGGESTED INSTRUCTIONAL PROCEDURES 

Teacher Preparation 

• Preview video LESSON ONE: INTRODUCTION TO GEOLOGY 

• Duplicate Blackline Masters 1 through 6 

• Read the descriptions of the blackline masters 

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Video Summary 

Geology literally means “the study of the earth.” It examines the origin and the development of this 

planet, including its composition and the processes that take place on the surface and below it. The 

interior of the earth is generally made up of four sections: the inner core, the outer core, the mantle, 

and the crust. 

The formation of the planet began over five billion years ago. The earth was made up of liquid rock 

which later cooled and became solid in certain areas. Steam was emitted from the earth, which became 

rain and filled the lower depressions of the land to form the oceans and other bodies of water. The 

earth’s outer layer, the crust, has been dynamically changing throughout the earth’s history. At one 

time, most of the continents were bunched together to form one large continent called Pangaea. 

The earth’s outer layer consists of continental and oceanic crusts. It is dynamically fragmented into 

pieces called plates. The science that studies the movement of these plates is called plate tectonics. 

Vocabulary 

The following words are mentioned in the video. They are listed on Blackline Master 2, Vocabulary, 

which may be distributed to students. 

crust: the very thin solid outermost layer of the earth, three to sixty miles thick 

inner core: located at the center of the earth, it is thought to be a solid metal ball, approximately 1,500 

miles across 

magma: liquid or molten rock found within the earth 

mantle: the section of the earth that is located below the crust, which includes solid rock and pockets 

of molten rock arranged in its upper layer, and is approximately 1, 800 miles thick 

outer core: surrounds the earth’s inner core, assumed to be liquid rock approximately1,400 miles thick 

planet: a celestial body that revolves around the sun 

plate: a large section of the earth’s crust that moves 

tectonics: the study of the processes that transform the earth’s crust 

Student Preparation 

Materials needed: 

Pen and pencil and materials for activities as follows: 

Blackline Master 3, The Earth’s Interior Structure: Colored pencils or crayons 

Blackline Master 4, Tune into Geology: scissors, transparent tape 

Blackline Master 5, Exploring Land Formations Through Drawing: 9" x 12" heavy constructed 

cardboard, paper clips, colored pencils or crayons, 8-1/2" x 11" white paper 

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Student Objectives 

After viewing the videotape, LESSON ONE: INTRODUCTION TO GEOLOGY, and participating 

in follow-up activities, students will be able to: 

• Define the four section of the interior of the earth as the inner core, the outer core, the mantle, and the 

crust. 

• Describe the process by which the earth formed five billion years ago. 

• Define Pangaea as the bunching together of most of the continents during the earth’s development. 

• Define plate tectonics as the study of the movement of pieces of the earth’s crust, called “plates.” 

• Define vocabulary terms fundamental to the study of geology. 

• Describe that the solid crust of the earth, including both the continents and the ocean basins consists 

of separate plates that ride on a denser, hot, weak layer of the earth. 

These Objectives comply directly with the National Science Education Standards for grades 5-9 in 



• The solid earth is layered with a lithosphere: hot, convecting mantle; and a dense, metallic core. 











Video Presentation 

• Distribute Blackline Master 1, Know, Need, Learn. Cooperative groups may be used for this 

activity. This part of the activity is designed to help the students identify what they already know and 

to stimulate interest in the study of geology. Next, have them write what they need to know about the 

basics of geology. Have the students brainstorm what they now know about the planet earth on Blackline 

Master 1. Next, explain to the students that they are about to see a video that will expand their knowledge 

of our planet and introduce to them the science of geology. 

• Present the video. The viewing time is 10:00. 

• After viewing the video, and as the students learn terms and definitions throughout the lesson, have 

them record their findings on the “What I Know” side of Blackline Master 1, Know, Need, Learn. It 

is important for the instructor to motivate the students to maintain a record keeping system. This sheet 

may be duplicated and distributed as often as necessary based upon the students’ needs. 

Immediately after viewing the video, check for understanding with your class using the following 

questions: true or false? 

1. Geology is the study of the stars. [F] 

2. Geology is the study of our planet earth. [T] 

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3. A geologist is a person who studies our earth. [T] 

4. The earth’s interior is made up of solid rock. [F] 

5. The large masses of land are called continents [T] 

6. Magma is another name for a mountain range. [F] 

7. Magma is another name for a softened rock that flows below the surface of the earth. [T] 

8. The land masses on the earth have always remained the same shape, size, and position throughout 

the earth’s history. [F] 

9. The crust is broken up into large pieces called plates. [T] 

10. The theory that describes the plate’s movement is called Plate Tectonics. [T] 

11. The plates may move perhaps an inch or two a year. [T] 

12. The earth’s age is very ancient. [T] 

Note: For a quick check, students may reply using hand signals. Thumbs up - true, thumbs down - 

false, thumbs sideways - not sure. Give the correct answers immediately after the class’ answer and 

before continuing to the next question. 

FOLLOW-UP ACTIVITIES 


Blackline masters are provided as the follow-up activities for this lesson. They will help you determine 

focal points for class discussions based on the objectives for the lesson. The activity sheets designed 

for this lesson on Introduction to Geology have a three-fold purpose: 

• To reinforce the video lesson. 



Following are descriptions of the activity sheets and instructions on how to use them, for Lesson One: 

Introduction to Geology. Answers can be found on page 14. 

1. Distribute Blackline Master 2, Vocabulary. This list of pertinent vocabulary words will provide 

handy reference throughout the presentation of this lesson. 

2. Distribute Blackline Master 3, The Earth’s Interior Structure. This activity is designed to reinforce 

the names and descriptions of the major layers of the earth’s interior: crust, mantle, outer core, 

and inner core. 

3. Distribute Blackline Master 4, Tune into Geology. This activity enables the students to study 

further the dynamics of plate tectonics and the history of the earth. Higher-level thinking skills are 

promoted in this activity. 

4. Distribute Blackline Master 5, Exploring Land Formations Through Drawing. This activity is 

to improve the student’s observational skills through fine art. Using basic drawing techniques, the 

students will record the land formations surrounding their community. 

5. Distribute Blackline Master 6, An Adventure to the Center of the Earth. This activity sheet is to 

be used by the students singularly or in cooperative groups. Along with their fact sheets, the students 

will write and illustrate their science fiction tales about an imaginary journey to the center of the earth. 

A good imagination and higher level thinking skills ares required for this exercise. 

15 


Projects 

1. Provide for the students materials to make models of the earth’s structure. Suggested materials are 

dough (flour, salt, and water colored with food coloring) or clay, and Styrofoam balls cut in half. Apply 

thin layers of the dough or clay to the ball’s flat side (interior) representing the earth’s core, mantle, 

outer core, and inner core. Then use the dough or clay for the ball’s rounded exterior representing 

continents and oceans. Match the colors of the earth’s zones as used in the video. If dough was used, 

to maintain the bright colors seal the finished model with clear plastic wrap. Display models in the 

classroom or in display cases. Include students’ reports of their own research of the earth’s interior. 

2. Encourage more landscape drawings from the students. Arrange for field trips to areas with interesting 

landscapes. Display students’ art work in the classroom, community centers, libraries, and offices 

in your community. 

3. After the students have completed their science fiction tales of their journeys to the center of the 

earth, the instructor may choose to read aloud to the class the book by Jules Verne, Journey to the 

Centre of the Earth, on a daily basis. Some of the information is intense and the instructor might need 

to explain the setting and time Mr. Verne wrote the book. It makes for great reading! 

4. For extra credit, students may present their science fiction tales as an illustrated book complete with 

their own cover, title, and a table of contents. 

Blackline Master 1, Know, Need, Learn 

Based on the students’ background and needs. 

ANSWER KEY 

Blackline Master 3, The Earth’s Interior Structure 

Answers will vary but should contain some of the following: 

1. Inner Core. It is a solid metal ball that is approximately 756 miles across (1,216 kilometers). Its 

metallic content is probably iron or nickel. It is under extreme pressure and is believed to be at least 

5,000 degrees Fahrenheit (2,760 degrees Celsius). 

2. Outer core. The outer core surrounds the inner core. It is approximately 1,400 miles thick (2,300 

kilometers). It is molten or liquid. 

3. Mantle. Most geologists think that most of the mantle is solid rock with parts of its upper layer 

having slowly moving liquid rock. It is approximately 1,800 miles thick (2,900 kilometers). Toward 

the top of this zone is a layer of hot weak rock, capable of melting, called the asthenosphere. Above the 

asthenosphere is the lithosphere which is cool rigid rock. 

4. Crust. This is the very thin outer layer of rock. Geologists believe it consists of continental crust that 

is twenty to sixty miles thick (thirty to one hundred kilometers) and the thinner layer of oceanic crust 

that is only three to six miles thick (five to ten kilometers). 

Blackline Master 6, An Adventure to the Center of the Earth 

Answers are to be determined by the students’ creative thought processes. 

16 


LESSON TWO: MOUNTAINS, VOLCANOES, AND EARTHQUAKES 

Running Time: 14:30 

SUGGESTED INSTRUCTIONAL PROCEDURES 

Teacher Preparation 

• Preview video LESSON TWO: MOUNTAINS, VOLCANOES, AND EARTHQUAKES 

• Duplicate Blackline Masters 7-15. 

Video Summary 

The surface of the earth has been building up and continues to build up due to the forces of heat and 

pressure. Generated from within the earth, tremendous amounts of heat flow through the mantle 

causing pockets of molten magma to exist in the upper mantle. This magma dynamically affects the 

crust whereby mountains are formed. 

A volcano is formed when magma rises and breaks through the crust . This is also known as a volcanic 

eruption. There are three types of volcanoes: a composite cone volcano, a cinder cone volcano, and 

a shield volcano. 

Folded mountains are fashioned when layers of the land slowly rise in a bending and buckling formation. 

This process is call folding. And when the land neither bends nor buckles forcing the land to 

fracture and rise, faulted mountains are formed. This process is called faulting. 

During faulting, earthquakes often occur. An earthquake is the vibration of the earth resulting from a 

rapid release of energy. 

Sea floor spreading is caused by magma that pushes its way up through the oceanic crust and causes 

the crustal plates to move or spread apart. As the plates move they often collide and when one plate is 

pushed under another plate, it is called subduction. 

Vocabulary 

The following words are mentioned in the video. They are listed on Blackline Master 8, Vocabulary, 

which may be distributed to students. 

cinder cone: a small volcano built primarily of small volcanic fragments 

composite cone: a volcano made up of two parts of volcanic material: (1) lava flows, and (2) volcanic 

dust, ash and fragments. 

crater: the cup-shaped area at the summit of a volcano 


dike: a tubular-shaped intrusion of magma that cuts through a volcano 

dome: the rounded upliftment of the earth’s surface 

doming: the mountain building process due to rising magma forcing a rounded upliftment of the earth’s 

surface 

17 


earthquake: the vibration of the earth resulting from a rapid release of energy 

fault: a break or fracture in the land caused by earth movement 

fault-blocked mountain: a mountain formed by fractured land that has risen 

inner core: located at the center of the earth, it is thought to be a solid metal ball, approximately 

1,500 miles across 

lava: molten rock that reaches the earth’s surface 

lateral fault: see strike-slip fault 


mantle: the section of the earth that is located below the crust which includes solid rock and pockets 

of molten rock existing in its upper layer; it is approximately 1,800 miles thick 

normal fault: a fault in which the land above the fracture has moved down 

outer core: surrounds the earth’s inner core, assumed to be liquid rock approximately 1,400 miles 

thick 


strike-slip fault: a fault at which the movement is horizontal 

subduction: when a moving plate collides and is pushed under another plate 


thrust fault: a reverse fault with a low angle 

reverse fault: a fault in which the land above the fracture has moved upwards 

volcano: a mountain formed of lava or volcanic fragments 

Student Preparation 


Pen or pencil and materials for activities as follows: 

Blackline Master 9, Earthquakes and Plate Tectonics: colored pencils, crayons, or colored markers; 

scissors, glue 

Blackline Master 10, Parts of a Composite Volcano: colored pencils, crayons, or colored markers 

Blackline Master 14, It’s Your Fault: colored pencils, crayons or colored markers, scissors 

18 


Student Objectives 

After viewing the videotape, LESSON TWO: MOUNTAINS, VOLCANOES, AND EARTH- 

QUAKES, and participating in follow-up activities, students will be able to: 

• Identify that the slow movement of material within the earth results from heat flowing from the deep 

interior. 

• Define the three processes of mountain building as folding, faulting, and volcanic activity. 

• Name and describe two types of volcanoes. 

• Explain the dynamics of plate tectonics. 

• Identify that earthquakes often occur along the boundaries between colliding plates. 

• Identify that the surface of the earth changes; describe that some of these changes are due to rapid 

processes such as volcanoes and earthquakes. 

• Identify the various types of faults. 

These Objectives comply directly with the National Science Education Standards for grades 5-9 in 



• The solid earth is layered with a lithosphere; hot, convecting mantle; and a dense metallic core. 











VideoPresentation 

• Have students add to Blackline Master 1, Know, Need, Learn, distributed in Lesson One. Ask them 

what they know about the formation of mountains, volcanoes, and earthquakes. Have any of them ever 

seen a volcano, either while it was active or its aftermath? What about earthquakes? Has anyone ever 

experienced an earthquake? Have there ever been earthquakes or volcanoes in your area? Are there 

mountains? If not, where are the closest mountains, active volcanoes, and earthquakes? 

Explain to the students that the earth’s crust builds up in many ways and that they will see a video that 

will introduce or expand upon their study this dynamic phenomenon. 

• Present the video. The viewing time is 14;30. 

After viewing the video, and as the students learn terms and definitions throughout the lesson, have 

them record their findings on the “Know” side of Blackline Master 1, Know, Need, Learn. It is 

important for the instructor to motivate the students to maintain a record keeping system. This sheet 

may be duplicated and distributed as often as necessary based upon the students’ needs. 

A Video Quiz immediately follows the closing credits of Lesson Two: Mountains, Volcanoes, and 

Earthquakes. This Video Quiz which covers information presented in both lessons of Formations of 

Continents and Mountains. The questions in the Video Quiz appear on Blackline Master 7, Quiz, 

and may be used as a pre-test to gauge student comprehension before and after the video presentation. 

Answers to the Video Quiz appear in the Answer Key on page 19 of this guide. 

19 


FOLLOW-UP ACTIVITIES 


Blackline masters are provided as the follow-up activities for this lesson. They will help you determine 

focal points for class discussions based on the objectives for the lesson. The activity sheets designed 

for this lesson on Introduction to Geology have a three-fold purpose: 

• To reinforce the video lesson. 



The Blackline Masters may be used immediately following the video presentation, during other class 

time, or as homework assignments. The answers can be found in the Answer Key on page 19. 

Following are descriptions of the activity sheets and instructions on how to use them, for Lesson Two: 

Mountains, Volcanoes, and Earthquakes. 

1. Administer the Video Quiz immediately following the closing credits of the video. Blackline Master 

7, Quiz lists the questions which appear in the Video Quiz and may be used as a pre-test to gauge 

student comprehension before and after the video presentation. 

2. Distribute Blackline Master 8, Vocabulary. This list of pertinent vocabulary words will provide 

handy reference throughout the presentation of this lesson. 

3. Distribute Blackline Master 9, Earthquakes and Plate Tectonics. This activity involves coloring 

and labeling a world map that displays most of the earth’s major plates. Independently or as a class, the 

students are directed to record on this map earthquakes reported by the news media that occur during a 

time frame of three months or longer. Then they are to decide if there is a relationship to earthquakes 

and plate boundaries. Hot spots and/or volcanic activity may be included in the record keeping. 

4. Distribute Blackline Master 10, Parts of a Composite Volcano. Students identify and color the 

parts of a composite cone volcano. 

5. Distribute Blackline Master 11, A Composite Cone Volcano. A brief description about the volcano 

is presented. A sequence of pictures illustrating the eruption patterns of this type of volcano is 

also provided. Using this information, students are to write a descriptive essay of the composite cone 

volcano. Outside research is encouraged. 

6. Distribute Blackline Master 12, A Cinder Cone Volcano. A brief description about the volcano is 

presented. A sequence of pictures illustrating the eruption patterns of this type of volcano is also 

provided. Using this information, students are to write a descriptive essay of the cinder cone volcano. 

Outside research is encouraged. 

7. Distribute Blackline Master 13, A Shield Volcano. A brief description about the volcano is presented. 

A sequence of pictures illustrating the eruption patterns of this type of volcano are also provided. 

Using this information, students are to write a descriptive essay of the shield volcano. Outside 

research is encouraged. 

20 


8 Distribute Blackline Master 14, It’s Your Fault. Students color and cut out paper models of the 

fractured earth and manipulate them to form four types of faults. On the back of the sheet, the students 

are to illustrate and label these faults: normal, reverse, thrust, and the lateral or strike-slip fault. 

9. Distribute Blackline Master 15, Mountain Building Crossword Puzzle. Students use the vocabulary 

words defined in the two lessons of Formations of Continents and Mountains to complete the 

puzzle. 

ANSWER KEY 

Blackline Master 7, Quiz 

1. geology 

2. thin layer of rocky material 

3. a large body of land that is above water 

4. plate 

5. sea floor spreading 

6. Students may name three of the following: gas, lava, ash, dust, rock fragments 

7. quickly 

8. false 

9. false 

10. true 

Blackline Master 9, Earthquakes and Plate Tectonics 

1. The African plate includes Africa. 

2. The Antarctic plate includes Antarctica. 

3. The Eurasian plate includes Europe and Asia. 

4. The Indo-Australian plate includes India and Australia. 

5. The Nazca plate is directly west of South America. 

6. The North American plate includes North America. 

7. The Pacific plate is located in the Pacific Ocean. 

8. The South American plate includes South America. 

Blackline Master 11, A Composite Cone Volcano 


The composite cone volcano is made up of two parts of volcanic material. One part contains volcanic 

dust, ash, and fragments. The other part contains hardened lava flows. When the volcano erupts, it first 

lets out steam, ash, dust, and a little lava. Small earthquakes may also occur. Next, it erupts with a 

violent explosion that clears the central vent of solidified magma. After the vent is cleared, quieter 

outpourings of lava flow. This volcano may grow to heights of over 10,000 feet and have a base fifteen 

to twenty miles across. Its slope is steep at the summit and gentle at its base. 

Blackline Master 12, A Cinder Cone Volcano 


A cinder cone volcano contains small fragments called cinders. Cinders are drops of lava that were 

first thrown from the volcanic vent then cooled and became solid fragments one inch or less in size. A 

cone volcano erupts cinders continuously for days or a few years. The cinders pile up around the vent 

and form a cone-shaped mound or hill. A cinder cone is rather small. Its height may reach tens of feet 

to a thousand feet. When it stops erupting, it remains idle. If it restarts, it would erupt near the original 

cone, forming a new cone. Near the end of the volcano’s activity, lava erupts around the base of the 

cone and spreads out over the surrounding area. 

21 


Blackline Master 13, A Shield Volcano 


Shield volcanoes are composed of solid lava flows. Their “lava fountains” produce spectacular sights. 

However, shield volcanoes are most noted for their gentle moving lava outpourings. Their eruption 

pattern consists of numerous cycles of flowing lava and idle periods. Their slopes are gentle and take 

thousands of years to build. 

Blackline Master 14, It’s Your Fault 

This is a self-correcting sheet. The faults are labeled and illustrated on the front side. Regarding the 

thrust fault question, it is a reverse fault. 

Blackline Master 15, Mountain Building Crossword Puzzle 

22 


Script of Video Narration 


Part One: Introduction to Geology 

Planet Earth, compared to billions of other planets and stars in the universe, it seems of little importance. 

But for us, the inhabitants of the earth, it is the most important place in the universe. 

It provides all of us who live here with everything we need to sustain life: air to breath, or to soar 

through; water to drink or to use for recreation and travel; soil for plants to grow in; rocks and minerals 

to help make roads, machines, and many common objects that we use every day. 

All this and much, much more–self contained in the magnificent blue planet we call Earth. 

Geology is the scientific study of our planet Earth. A geologist is a scientist who studies our planet; it’s 

structure and shape; its history and changes. 

Geologists also study rocks and minerals to get clues about the earth. They have found the answers to 

many important questions, such as: 

What causes mountains to form? 

What is it like beneath the earth? 

What is the earth made of? 

How is soil formed? 

What was our planet like millions of years ago? 

What are the effects of human activities on the earth? 

What events have happened to make the earth the way it is today, and what events could happen 

that will change it tomorrow? 

Why is the surface of the earth so different throughout the world? 

From the flat regions, to the mountains, from the oceans to the deserts–what has caused all these 

differences? 

Let’s take a look at some of the things geologists have discovered about our planet. 

If we could split open our planet, we would see that it is made up of various zones. 

The earth is approximately eight thousand miles, or 13,000 kilometers in diameter, from the north pole 

to the south pole. 

At the center, we have what we call the inner core. It is thought to be a solid metal ball about 750 miles 

or 1200 kilometers thick. This center core is under extreme pressure and is believed to be at least five 

thousand degrees Fairenheit, or 2760 degrees Celsius. 

Surrounding the inner core is the outer core. This area is about fourteen hundred miles or 2300 kilometers 

thick and is believed to be molten or liquid rock. Nickle and iron are probably the main elements 

of the outer core. 

Next is the mantle, approximately eighteen hundred miles or 2900 kilometers thick. Geologists think 

that most of the mantle is solid rock. 

However, towards the top of this layer, there exists an area of hot, thick, molten rock. This area is called 

the asthenosphere. 

And above this area is the cool and rigid outer shell of the earth which we call the crust. Geologists 

sometimes refer to the crust and the solid area directly below it as the lithosphere. 

23 


As we take a closer look at our diagram, we see that on dry land, the crust is a mere twenty to sixty 

miles or 30 to 100 kilometers thick. The rock that is similiar to the common rock, granite, makes up 

most this section of the crust. 

And under the ocean, the crust is a much thinner layer of rocky material similar to basalt. This section 

of the crust is approximately three to six miles or 5 to 10 kilometers thick. 

Geologists believe that about five billion years ago, long before life as we know it existed, the earth 

was make up of very hot liquid or molten rock. We call that rock magma. 

The young earth was a fiery inferno, constantly bubbling over with gases and this hot magma. Over 

millions of years, this liquid rock cooled and hardened on the surface, yet, stayed hot and liquid underneath. 

As the surface cooled and hardened, hot magma from below would break through the crust, in the form 

of volcanoes, creating more land each time it cooled. This cycle happened again and again until large 

land masses were formed. 

As these volcanoes erupted, they also emitted gases and steam which rose into the atmosphere, cooled, 

and fell as rain. So much rain fell that it filled the depressions in the earth’s crust, forming huge oceans. 

Only the highest portions of the crust remained about the water. These large areas of dry land are called 

continents. 

Over time, great forces from below the surface of the earth caused the crust to crack. The earth became 

like a giant jig-saw puzzle. Geologists refer to each piece of this puzzle as a plate. 

Geological think that these plates have been constantly moving since they formed . 

At one point, approximately two hundred and fifty million years ago, several plates collided, in such a 

way, as to cause all the continents to bunch together, forming one giant super continent called Pangea. 

As the plates continued to move, Pangea separated, and the smaller land masses moved into the positions 

we recognize today. 

It is important to realize, however, that the plates are still moving, perhaps only an inch a year. 

Today, there is a new theory which describes these plates and the effects of their movement on the 

earth. We call that theory plate tectonics. 

In our next geology segment, we will explore the ideas and concepts presented in the plate tectonics 

theory which help geologists understand why there are towering mountains, fiery volcanoes, and violent 

earthquakes. 

Join us as we continue to unfold the many mysteries of our planet. 

Part Two: Mountains, Volcanoes and Earthquakes 

Like silent giants towering on the distant horizon, mountains have always filled us with a sense of 

wonder and inspiration. 

These are the Himalayan Mountains, home of Mount Everest. Reaching a height of over twenty-nine 

thousand feet, or eight thousand seven hundred meters, Mount Everest is the highest mountain peak in 

the world. 

For the next few moments, we’ll take a closer look at the different ways in which the surface of the 

earth builds up. 

24 


From the rolling hills, to the mighty mountain ranges–what has caused the land to rise? 

Forces, like heat and pressure, play a major part in causing the land to rise. These forces are constantly 

acting upon the earth, both on the surface and deep in the earth’s interior. 

If we could take a look inside our planet, we would see that tremendous heat generated from the earth’s 

interior is constantly radiating upward toward the crust. 

As this heat flows upward, it collects, or becomes trapped, between the upper mantle’s asthenosphere 

and the lithosphere–the cool, rigid outer zone of our planet. 

In fact, so much heat becomes concentrated, it causes parts of the soft upper mantle to melt and flow 

like thick oatmeal. 

As this hot lightweight magma continues to rise, more and more pressure is created. Molten magma 

may work its way completely through the crust, to the surface of the earth. 

Often, magma contains highly explosive gases. When magma finally breaks through to the surface, 

these gases are released into the atmosphere. At the same time, as the explosions occur, large quantities 

of broken rock, dust, and ash are hurled for miles through the air. When magma breaks through to the 

surface, we call it a volcano or a volcanic eruption. 

This awesome display of the earth’s fury can be quite spectacular. Once magma has reached the earth’s 

surface, it is called lava. As the lava cools and hardens, it creates new land. 

The islands of Hawaii were all formed by basaltic lavas. Since the lava from the Hawaiian volcanoes 

form a large dome shape, their volcanoes are called shield volcanoes. 

When a volcano ejects lava fragments and has steep slopes as these volcanoes, they are called cinder 

cones. These cinder cones are located north of Flagstaff, Arizona, in the United States. 

Mount Shasta located in northern California in the United States, is a composite cone. This volcano 

gets its shape from alternating layers of lava and rock fragments. 

This map shows where most volcanic activity occurs throughout the world. Now we add the outlines 

of the earth’s tectonic plates, those huge sections of broken crust which cover the surface of our planet. 

Notice that the majority of the earth’s volcanic activity occurs along these plate boundaries. We know 

that the plates are constantly moving across the mantle’s asthenosphere. 

Could all this volcanic activity at the plate boundaries have something to do with this plate movement? 

Yes, it does. 

Geologists believe that magma, pushing its way through the crust, exerts so much pressure that it 

actually causes the plates to move or spread apart. 

The phenomenon of plates spreading apart frequently happens under the ocean floor. Here, magma 

from the mantel oozes out to make new oceanic crust. We call this movement sea floor spreading. 

Nevertheless, as two plates are pushed way from each other in one area, they are colliding with other 

plates at some other point. When there are two plates colliding under the ocean, sometimes volcanoes 

are formed on the ocean floor. 

A good example of what happens when two land plates collide occurred over forty million years ago 

when the Indian Plate collided with the Asian Plate. As a result of this collision, one part of the Indian 

Plate was pushed under the Asian Plate. 

25 


We call this subduction. Subduction not only consumes one plate under the other, but it also helps 

build the land up on the edge of the continent. Because of this plate movement, the land is slowly 

squeezed and crumpled over millions of years, until finally, huge mountain ranges are formed. 

The Himilayan mountain range is a clearly visible result of subduction. Here, most peaks tower over 

15, 000 feet or 4,500 meters above sea level. 

Even today, India continues to slam into Asia, causing its mighty peaks to rise almost two inches or five 

centimeters each year. 

As layers of land within a plate continue to move, pressure builds. This causes the land to bend and 

buckle under this stress, like in this clay example. The earth’s surface slowly begins to rise, having 

nowhere else to go. This mountain-building process is called folding. Here, we see the inside of a 

mountain . Notice the layers of rock exposed and see their curving forms. This mound of land once 

was a part of the flat land around it, until the crustal movement forced it to bend and rise. 

But what happens when the land neither bends nor buckles? As the plates move, the pressure sometimes 

becomes too great and causes the crust to slip or break at its weakest point. The resulting vibration 

from the release of that pressure is called an earthquake, and the devastation to the earth’s surface 

can be enormous. 

The earth’s crust has weak areas that can run for hundreds or even thousands of miles or kilometers 

along its surface. We call these weak areas faults. Here, we see the famous San Andreas Fault, a crack 

in the earth’s crust that runs from the Pacific Ocean near San Francisco and continues on through 

Southern California. 

When an earthquake happens, the crust can break or slip in different ways. If the crust breaks and 

moves form side to side, like this, it’s called a lateral fault. 

If the crust is thrust upward on one side of the fault line, as in this example, it is called a thrust fault. 

Over millions of years, this type of faulting can create enormous mountain ranges from this gradual 

uplifting of the broken crust. 

We’ve taken a look at several ways in which the land can rise: volcanoes, folding, and faulting– different 

ways in which the land can build up, are all a direct result of plate movement and the ever -changing 

planet Earth. 

Video Quiz. 

Please answer the following questions: 

1. What is the name of the science that studies our planet Earth? 

2. Compared to the continental crust, is the crust under the ocean a thin layer or a thick layer of rocky 

material? 

3. What is a continent? 

4. The earth’s crust is like a giant jig-saw puzzle. What do geologists call the pieces of this puzzle? 

5. What is it called when the earth’s plates located under the ocean spread apart? 

6. Name three different things that are emitted from volcanoes? 

7. Do volcanoes and earthquakes change the earth quickly or slowly? 

Please answer the following true or false: 

8. For the past five billion years, the earth has changed very little. 

9. There is only one kind of volcano. 

10. Tectonic plates are always pressing against one another in some places and pulling apart in other 

places. 

26 


1 

Name __________________ 

Date ___________________ 

FORMATIONS OF CONTINENTS AND MOUNTAINS 

Lesson One: Introduction to Geology 

Know, Need, Learn 

Directions: Use this sheet as you study Formations of Continents and Mountains, to record what you already 

know, what you need to know, and what you learned about geology. 

WHAT I KNOW 

WHAT I NEED TO KNOW 

WHAT I LEARNED 

©1998 Creative Adventures Published and Distributed by AGC/United Learning

2 

Name __________________ 

Date ___________________ 



Vocabulary 

The following vocabulary words are important to the study of the basics of geology. 


inner core: located at the center of the earth, it is thought to be a solid metal ball, approximately 1,500 miles 

across 


mantle: the section of the earth that is located below the crust, which includes solid rock and pockets of 

molten rock arranged in its upper layer, and is approximately 1, 800 miles thick 

outer core: surrounds the earth’s inner core, assumed to be liquid rock, approximately 1,400 miles thick 

planet: a celestial body that revolves around the sun 




3 

Name __________________ 

Date ___________________ 



The Earth’s Internal Structure 

Directions: 

1. This is a cross section of our planet. Name and describe each zone using the numbers as guides. Make 

sure you include include asthenosphere and lithosphere. 

2. When finished, color code the interior as shown in the video lesson. 

1. ___________________________________ 2 _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

3. ___________________________________ 4. _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

_____________________________________ _______________________________________ 

1 2 3 

©1998 Creative Adventures Published and Distributed by AGC/United Learning 

4

4 

Name __________________ 

Date ___________________ 



Tune Into Geology 

Plate Tectonics is an idea that helps explain why the continents have changed their locations and formations 

over the millions of years. Recently scientists have made some good guesses as to what the earth looked like 

500 million years ago and as to what changes have taken place since then. To make your own shows of this 

event, simply follow the directions below and continue to discover how the mandmasses of the past have transformed 

into the continents of today. 

Directions: Cut out the strips on blackline masters 4a 

and 4b. Place the appropriate strips together at the 

dotted lines. Make sure the dotted lines are hidden. 

Attach with transparent tape covering both ends of the 

strips. Fasten the four strips into one long strip. Trim 

any jagged edges of the strip. Next, make a slit above 

and below the television screen. Insert the strip from 

behind the television starting from the bottom of the 

screen. Pull the strip from the top and pass it through 

the top of the screen. See India slam into Asia. Watch 

Australia break away from Antarctica. After seeing the 

show, finish it with your own drawings of the next 500 

million years. 


4a 

Name __________________ 

Date ___________________ 





4b 

Name __________________ 

Date ___________________ 





5 



Exploring Land Formations Through Drawing 


• 9x12 heavy cardboard • No. 2 pencil 

• paper clips or sminilar fasteners • colored pencils or crayons 

• 8-1/2 x 11 white paper 

Name __________________ 

Date ___________________ 

First decide on the best land formation to illustrate near your school. Next, fasten your papers onto the cardboard 

and make sure your pencils are sharpened. 

Contour Drawing 

Begin by keeping your eye on the lines of nature before you, and draw those lines on your paper without looking 

at your paper. As the eye moves along the land’s shape, so too should the pencil on the paper move in the 

same direction, forming a similar shape. This type of drawing is called “contour drawing.” This process takes a 

good sense of mental discipline. The result is not a perfect drawing, but just a collection of lines that represent a 

visual pattern of nature. Try this exercise several times until you are comfortable with this type of process. For 

example: 

Drawing 

Use another sheet of paper and draw what you see onto your paper. This time, you may look at your paper as 

you draw. Next, look to see for the shadows or darker shades of the land formation. Now shade in those shadows 

onto your drawing. For example: 

Finally, color your drawing. Use a rich variety of the shades of colors, such as yellow-green and blue-green 

instead of just green. Continue drawing, using either of the above techniques. Later, share your drawings with 

your classmates. 


6 

Name __________________ 

Date ___________________ 



An Adventure to the Center of the Earth 

What if the scientists were wrong? What if the temperature inside the earth were not that high? What if there 

were secret passages to the center of the earth? For two to three minutes, think about these questions. 

Write a science-fiction story about traveling toward the center of the earth. Use the following ideas and questions 

to help you organize your ideas. Answer the questions on paper. After answering the questions, write 

your story. 

1. What would it be like to enter into an follow a secret tunnel that leads to the center of the earth? Accept the 

thought, “Nothing is impossible!” Write your answers to the following questions. 

a. How would you discover the “secret entrance” to the center of the earth? Is it an opening into a cave, a mineshaft, 

a man-made tunnel, an extinct volcano? Where is it located? Would you tell anyone of your plans of 

entering the earth? Would you invite anyone to go with you on your expedition? 

b. If you had all the money and time you needed, what preparations would you make? What scientific instruments 

would you take with you? (Suggestions: compass, watch, thermometer, altimeter, etc.). What tools would 

you take? (Suggestions: lanterns, watch, ropes, rope ladders, hammers, crowbar, etc.). What provisions would 

you take? (Suggestions: food, clothes, water, money, boots, etc.). 

c. After all the preparations are made, you begin your adventure into the earth. Describe your entrance into the 

earth. How do you feel? Are you confident? 

d. Next, separate the ideas of what would be encountered in the four general sections of the earth: crust, mantle, 

outer core, inner core. Within each section, describe and/or include the following: 

(1) What do you see? What is the temperature? What is the texture of the rocks? What does it smell 

like? What do you hear? 

(2) How long does it take to travel through that section of the earth? 

(3) Do you find water? Is it pure, hot, cold, rushing? Where is it coming from and where is it going? 

(4) What plants do you discover? What source of energy helps them to grow? What colors are they? 

Note: Plants are green due to photosynthesis, which is a process dependent on the sun. 

(5) What imaginary or real animals would you find? Would they be of present origin or from an origin 

of the past that considers them extinct today? 

(6) Does anything go wrong? 

e. Describe your feelings as you witness the center of the earth. Are you the only person to achieve this goal? 

Is someone else with you? Has someone done it before you? Or are you unable to get there? 

f. Next, how do you leave the earth’s interior? Do you follow the same path as you entered? Do you discover 

an alternate route out? How long does it take? Do you encounter any difficulties? Do you still have enough 

food, water, tools, etc.? How do you feel? If necessary, retrace the sections of the earth as you leave. 

g. Finally, after leaving the earth’s interior, how do you go about telling people of your experiences? Would you 

write a book? Would people believe you and honor your discoveries? 

2. Now write your story in the sequence you have just outlined. Transform your information into a sciencefiction 

story. 

3. Read your story or type it and display your work. You may want to illustrate it and bind it into a book. 


7 

Name __________________ 

Date ___________________ 


Lesson Two: Mountains, Volcanoes, and Earthquakes 

Quiz 

Directions: Answer the following questions which appear in the Video Quiz at the end of Lesson Two: 

Mountains, Volcanoes, and Earthquakes. 

1. What is the name of the science that studies our planet Earth? 

2. Compared to the continental crust, is the crust under the ocean a thin layer or a thick layer of rocky material? 

3. What is a continent? 

4. The earth’s crust is like a giant jig-saw puzzle. What do geologists call the pieces of this puzzle? 

5. What is it called when the earth’s plates, located under the ocean, spread apart? 

6. Name three different things that are emitted from volcanoes. 

7. Do volcanoes and earthquakes change the earth quickly or slowly? 

True or False 

Directions: Mark each of the following statements “T” if it is true, or “F” if it is false. 

8. For the past five billion years, the earth has changed very little. 

9. There is only one kind of volcano. 

10. Tectonic plates are always pressing against one another in some places and pulling apart in other places. 


8 

Name __________________ 

Date ___________________ 



Vocabulary 

The following vocabulary words are important to the study of mountains, volcanoes, and earthquakes. 

cinder cone: a small volcano built primarily of small volcanic fragments 

composite cone: a volcano made up of two parts of volcanic material: (1) lava flows, and (2) volcanic dust, 

ash, and fragments. 

crater: the cup-shaped area at the summit of a volcano 


dike: a tubular-shaped intrusion of magma that cuts through a volcano 

dome: the rounded upliftment of the earth’s surface 

doming: the mountain building process due to rising magma forcing a rounded upliftment of the 

earth’s surface 

earthquake: the vibration of the earth resulting from a rapid release of energy 

fault: a break or fracture in the land caused by earth movement 

fault-blocked 

mountain: a mountain formed by fractured land that has risen 

inner core: located at the center of the earth, it is thought to be a solid metal ball, approximately 1,500 

miles across 

lava: molten rock that reaches the earth’s surface 

lateral fault: see strike-slip fault 


mantle: the section of the earth that is located below the crust which includes solid rock and 

pockets of molten rock existing in its upper layer; it is approximately 1,800 miles thick 

normal fault: a fault in which the land above the fracture has moved down 

outer core: surrounds the earth’s inner core, assumed to be liquid rock approximately 1,400 miles thick 


strike-slip fault: a fault at which the movement is horizontal 

subduction: when a moving plate collides and is pushed under another plate 


thrust fault: a reverse fault with a low angle 

reverse fault: a fault in which the land above the fracture has moved upwards 

volcano: a mountain formed of lava or volcanic fragments 


10 

Name __________________ 

Date ___________________ 



Parts of a Composite Volcano 


14 



It’s Your Fault 

Name __________________ 

Date ___________________ 

Faults are fractures in the earth’s crust along which movement has taken place. They are categorized on the 

basis of the movement between the blocks of land. The major categories are: vertical and horizontal. 

Directions: 

1. Color and cut our the following models of the earth’s crust. The dotted lines on the model represent a 

fault. Cut along the dotted lines. 

2. Move the blocks of land as shown in the examples and form the different kinds of faults. 

3. To show an earthquake, move the blocks of land along the fault and then shake them quickly. 

4. On a separate sheet of paper, draw pictures of each of the four examples and label each kind. Use your 

models to help you. 

Vertical Faults Models Examples 

side view 

side view 

Note the low angle on 

a thrust fault. Do you 

think it is a normal 

fault or a reverse fault? 

Horizontal Faults Model Example 

top view 

normal fault 

reverse fault 

thrust fault 

lateral or 

strike-slip fault 


15 

5 

6 



Crossword Puzzle 

1 

1 

5 4 3 

2 3 

6 

7 

Across 

1. A mountain formed of lava. 

2. Liquid or molton rock found within the earth. 

3. The mountain building process in which layers of land bend and buckle to release pressure. 

4. A vibration of the earth. 

5. The very thin solid outermost layer of the earth. 

6. When a moving plate collides and is pushed under another plate. 

7. Sections of the earth’s crust that moves. 

Down 

1. Molten rock that reaches the earth’s surface. 

2. A break in the land caused by earth movement. 

3. A celestial body that revolves around the sun. 

4. The layer within the earth that is made up of solid rock and pockets of molton rock. 

5. Land masses that are higher than hills. 

6. The center of the earth. 

4 

Name __________________ 

Date ___________________ 

©1998 Creative Adventures Published and Distributed by AGC/United Learning 

2

Formations of Continents and Mountains catalog # 2256

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