Comprehensive Curriculum Earth Science
Cecil J. Picard State Superintendent of Education © April 2005 Earth Science Table of Contents Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Properties of Earth's Materials .....................................................................................1 Earth's Place in the Universe......................................................................................11 Structure of the Earth's Changing System..................................................................19 Plate Tectonics............................................................................................................29 Earth's Biography.......................................................................................................36 Earth Science Unit 1: Properties of Earth's Materials Time Frame: 5 weeks Unit Description The focus of this unit is on the physical and chemical properties of the components of Earth's lithosphere, hydrosphere, and atmosphere, cryosphere, and limited aspects of the biosphere. The structure of molecules and minerals, rocks and mountains, air and water is explored and activities that emphasize the "interconnectedness" of the many aspects of Earth's materials are undertaken. Student Understandings Students will be able to explain that physical properties of Earth's materials are determined by the kind and arrangement of the atoms that comprise them. They will be able to relate common rock and mineral properties to their environment of formation. Students will be able to discuss the relative importance of certain chemical elements, particularly oxygen, in each of the "spheres". They should be able to summarize how these elements move and are cycled through Earth's processes over time. Guiding Questions 1. Can the students describe each of the "spheres" of Earth? 2. Can the students identify the common elements that are present in each of the "spheres" of Earth? 3. Can the students provide examples of places where the spheres interact and elements are exchanged? 4. Can the students explain the properties of water that make it unique and how that uniqueness chemically affects other substances like salt, for example? 5. Can the students relate the presence of oxygen in each of the "spheres" of Earth to the abundance of silicate minerals in Earth's crust? 6. Can the students trace the movement of carbon atoms through the "spheres" of Earth? 7. Can the students relate the atomic arrangement of selected minerals to their crystal forms? 8. Can the students interpret Bowen's Reaction Series and classify a group of igneous rocks by environment of formation? 9. Can the students describe the relationships among color, texture and cooling rate of igneous rocks? Earth Science Unit 1 Properties of Earth's Materials 1 10. Can the students compare the structure and formation of clastic and nonclastic sedimentary rocks? 11. Can the students distinguish between foliated and nonfoliated metamorphic rocks and relate them to their mineral composition? 12. Can the students trace the changes a rock would undergo as it experienced the processes in the rock cycle? Unit 1 Grade-Level Expectations GLE # GLE Text and Benchmarks Science as Inquiry The Abilities Necessary to Do Scientific Inquiry 2. Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2) 3. Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2) 5. Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3) 6. Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) 7. Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) 9. Write and defend a conclusion based on logical analysis of experimental data (SI-H- A6) (SI-H-A2) 10. Given a description of an experiment, identify appropriate safety measures (SIH-A7) Earth Science 13. Explain how stable elements and atoms are recycled during natural geologic processes (ESS-H-B1) 14. Compare the conditions of mineral formation with weathering resistance at Earth's surface (ESS-H-B1) 22. Analyze data related to a variety of natural processes to determine the time frame of the changes involved (e.g., formation of sedimentary rock layers, deposition of ash layers, fossilization of plant or animal species) (ESS-H-C5) Sample Activities Opening Safety Exercise: Using Equipment Safely Students will observe and become acquainted with selected equipment that will be used in laboratory activities during the year. After this introduction small cooperative groups will each choose one piece of critical equipment such as rock hammer, cold chisel, Earth Science Unit 1 Properties of Earth's Materials 2 Bunsen burner, HCl, or other equipment and materials, and develop a safety plan for use of that equipment. The project should include all aspects of safe use including, appropriate uses, safe handling, storage, and other safety devices necessary in conjunction with its use. (For example, safe use of a rock hammer requires wearing protective eyewear.) Groups will present their plans to the class upon completion. The project should include a poster suitable for display in the classroom as a component of a yearlong safety focus. In addition to other elements of the project, groups should submit five multiple-choice assessment items derived from the content of their presentation. During the presentations, all students should take notes on all pieces of equipment to be used during the course. A whole-class assessment constructed from the studentdeveloped items can be administered at a convenient time after all groups have made their presentations. Activity 1: Spheres of Earth and their Common Elements (SI GLEs: 5, 7; ESS GLE: 13) As an introduction to the concept of "spheres of Earth, interfaces between spheres, and elements that are exchanged between spheres, students should examine a variety of photos, images, or pictures of the zones of contact among lithosphere, hydrosphere, atmosphere, cryosphere, and biosphere. In a "think, pair, share" arrangement, the students should choose an image, identify each interface they observe, describe each of the two spheres it separates, and suggest some elements that could be exchanged between the two spheres. Once groups of three to four students have shared and combined their observations, they can transfer their information to a Venn diagram containing five intersecting circles. Each circle should represent one of the spheres, and each intersection between circles should represent an interface between two spheres. The names of elements exchanged at the interface should be written in the space where the circles overlap. Groups can present and discuss their diagram with the class. This activity could begin with a single image used with the whole class participating, then could move to guided practice with smaller groups. The completed Venn diagram is the product of this activity and can be graded. Activity 2: Unique Properties of Water (SI GLE: 7; ESS GLE: 13) Students are engaged by showing them a small pile of white crystals (salt) and telling them the pile can be made to disappear before their eyes. When they challenge the idea, the teacher takes out a large beaker of water, pours in the salt and stirs the water. The salt will dissolve and "disappear". A discussion should follow as to what really happened to the salt crystals and why. The water molecule should be diagrammed and its dipolar nature emphasized. Then, as students locate sodium and chlorine on the periodic table and discuss how the ionic bond is formed between them to produce sodium chloride, they are able to see how the water actually dissolves the salt. Students will draw the water molecules on small index cards, identifying their positive and negative ends with "+" and "-" signs. Students will also draw the ionic bonds of sodium chloride, identifying its Earth Science Unit 1 Properties of Earth's Materials 3 positive and negative ends. A role-playing activity can allow students to act out physically the "pulling apart" (dissolving) of the salt crystals by the water molecules. Activity 3: Oxygen as A Common Element (SI GLEs: 5, 6, 9; ESS GLE: 13) Groups of students will use all available (Internet, textbook, and library) resources to research, list and graph the most common elements (such as oxygen, carbon, silicon, nitrogen) in Earth's lithosphere, cryosphere, hydrosphere, and atmosphere. Using the data they have collected from the Internet and other sources, students should be able to write a brief explanation of why oxygen is important in each sphere and why minerals containing oxygen (silicates) are the most common by volume and weight in the earth's crust. Activity 4: Recycling of Carbon (SI GLEs: 2, 5, 9; ESS GLEs: 13, 22) Students will brainstorm and discuss where in Earth's five spheres carbon can be found either in pure form or in chemical compounds. A cumulative list will be made and small groups will construct flow charts to illustrate how the carbon moves from one sphere to another. Each group will select one example of carbon cycling to present to the class. Groups can be encouraged to choose examples from different spheres so a more complete and detailed carbon cycle can be illustrated after all groups have shared their findings. Students can compare their diagrams to more sophisticated Carbon Cycle diagrams such as those found in the references listed at the end of this unit. Student flow charts can be graded using a rubric. Students should include in their discussions both the long and short time frames for partial and completed cycling of carbon through and between the spheres. Activity 5: Atomic Arrangement and Crystal Form (SI GLEs: 2, 5, 7, ESS GLE: 13) This activity should follow an introduction to the formation of mineral crystals during rock cycling processes and the six mineral crystal systems used as one means of mineral classification. If possible students should construct paper models of the six basic shapes during the introduction. They can then readily recognize the cubic crystals of halite or pyrite and the hexagonal crystals of quartz. Students can use simple materials such as marshmallows and pretzel sticks or toothpicks and foam balls to construct silica tetrahedral and arrange them into chains, double chains, sheets, and even basic networks to create visual representations of several crystalline forms. Then, given several appropriate silicate mineral samples of pyroxene or amphibole, muscovite, and quartz, they should be able to recognize the appropriate model for each mineral. Use of a hand lens with the pyroxene or amphibole is helpful and both pyroxene and amphibole should not be used together in this lesson as they are difficult to distinguish. The muscovite will be the easiest to recognize, and a discussion of the strong bonds within the sheets and weak bonds between the sheets is important. Students should have an opportunity to share the thinking they used in identification and explain and defend their answers. A Earth Science Unit 1 Properties of Earth's Materials 4 follow up activity in which students use protractors to measure the angles between faces of crystals such as quartz, calcite, and pyrite or halite and then use those measurements to identify the crystal system of each sample will reinforce the relationship between atomic structure and physical form of minerals. Activity 6: Bowen's Reaction Series (SI GLEs: 7, 9; ESS GLE: 14) In the activity students will be given a pre-identified group of several igneous rocks (e.g., dunite, basalt, diorite, and granite-or any combination available), the chemical formula for each mineral, and a copy of Bowen's Reaction Series. Small group discussion should follow and students should arrange the rocks (or names on the list) in order from those solidifying at highest temperatures to those that solidify last at the lowest temperatures based upon mineral position on the Bowen's chart. Student groups should be able to provide reasonable explanations for their arrangement when shared with the class. Open discussion of differences in arrangement and reasoning among groups should be included in the activity. They should compare the environment of mineral formation with the environment at the earth's surface, and when given the fact that igneous minerals weather in the same general order in which they crystallize, students should be able to predict which of the igneous rocks would be most resistant to weathering. Student performance can be assessed using a rubric. Activity 7: Properties of Igneous Rocks (SI GLEs: 3, 5, 7; ESS GLEs: 13, 22) After an introduction to igneous rock formation, students should have an opportunity to examine both intrusive and extrusive samples. Using color, texture, and cooling rate, small groups of students should work cooperatively to construct a graphic organizer (concept map) that could be used to classify igneous rocks. The map should be constructed large enough so samples can be placed in their appropriate positions on the page. Students should write a set of directions for using their map. Upon completion of the map and instructions, groups should swap maps, directions, and samples to test one another's products. The map and directions may be assessed using a rubric which is based upon how helpful it was in enabling the "testing group" to place the samples on the page correctly. Activity 8: Structure and Formation of Sedimentary Rocks (SI GLEs: 3, 7, 10; ESS GLEs: 13, 22) Following an introduction to sedimentary rocks and an opportunity to examine samples of both detrital and chemical sedimentary rocks (including organic samples), students should be given the task of creating their own sedimentary rock. Choosing from natural substances such as shell fragments, sand, small pebbles, salt, water, crushed chalk and powdered clay and selecting appropriate (and available) scientific equipment needed in the process they will both develop and test their procedure for producing a sedimentary Earth Science Unit 1 Properties of Earth's Materials 5 sample. Their work should include a description of the rock, a list of materials and equipment, detailed steps in the process of forming the rock, and a list of the safety measures identified as appropriate for the task. Upon completion of the written document, and with approval of the teacher, students will produce their rocks. They should be given time to share their products and their procedures with other members of the class. Activity 9: Metamorphic rock formation (SI GLE: 9; ESS GLEs: 13, 22) Prior to this activity students should discuss the processes involved in metamorphism, including thermal/contact metamorphism that takes place when magma intrudes into existing country rock and regional metamorphism occurring during mountain building episodes and lithospheric plate movements. Students should be given fist-sized pieces of modeling clay in several different colors. They should use the clay to form a layered clay "rock." Then they should be given an equivalent amount of clay, but all in a single color, and the same instructions. They should set the two "clay rocks" side-by-side, but not touching, and cover them with a paper towel. Next, they should place a book on top of the two clay rocks and press down on them with the same amount of pressure. Remove the book and paper towel and examine the rocks. Ask how they are alike, and how they are different. Then give students samples of foliated and nonfoliated metamorphic rocks. Have the students complete a written explanation of how they are alike and how they are different, based upon what they learned with the clay models. If available, a table vice and crayon shavings can be used in place of the clay and book. Activity 10: The Rock Cycle (SI GLE: 9; ESS GLEs: 13, 22) After students have studied all three families of rocks and have some familiarity with examples of each family this activity can bring closure to the unit. Every student is assigned or may choose a "favorite rock". If this activity is described at the beginning of the unit students can think about their choice for this activity as they study the families of rock. Once students have chosen a favorite rock, their task will be to use all available resources to trace the changes in form and chemical composition that rock would experience as it undergoes the processes in the rock cycle. Students may tell the story as a narrative "life story" or complete a flow chart, or draw pictures. The method of representation might be left to them to choose according to their preferred learning style. Final projects should be displayed, shared, and enjoyed by other members of the class, and if possible, actual samples of the rock should be available. The assessment of the project should focus on how accurately the information describes changes in the original rock. Earth Science Unit 1 Properties of Earth's Materials 6 Sample Assessments General Guidelines · · · Student participation should be monitored throughout all activities with the use of predetermined teacher observation checklist, and student journal entries. Student-developed products should be evaluated as the unit progresses and feedback delivered in a timely manner. Where a rubric is used for evaluation students should participate in developing the criteria for the rubric. General Assessments · · · The student will engage in problem-solving and performance-based assessments including construction and use of models, presentations, product development, discussions, and group participation/cooperation. The student will participate in reflective assessments including journal entries, explanations of choices made during activities, report writing, group discussions and consensus, and defense of position taken. The student will complete traditional assessments such as quizzes, pencil and paper tests containing multiple-choice items and constructed response items. Activity-Specific Assessments · Activity 1: The teacher should generate a Venn diagram with five intersecting circles for each small group to use as a model. Students can recreate the diagram on poster board or even several sheets of copy paper taped together. They should work cooperatively/collaboratively to demonstrate an understanding of the concept of interfaces between the spheres. A rubric such as the one provided at the end of this unit can be used to assess the product and the participation. This rubric is scored on a five-point scale, but multiples of 5 points can be used and would allow more flexibility in scoring. Activity 7: Students will develop a concept map that can serve as a key for identifying unknown igneous rocks. Before they begin this performance assessment they should participate in the development of a rubric to be used in evaluating their products. In the development of the rubric the teacher should guide students to include some or all of the following criteria. · Group cooperation and collaboration · Use of all three properties of igneous rocks (color, texture, cooling rate) · Logical arrangement and flow in the chart · Ease of use to identify unknown igneous rocks · Quality and clarity of directions for using the key 7 · Earth Science Unit 1 Properties of Earth's Materials · Neatness and overall quality of product The rubric should be available to groups while they are developing their keys and while they are "testing" each other's products. The combined scoring of both the teacher and the testing groups should be used to establish scores for the project. · Activity 10: If this is an ongoing assessment, begun when the study of minerals is undertaken a series of smaller point values can be assigned to entries in a "Rock Journal" and the completed journal can be submitted at the conclusion of the unit. At each juncture where students have learned something new about minerals and rocks they should have an opportunity to observe their "favorite rock" and enter new information into their journals. Then when the final evaluation comes they will use the collected information in their journals, together with researched material to tell the life story of their rock as it goes through the rock cycle. Each rock sample is unique and therefore each product will be as well. Allowing students to choose the means of representation according to their preferred learning style will result in a wide variety of products to be assessed individually. Some points to consider when establishing criteria for the project are: · Is the product understandable? Can one distinguish the rock cycle changes in the rock? · Is the product complete? Does it take the original rock through all stages in the rock cycle appropriately? · As the rock goes through the rock cycle are the changes the student represents actually changes that would happen to that particular rock? · If the product is a visual representation such as a flow chart or diagram, is it neat and attractive? · If the product is a narrative, is it neat and has attention been paid to grammar and spelling? · Does the product accurately trace the changes in physical form and chemical composition that would occur as the rock cycle changes occurred? · Did the student journal contain all of the assigned entries over the course of the project? Resources · · · · Spheres of Earth http://www.classzone.com/books/earth_science/terc/content/investigations/es0103/es 0103page01.cfm?chapter_no=investigation Properties of water http://ga.water.usgs.gov/edu/waterproperties.html States and characteristics of water http://www.uni.edu/~iowawet/H2OProperties.html Introduction to oxygen 8 Earth Science Unit 1 Properties of Earth's Materials · · · http://www.atlanticeurope.com/Elements/Oxygen.html The Carbon Cycle http://www.ucar.edu/learn/1_4_2_15t.htm Background information on crystalline structure for teacher http://www.emerald.ucsc.edu/~jsr/EART10/Lectures/HTML/lecture.03.html Rock formation and the rock cycle http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html http://www.washington.edu/uwired/outreach/teched/projects/web/rockteam/WebSite/r ockcycle.htm.htm Earth Science Unit 1 Properties of Earth's Materials 9 Rubric for Unit 1, Activity 1 5 points · All group members contributed to the product. · All group members worked cooperatively. · The Venn diagram included all five interfaces and each was labeled appropriately. · Each interface had at least one appropriate example that relates directly to the image they used. · The diagram was neat and easy to read and the group finished in a timely manner. 4 points · All group members contributed to the product. · Most group members worked cooperatively. · The Venn diagram included all five interfaces and each was labeled appropriately. · Each interface had at least one example and all were in some way related to the image they used. · The diagram was neat and easy to read and the group finished in a timely manner. 3 points · Most group members contributed to the product. · Most group members worked cooperatively. · The Venn diagram included all five interfaces and each was labeled appropriately. · Two of the three interfaces had at least one example and they were in some way related to the image they used. · The diagram was acceptably neat and readable and the group finished within the maximum time allowed. 2 points · Some group members contributed to the product. · Some worked cooperatively together. · The Venn diagram contained three interfaces or if three, one contained no information at all and labeling was incomplete or absent. · Examples were incorrect or absent in more than one interface. · The diagram was acceptably neat and readable, but the group did not finish within the maximum time allowed. 1 point · Few group members participated. · Few group members cooperated. · The Venn diagram was incorrect or incomplete and without labels · Most examples were absent or incorrect. · The diagram was poorly done and the group did not finish within the maximum time allowed. 0 points · Students did not participate and/or no product was submitted. Earth Science Unit 1 Properties of Earth's Materials 10 Earth Science Unit 2: Earth's Place In The Universe Time Frame: 6 Weeks Unit Description This unit addresses the scientific evidence for our current understanding of the structure and organization of the known universe and its component parts. Characteristics of stars, the role of hydrogen in fusion inside the stars, and the laws that govern orbiting bodies are included in this unit as well as evidence that supports the big bang theory. The history of our own star system is included as well as overview of the current knowledge regarding our solar system neighbors. Student Understandings Students will be able to describe the big bang theory, summarize the stages in the life of an average star and relate the laws of motion for orbiting bodies to the movement of Earth around our Sun. Students should be able to compare selected properties of stars using observable data and the Hertzsprung-Russell Diagram, use the spectrograms of known elements to identify elements present in selected stars (such as our Sun), model the Nebular Hypothesis, and discuss the current findings about the other bodies in our solar system. Guiding Questions 1. 2. 3. 4. 5. 6. Can students describe the big bang theory and list evidence to support it? Can students describe the stages in the life of an average star? Can students explain why the sun will never become a Black Hole? Can students list and describe the laws of motion governing orbiting bodies? Can students describe how we know the earth has an elliptical orbit? Can students read and interpret spectrograms of known elements and use them to identify elements present in the spectra of selected stars? 7. Can students construct a model of the Nebular Hypothesis? 8. Can students provide several pieces of current information about the other bodies in our solar system? 9. Can students list several examples of the technology that has expanded our knowledge of the universe? Earth Science Unit 2 Earth's Place In The Universe 11 Unit 2 Grade-Level Expectations GLE # GLE Text and Benchmarks Science as Inquiry The Abilities Necessary to Do Scientific Inquiry 1. Write a testable question or hypothesis when given a topic (SI-H-A1) 5. Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3) 6. Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) 7. Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) 8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5) 9. 9. Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) Understanding Scientific Inquiry 11. Evaluate selected theories based on supporting scientific evidence (SI-H-B1) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) Earth Science 16. Use the nebular hypothesis to explain the formation of a solar system (ESS-HC1) 23. Identify the evidence that supports the big bang theory (ESS-H-D1) 24. Describe the organization of the known universe (ESS-H-D2) 25. Using the surface temperature and absolute magnitude data of a selected star, locate its placement on the Hertzsprung-Russell diagram and infer its color, size, and life stage (ESS-H-D3) 26. Identify the elements present in selected stars, given spectrograms of known elements and those of the selected stars (ESS-H-D4) 28. Identify the relationship between orbital velocity and orbital diameter (ESS-HD6) (PS-H-E2) 29. Demonstrate the elliptical shape of Earth's orbit and describe how the point of orbital focus changes during the year (ESS-H-D6) 30. Summarize how current technology has directly affected our knowledge of the universe (ESS-H-D7) Earth Science Unit 2 Earth's Place In The Universe 12 Sample Activities Activity 1: Laws of Motion for Orbiting Bodies (SI GLEs: 1, 5, 7, 9; ESS GLEs: 28, 29) Working in small, cooperative groups, students will use string, thumbtacks, and as large a section of corrugated cardboard box material as practical to create an ellipse. The ellipse represents the orbital plane of a planet such as Earth. After marking and labeling the point of orbital focus they should use string and a meter stick to measure the overall circumference of the ellipse. The drawn ellipse on the cardboard should then be divided into 12 equal lengths and labeled to indicate the months of the year. Using the original orbital focal point as the vertex (and the star), students will draw an angle that encloses the month during which the planet is closest to the star. They will then draw another angle, using the same vertex, but this time enclosing the month during which the planet is farthest from the star. Comparison of the two shapes reveals noticeable difference, but when each shape is traced onto small scale graph paper, students can readily count the graph squares to see that the area covered in one month is approximately the same (there may be a slight discrepancy due to the necessity of estimating parts of graph squares). How then can a planet travel so much farther in the same time during the winter when it is closer to the planet than it travels in the summer when it is further away from the planet? Having made their observations, students will formulate a hypothesis that states the relationship between distance from orbital focus and orbital velocity. Drawing a second ellipse of different eccentricity on the reverse side of the cardboard will allow students to test their hypothesis and draw conclusions about the velocities of other planets in our solar system as they orbit the Sun. Activity 2: The Nebular Hypothesis (SI GLEs: 5, 8, 11, 13; ESS GLE: 16) In this activity students will gain a historical perspective of how current scientific thinking has changed relative to the formation of our solar system. Individually or in small, cooperative groups students will construct a timeline of the major theories of how our solar system came into being. They will use all available resources, including their textbook, the Internet, and library references to make an initial list of explanations and hypotheses and the timeframes of their introduction. They will then construct a timeline on lengths of paper (sheets taped together or sections of rolled paper). If available, computer software can be used to generate the timeline. The project will include the names of the persons who proposed the explanation, a description of the explanation with its strengths and weaknesses, the technology necessary to the explanation or hypothesis, and why it became outdated or scientifically unacceptable. Each explanation or hypothesis sheet will be placed on the timeline in the appropriate place for the project to be complete. Timelines will be displayed and shared with the entire class. Earth Science Unit 2 Earth's Place In The Universe 13 Activity 3: Our Planetary Neighbors (SI GLEs: 6, 7, 9; ESS GLEs: 24, 30) Working individually or in small, cooperative groups, students will participate in a roleplaying activity. Students (or groups) will represent advertising companies hired to develop travel brochures for vacation packages to other planets in our solar system. The final product of their work will be a tri-fold travel brochure and poster advertising the vacation package. Students must use all available resources to research their planet and identify the vacation amenities it has to offer. They must use the authentic properties and environment of the planet to develop the brochure. For example, students could not offer snow skiing on the planet Venus as its temperature is much too hot, but offering sauna baths and hot tubs might be possible. They must work out the details, pricing, and other arrangements among themselves. In developing their brochure and poster, students will conduct research and include as much information as the brochure will permit. Several tasks are involved in this project, including those requiring creativity and artwork. This allows for a variety of learning preferences and skills including use of available computer software to develop a multimedia presentation, so work in small groups is recommended. Upon completion of the project students should set up a display. Having other classes, faculty, or administrators view the display and allowing the students to take reservations from potential travelers can provide additional feedback to students. Activity 4: Organization of the Universe (SI GLE: 7; ESS GLE: 24) This activity begins with a Think, Pair, Share component in which individual students will use their prior knowledge to generate a list of all of the levels of organization in the universe between the atom and the universe itself. Each student will share his/her list with the student sitting nearest and merge their lists into one, removing repetitions. These two students will then share and merge information with two others. When there is one list for every three or four students the next task is for these small groups to organize their information into a flow chart that illustrates the levels of organization they have identified. A draft of the charts should be posted and students should take time for a gallery walk to view all of the draft copies. There may be differences in the information included by some of the groups. An opportunity for revision should be provided before the final charts are constructed. The chart should be drawn on poster board and each group should present its final report to the class. Activity 5: How We Know What We Know About Stars (SI GLEs: 1, 5, 9; ESS GLE: 25) Students can be engaged in this activity by asking them to create a list of deep space objects and suggest questions that will address what can be learned from observing them. After a discussion of what properties all deep space objects have in common and what their differences are, students will use a Hertzsprung-Russell Diagram (available in most Earth Science textbooks) as the basis for this activity. A review of how the observable temperatures and absolute magnitudes (or luminosities) of stars are plotted on the graph Earth Science Unit 2 Earth's Place In The Universe 14 is recommended. Students should then use an electromagnetic spectrum chart (available in most Earth Science textbooks or other readily available sources) to determine the colors associated with each of the temperature categories on the H-R diagram. When they have identified the colors for each temperature they should use colored pencils to lightly shade in the appropriate color bands on the H-R diagram. Next, when given temperature and absolute magnitude (or luminosity) data for an unknown star they should be able to plot it on the H-R diagram and identify its color. A discussion of the relationship between the temperature, light production, and inferred size of just one group of stars on the H-R diagram should be enough to enable students to classify the five major groups: blue and blue/white giants, the red giants and super giants, the yellow normal stars, the white dwarf stars, and the red dwarf stars. When this information has been gathered students will use all available resources to research the relationship between a star's size/color category and it's life stage with special emphasis on the relationship between the mass of a star and the eventual end of its life. Each student will write a summary essay that clearly describes these relationships and why the sun will never become a Black Hole star. They will identify deep space objects whose characteristics do not fall within H-R Diagram parameters such as pulsars, quasars and even galaxies, and suggest alternative means of classifying them. Activity 6: Investigating Stellar Spectra (SI GLEs: 6, 7; ESS GLE: 26) Following a discussion of emission and absorption spectra small groups of students will use the website: http://www.colorado.edu/physics/2000/quantumzone/index.html or other available resources, strips of black construction paper and colored pencils to construct an emission spectrum for each of the following elements: hydrogen, helium, carbon, nitrogen, oxygen, neon, and iron. (On the referenced webpage students would scroll down to the white light spectrum and choose from the list of individual element spectra the ones they needed to draw.) Other optional elements include magnesium, silicon, calcium, and sulfur. Using a student spectroscope or diffraction grating, students will compare their spectral diagrams with the spectra of available light sources such as incandescent bulbs, fluorescent bulbs, indirect sunlight, and any other convenient sources. Students will develop a chart to display their findings. Finally students will use the spectrum of an unknown star (which can be found and downloaded ahead of time from http://www.learner.org/teacherslab/science/light/color/spectra/spectra_1.html and identify the elements present in the unknown star with the aid of their element spectral diagrams. Activity 7: Evidence for The Big Bang Theory (SI GLEs: 7, 9, 11; ESS GLEs: 23) In small cooperative groups students will use all available resources to research Hubble's Constant as the principle upon which expansion of the universe and the big bang theory are based. After a discussion of the principle and its implications for the universe students will use (round) balloons, markers, string, and meter sticks or rulers to construct a model of expansion of the universe. They will observe and measure the distance Earth Science Unit 2 Earth's Place In The Universe 15 between labeled dots (representing individual galaxies) as the balloon is inflated incrementally. They should draw several of the dot galaxies randomly on the uninflated balloon and draw several others in a row measuring 1 centimeter apart as reference dots. When they take measurements during two or three partial levels of balloon inflation and then at full inflation they should be able to explain the relationship between the measurements of distance for the reference galaxies and the scattered galaxies. Students will write a paragraph that uses their model to identify and explain uniform expansion of the universe as evidence for the big bang theory. Sample Assessments General Guidelines Student participation should be monitored throughout all activities with the use of predetermined teacher observation checklist, and student journal entries. Studentdeveloped products should be evaluated as the unit progresses and feedback delivered in a timely manner. Where a rubric is used for evaluation students should participate in developing the criteria for the rubric. General Assessments · · · The student will engage problem-solving and performance-based assessments including models, presentations, product development, discussions, and group participation/cooperation. The student will participate in reflective assessments including journal entries, explanations of choices made during activities, report writing, group discussions and consensus, and defense of position taken. The student will complete traditional assessments such as quizzes, pencil and paper tests containing multiple-choice items and constructed response items. Activity-Specific Assessments · Activity 2: The teacher will work with students before the project begins to develop a rubric for scoring each timeline and its related information. Components of the rubric can include: Group member participation and cooperation Quality of appropriate explanations and descriptions Overall quality of timeline project Quality of research and references Each of the components can be measured on a scale of 1 - 5 or whatever the teacher and the class decide is an appropriate total point value for the project Earth Science Unit 2 Earth's Place In The Universe 16 · Activity 3: Using a scoring scheme designed jointly by the teacher and students one novel means of evaluating this project is to set up a "travel bureau" in an area accessible to teachers at the school. An "impartial jury" of teachers could then choose, based on the predetermined criteria, which "vacation" package they think is most attractive. Terms of confidentiality would have to be worked out with this selective target audience and names of students who created each brochure would have to be omitted from the brochures. Another means of identification, known only to the project teacher would have to be established. A portion of the overall project score (as determined by the project teacher) could be based on the number of "customers" signing up for each vacation package. It must be emphasized that a critical element to the brochure is accurate representation of the planet and its true environment. The inclusion of factual information about the planet should make up a portion of the assessment value. Activity 4: The assessment for this activity should include a point value for the think, pair, share component of the activity, a second point value for the organization of information into the draft of their flow chart, and a third, and perhaps the largest point value of the three components, for the final poster presentation. One division of the three components would be to assign 25% of the points for the initial work, 25% for the draft and gallery walk, and 50% for the completed poster and the presentation. A 1 - 5 scale of student participation and student product can be used and students can be included in the process of establishing point values. · Resources · · · · · Animations of Kepler's Laws of Planetary Motion http://home.cvc.org/science/kepler.htm Visual of nebular hypothesis with explanation http://csep10.phys.utk.edu/astr161/lect/solarsys/nebular.html Multimedia tour of the solar system http://www.nineplanets.org/ Hertzsprung-Russell (HR) Diagrams http://zebu.uoregon.edu/~soper/Stars/hrdiagram.html http://www.smv.org/jims/l6a.htm http://cassfos02.ucsd.edu/public/tutorial/HR.html http://www.tim-thompson.com/hr.html Stars/elements and their spectra http://javalab.uoregon.edu/dcaley/elements/Elements.html http://www.astro.uiuc.edu/~kaler/sow/spectra.html http://members.misty.com/don/spectra.gif http://www.colorado.edu/physics/2000/quantumzone/index.html http://www.learner.org/teacherslab/science/light/color/spectra/spectra_1.html Earth Science Unit 2 Earth's Place In The Universe 17 · Big bang theory http://liftoff.msfc.nasa.gov/academy/universe/b_bang.html http://map.gsfc.nasa.gov/m_uni/uni_101bbtest.html Earth Science Unit 2 Earth's Place In The Universe 18 The Earth Science Unit 3: Structure of the Dynamic Earth System Time Frame: 9 Weeks Unit Description This unit examines the relationship between our planet and its star, the Sun. Opportunities occur to analyze weather and climate patterns, the structure and composition of the envelope of air that we call the atmosphere, the ways heat is transferred at and near Earth's surface, and the differential heating of various Earth materials-all of which influence the weather. Student Understandings Students will develop an understanding that the influence of the Sun can be recognized in almost everything around us on Earth. They will be able to illustrate what happens to solar radiation received daily by Earth and describe how heat energy transferred through the processes in the water cycle drives the weather conditions they experience. They will be able to describe all of the layers of our atmosphere in terms of structure, composition, function, and temperature. As a result of their knowledge of the mechanisms that drive weather and climate, students will gain skill at using weather data to analyze and even generate short-term weather forecasts. Guiding Questions 1. 2. 3. 4. 5. 6. 7. Can students illustrate what happens to almost 100% of the energy received from the Sun each day? Can students identify the processes of the water cycle? Can students trace the flow of heat through the processes of the water cycle? Can students describe how convection, conduction, and radiation drive what we call weather? Can students explain why almost all weather occurs in the troposphere? Can students list and describe each of the layers in Earth's atmosphere? Can students use weather data to generate short-term weather forecasts? Unit 3 Grade-Level Expectations GLE # GLE Text and Benchmarks Science as Inquiry The Abilities Necessary to Do Scientific Inquiry 1. Write a testable question or hypothesis when given a topic (SI-H-A1) 2. Describe how investigations can be observation, description, literature survey, Earth Science Unit 3 Structure of the Dynamic Earth System 19 classification, or experimentation (SI-H-A2) GLE # GLE Text and Benchmarks 3. Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2) 4. Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2) 5. Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3) 6. Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) 7. Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) 8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5) 9. Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) 10 Given a description of an experiment, identify appropriate safety measures (SIH-A7) Understanding Scientific Inquiry 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it been tested, or is it simply a subjective, conclusive approach that cannot be reasonably assessed for reliability? (b) Has the technique or theory been subjected to peer review and publication? (c) What is the known or potential rate of error of the technique or theory when applied? (d) Were standards and controls applied and maintained? (e) Has the technique or theory been generally accepted in the scientific community? (SI-H-B5) (SI-H-B1) (SI-H-B4) Earth Science 1. Describe what happens to the solar energy received by Earth every day (ESS-HA1) 2. Trace the flow of heat energy through the processes in the water cycle (ESS-HA1) 3. Describe the effect of natural insulation on energy transfer in a closed system (ESS-H-A1) 4. Describe the relationship between seasonal changes in the angle of incoming solar radiation and its consequences to Earth's temperature (e.g., direct vs. slanted rays) (ESS-H-A2) 5. Explain how the process of fusion inside the Sun provides the external heat source for Earth (ESS-H-A3) 7. Analyze how radiant heat from the Sun is absorbed and transmitted by several different Earth materials (ESS-H-A5) Earth Science Unit 3 Structure of the Dynamic Earth System 20 GLE # GLE Text and Benchmarks 8. Explain why weather only occurs in the tropospheric layer of Earth's atmosphere (ESS-H-A5) 9. Compare the structure, composition, and function of the layers of Earth's atmosphere (ESS-H-A6) 10. Analyze the mechanisms that drive weather and climate patterns and relate them to the three methods of heat transfer (ESS-H-A6) 13. Explain how stable elements and atoms are recycled during natural geologic processes (ESS-H-B1) 15. Identify the sun-driven processes that move substances at or near Earth's surface (ESS-H-B2) 22. Analyze data related to a variety of natural processes to determine the time frame of the changes involved (e.g., formation of sedimentary rock layers, deposition of ash layers, fossilization of plant or animal species) (ESS-H-C5) 27. Trace the movement and behavior of hydrogen atoms during the process of fusion as it occurs in stars like the Sun (ESS-H-D5) Sample Activities Activity 1: The Radiation Budget (SI GLEs: 6, 7; ESS GLEs: 1, 22) As part of an introduction to a study of the relationship between our planet and its star, students will use all available resources to research an