Earth Science Content Guidelines Grades K-12

DOCUMENTRESUME

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TITLE Earth Science Content Guidelines Grades K-1?. INSTITUTION American Geological Inst., Alexandria, VA. SPONS AGENCY National Science Foundation, Washington, D.C. REPORT NO ISBN-0-922152-13-6 PUB DATe Aug 91 NOTE 79p. AVAILABLE FROMAmerican Geological Institute, 4220 King Street, Alexandria, VA 22302-1507. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Biology; *Curriculum Guides; *Earth Science; Elementary School Science; Elementary Secondary Education; *Integrated Curriculum; Resource Materials; Science Education; Scientific Literacy; Secondary School Science; Space Sciences

ABSTRACT Teams of teachers, other science educazors, and scientists s4t1lected from a national search for project writers have proposed using the following set of questions to guide the inclusion of earth science content into the kindergarten through grade 12 curriculum. The Essential Questions are organized in a K-12 sequence by six content areas: (1) Solid Earth (lithosphere); (2) Water (hydrosphere); (3) Air (atmosphere); (4) Ice (cryosphere);(5) Life (biosphere); and (6) Earth in Space. The questions have been developed within the context of the goals for earth science literacy as reported in Earth Science Education for the 21st Century: A Planning Guide, American Geological Institute, 1991. These goals state that for all students to become literate in science and in earth science they need to become stewards of the Earth; devlopa deep aesthetic appreciation of the history, beauty, simplicity, and complexity of the Earth; understand ways in which earth scientists investigate the Earth; and understand essential earth science concepts, including geologic time, evolution, change, scales, cycles, and resouices. The Essential Questions are organized in a manner intended to guide the sequential development of concepts and subconcepts within each grade level. The Essential Questions in the first section of this report, and the background notes of Key Ideas and Seeking Answers provided in the second section, representone way to frame the diverse content of earth science. (KR)

**************************.*****It** ***** ItS***********************%***** Reproductions supplied by EDRS are the best that can be made from the original document. I MOM

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Earth Science Content Guidelines Grades K-12

Funded by a grant from the National Science Foundation

National Center for Earth Science Education American Geological institute Alexandria, Virginia

'PERMISSION TO REPRODUCETHIS MATERIAL HAS BEENGRANTED BY U S. ORPARTMINT OF Sammie* 01 n. I du< atonal Pesearch and Impromment Julia A. Jackqnn LDUCATIONAL RE SOURCES INFORMATION CENTER IERICi X (NS CIOCurrrant Wen reproduced reCetwed fromtheperlion orOrglin,labon 0,Gphillowl4 r Ptit"C" Changes "aye beim made to anprove TO THE EDUCATIONALRESOURCES raprodrallon Carral4V INFORMATION CENTER IERICI Orrds dr rr ra* oprnlona staled In tn.; cloc "Mat do nOT necrasarlty mpreseni DE Fis posAwnof 2 BEST COPY AVAILULE Printed on Springhill Recycled Offsetpaper Design and cover illustration by Julie DeAlley recyckd iwsper Typeset in Times Roman using Xerox VenturaPublisher Printed by Harper Graphics/St. Mary'sPress

Copyright C 1991 by the American GeologicalInstitute, 4220 King Street, Alexandria, VA 22302-1507 Printed and bound in the United States ofAmerica Any pemon who wishes to reproduce ponionsof this report for educationalpur- poses may do so without obtaining permission. Anyonewho wishes to reproduce any pan in another publication must obtain writtenpermission from the American Geological Institute. ISBN 0-922152-13-6

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Contents

Introduction 1

Essential Questions in Earth Science 3 Solid Earth 3 Water 6 i Air 8 Ice 10 Life 11 Earth in Space 12

Essential Questions, Key Ideas,Seeking Answers 15 Solid Earth 16 Water 32 Air 44 Ice 55 Life 60 Earth in Space 64

Acknowledgments 74

4 Introduction

Teams of teachers, other science edu- Become sftwards of the Earth. catory, and scientists selected from a Stewatdship means making in- nmional search for project writers fanned decisions about using the have proposed using the following set Earth's tesources tad maintaining of questions to guide the inclusion of a high-quality environment. earth science content into the kindergarten through grade 12 curriculum. Develop a deep aesthetic apprecia- ikon of the histoq, beauty, simplic- The writing teams wete selected to ity, and conylexity of the Earth. work in grade level groupings: K-3, 3-6. 6-9. and 9-12. These growings, Understand ways in which earth similar to those used in modem curric- scientists investigate the Eatth. ulum guides and frameworks, are based on such factors as student devel- Understand essential earth science moot and school organizmion, for concepts including geologic time, example, lower sod upper elementary. evolution, change, scales. cycles, middleijunior high, and senior high and resources. school. Essential Questions integam these The Essential Questions ate organized goals into :tad) of the six content in a K-12 sequence by six content mew FIN example, the section on areas; Solid Earth (lithosphere), Water Solkl Binh incbdes the following: (hydrosphere), Air (atmosphere), Ice How can we use soil? (K-3% Wird (cryosphme), Life (biosphete), and problems are caused by using re- Eatth in Space. The coment organiza- sources? (3-6); What can I do to con- tion reptesents the interacting systems serve Easth sesources7 (6-9); and How that make Earth unique within the does law influence use of the land? (9- Solar System. 12). Seeking omen to these questions leach; to stewardship end The questions have been developed appreciation of tbe Earth. lt also leads within the context of the goals for to an understanding of how humans earth science liftracy as reported in depend on Earth amour= how long Earth Science Education far the 21st it takes the Eat* to provide resources Centwy: A Planning Guide, Ameri- that are not renewable within ow life- can Geological Institute, 1991. These time and how we change our enviton- goals, developed by a consensus- MEM building process, state that for all SW- desis to become literati. in science Questions are considered essential if and in earth science they need to they addiesi the goals stated above and if they make connections between The questions are integrated across the shekels' world and essential con- the K- 12 curriculum, building a hierar- cepts it eat* science. Questions are chy of ideas from simple to complex. essential if they aie wpropriate to ask Some questa= ate repeated in some at each grade level. They are even form at diffesent grade kvels. ills more appropriate if students are likely repetition enctxuages investigaiLig to ask questions themsehes. certain key concepts at later stages of student development. Questions at Essential Questions are listed with a the K-3 level focus on the students' letter (e.g., A., B.. C.) and are gener- immediate 3u:soundings at home and ally divided into numbered sub- in sultool and encourage teachers to questions (e.g., A.1., Al.). This use many activities. At the 3-6 level, organization, from a broad question to the questions focus on the students' a serks of subquestions under the expanding perception of their world broad question, is intended to guide and their ability to observe and de- the sequential development of con- scribe earth science objects and cepts and subconcepts within each events, ht grades K-6, teachers grade kvel. For example, in Water, should integraft earth science with grade level 3-6, questimi E asks, Why other subjects, such as language arts, do we need to be increasingly con- social studies, health, and mathemat- cemed about Earth's water resources? ics. This broad question evokes a wide range of potential content, and the sub- Grade level 6-9 bridges the observa- questions provide the fratnewoit for tional earth science of the primary delineating that content. grades to the more academic, analyti- cal studies of high school and beyond. The first subquestion (question E.1.) In grades 8 and 9, earth &thence is asks, Where does drinking water commonly taught as a one- or two-se- came from? This type of question is a mester course. By stades 9-12, stu- reasonable starting pr int for inquiry, dents are capabk of the most rigorous since it enables the teacher to draw and comptehensive treatment of the upon experiences from the students' intenelationships among the Earth's world. A studem obwrves water com- systems. Because these studeres are log out of the faucet at home and at making decisions about education or school. The teacher could connect employment after high school, ques- this student experience to earth sci- tions awe included that encourage stu- ence concepts, such as fresh water dents to explore how knowledge of sources above and below ground. earth science is used by people in many areas of employment. The remaining subqmstions under question B. ask the student, Where The Essential Questions in the first does waste water go?; How do our ac- section of this report, and the back- tivities affect water?; What can be ground noes of Key Ideas and Seek- done to pinkie cleaner water in the ing Answers psovided in the second future?; and Who owns Easth's water? section, represent one way to frame Investigating these subquestions can the diverse content of eatth science. It provide an unikrstanding of the fol- is the intent of the National Center for lowing concepts: waste water may be Earth Scence Education of the Ameri- nested, but it is not destroyed; waste can Geological Institute that this re- water will eventually evaporate of port serve as a working document to flow imu the ground and to the stimulate further discussion andcaper- oceans; industrial, agricultural, and imentatiun to improve precollege public uses affect water quality; &ple- earth science education. To pram d= of aquifers without recharging additional copies, contact the AOI them reduces water quantity; wise use Publications Center, P.O. Box 2010, of weer resourres will provide clean Annaplis Junction, MD 20701, (301) weer in the future; and laws can af- 953-1744. fect tbe ways water can be obtained and used.

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111=M11110, EssentialQuestionsin Earth Science

Solid K-3 A. What is the Earth madeof? Earth I. What is soil? 2. How ate rocks alike anddifferent? 3. How is the land different fromplace to place? B. What causes the land to change? I. What can cause big rocks to becomesmaller? 2. How are rocks and soil movedfrom place to place? C. How can we use materials from theEarth? I. What materials can w- use from theEarth? 2. How can we use soil?

3-6 A. What evidence do we hjve thatthe inside of the Eanh is differentfrom the outside? I. What is the Earth's crust madeof? Z. How can we investigate what theEarth's interior is made of? B. What changes the Earth's surface? I. How is the Eludes surfarebeing worn away? 2. How is du Eanh's surface beingbuilt up? 3. In what ways does the Earth's wasmove? 4. How do we know that the continentshave moved?

C. How do rocks form? I. Whac happens to nwited rockwhen it cools? 2. How can sediments becomerock? 3. How can redo be changed? 4. What materials that we uric comefrom rocks?

D. What is soil and where does it comefrom? I. HOW do rocks become soil? 2. HOW ckep iS soil? 3. How does soil change with depthbelow the surface? 4 How de we use soil? E. What can we leam about geologichistory by studying sedimentaryrock? F. Why do we need to be increasinglyconcerned about the Earth? 1. HOW can we run out of a resource? 2. What problems are caused by usingresources?

7 3 Solid Earth 6-9 A. How can we model the Earth's surface and its interior? 1. How do we describe what we see around us? 2. How do we know where we are on the Earth? 3. How do we know the Earth's size and shape? 4. How deep have we penetrated the Earth? 5. HOW can we learn about the Earth's interior? B. How can we investigate rocks and minerals? 1. What are rocks made of'? 2. How do rocks form? C. How is the Earth's surface wearing down? 1. How do rocks break down? 2. What happens to weathered rock? 3. How is weathered rock moved? 4. Where does weathered rock go? D. Why do we still have mountains? I. What makes mownains? 2. Where are mountains found on the Earth? 3. How can we explain the global pattern of mountains? E. How old is the Earth? I. What can we learn from layers of rock about the Earth's age? 2. What methods can we use to measure the Earth's age? F. How do we use Earth resources? 1. What Earth resources do we need, and why dowe need them? 2. Where do we find Earth resources that we need? 3. Why are Earth resources limited? 4. What can I do to conset ve Earth resources?

9-12 A. How do we use the lithosphere? I. How and where do we get energy from the solid Earth? 2. What solid Earth mamials do we use, and where dowe find them? 3. How does the lithosphere influence agricultural production? 4. What are the advantages and disadvantages of using the Earth'sre- sources? 5. How does law influence use of the land? B. What is the solid Earth? 1. How do we measure the Earth's dimensions? 2. How can we determine the Earth's composition and structure?

C. What clues do rocks and minerals give us about how theywere formed? 1. How do rocks and minerals form? 2. How do rocks undergo change? D. How do rocks help us determine the Earth's age? 1. How can we use the relative dating method to determinesequences of geologic events? 2. How can we use numerical dating technkpres to determine rates of geolo* change? Solid Earth 9-12 E. How is the Earth's cmst moving? I. What is de theory of plate tectonics? a. How do we know that litbaspheric plates move? b. How do crustal and mantle processes relate to plate tectonics? c. How do crustal features relate to plate tectonics? 2. How does the Ear.h's crust adjust to changes in load? F. How do we iecognize landforms produced by consuuctional processes? G. How do we recognize landforms produced by degradations! processes? H. How do we depict the Earth's surface and subsurface? 1. How do we use maps to study the Earth's surface and subsurface? 2. In addition to maps, what other tools and technologies are used to study the Earth's surface and subsurface? 1. Why are some areas of the Earth's surface considered hazardous for use/ .1. What careers are available in the study of the solid Earth, and what other types of employment require knowledge of this discipline?

9 WaterK-3 A. Whin are the diffenan forms of water? I. Whet are some propenies of liquid water? 2. Whzi ate some plopenks of solid water? 3. What ate sane propenkts of water vapor? 4. What is a cloud? 5. Where do we find water? B. How MI we use water? C. What is the diffetence between ckan and cfiny water? 1. What is ditty won? 2. What can cause weer pollution? 3. How can we conserve wet&

3-6 A. Why is water special? 1. What properties make water special? 2. Why is wee/ necemary in our lives? B. Whete is water found? I. Where is water found in the air? 2. Whew is water found on the surface of the Earth? 3. What clues do we have that water is in the ground? C. How does water move from place to place? D. How does water cause changes on tbe Earth? 1. How does moving water change the &tab's surface? 2. What difference does the amotun of water make in an environment? E Why do we need to be increasingly ctmcemed about Eanh's water resources? 1. Where does drinking water come from? 2. Where does waste water go? 3. How do our activities affect water? 4. What can be done to provick cleaner water in the future? 5. Who owns Eatth's water?

6-9 A. How do the waters of the Earth circulate? Where do we find water? 2. How does water enter the atmosphete? 1 How dom wak.r come out of the atmosphere? 4. How does water flow over the land? 5. How does water move through the ground? B. How can we investigate the oceans? 1. Why are oceans salty? 2. How do ocean watem change with depth? 3. What makes ocean Wins move? 4. How does water motion in the oceans affect us? C. How can we use water more wisely? 1. How do we use water? 2. Where does the waftr we use come from? 3. How does water change when we use it? 4. What can we do about harmful changes to water quality? I I I MEIN no I I I I I

Water 9-12 A. What is the water cycle? 1. How does water change in the watercycle? 2. How is new wawr introduced into the watercycle? B. Why ate the oceans important? 1. How do oceans affect weather andclimate? 2. How do oceans affect the land? 3. How do oceans affect the compositionof the atmosphere? 4. What resources were formed by ancientoceans? 5. What resumes do presem-day oceansprovide? 6. How does Inman activity affect oceans? C. What are the charactetistks of subsurface water? 1. How is subsurface water stored? 2. What controls the movement and rate of movement ofsubsurface water? 3. How can subsurface water reach the surface? 4. What controls the quality, quantity, and r ailability of subsurface water? 5. How does subsurface water influence human activity? 6. How does human activfty affect subsurface water? D. How is surface water distributed? 1. How does precipitation intim:me the occurrence of surfacewaters? 2. How do sueams and lakes change through time? 3. How ate surface and subsurface water related? 4. What are the efkcts of moving surface water? a. How does moving surface water modifythe landscape? b. How can moving surface water lie used to produce energy? 5. How does surface water influence human activity? 6. How does human activity affect surface water? E. How do laws affect our use of water? F. What hazards are associated with water, and bow can wemitigate them? G. What kinds of technology are used to study the hydrosphere? H. What ewers are available in the study of the hydrosphere, andwhat other types of employment require knowledge of thisdiscipline?

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D. C. B. A. D. C. B. A. 3-6 C. Air K-3 How2. HowI. How 3. How2. HowI. How 6. How5. 4. How3. 2. How1. Why 2. I. How 3. 2. I. Why 2. 1. What 6. 5. 4. 3. 2. 1. How 3. 2. What 2. 1. What 4. 3. 2. 1. HowB. 3. 2. HowA. What Why What How How sphere? I. I. can can What What What Why What Wha How What What What How How What What What What %%at How How How How How How do theis the does is we does can can can tka does ckm is wecan can do wedo can can wecan do can do does do is airis do does does does does does What does we causes is we effect effect effect needs is is is evidence climate we we we air the be need be we we Mr our special causes in we should weather the made need be leam changes do do weather made air we weather today's weather change climate weather weather describe done does know air? senses air to weallys weather weather weather is investigate predict weather display observe to learned lamed about pollution? pmtect atmosphere atmosphere of? be from ht oceans measure dress thcre greenhouse to clean of? make affect the change different to affect change? atmoschere the the mountains sunlight when change? tell the affect affect weather? change? be that chow changes weather air? from from have as air? pollution? for us? change change from climate? westher? us? effect? provide weather seasons it ourselves the our changed from cur have changing dirty? changed? climate with in change? data? change increasingly weather weather have weather about way diffeient from from 1 atmosphere? the atmosphere? cleaner on on from by place affect the 2 has weather? weather? with recceds? weather? weather we vot1vities7 season day natural to air? changes? air? to seasons? concerned patterns records weather? weather? weather? design weather? to day? changed place? altitude? of where weather? our events? about various we conditions? season? through the live? homes? time? Ranh's regiom? auno- MI MIMI WWI

Air 9-12 A. What ate the characteristics oldieatmosphere? 1. What is tte cranposition of the atmosphere.and what energy exchanges take place there? 2. What is the importance of the atmosphere'slayers? 3. How 4:" Earth and life cycles affect theatmosphere's composition? B. What is weather? I. How is water in the amosphere related toweather? 2. What d. different types of clouds indicate aboutweather? 3. Where and how do low and high presstue areas develop,and what makes them rotate and travel aaoss the Earth's surface? L What makes the wind blow? b. What changes man at weather fronts? c. How do geographic regions and geomorphicfeatures affect rhe developnent of pleasure systems? 4. How are weather forecasts prepared and used? 5. What are atmosOreric hazards? a. Under Mutt circumstances do atmospheric hazardsdevelop? b. How can we protect ourselves from atmospheric hazards? C. What is air quality? I. What affects air quality? 2. What are inversions? 3. How can we measure air quality? 4. How can we improve air quality? D. How do we investigate climate? 1. How me climate zones similar and different? 1 How does climate control the geographic distribution of vegetation? E. What careers are available in the study of the atmosphere, and what other typal of employment require knowledge of this discipline?

0 IceK-3 A. Where do we find most of the Earth'sice?

3-6 A. What ate the characteristics of ice? I. What happens when water freezes? 2. How does ice forte B. What are glaciers? I. Where are glaciers found? 2. How do glacitrs affect the Earth? 3. How do icebergs form? C. What were the ice ages? 6.9 A. How does ice occur on Earth? I. Whew is ice found? 2. What forms does ke take? B. How can we investigate glaciers? 1. How do glaciers fonn? 2. How do gleans move? C. How do glacier; change the Earth? I. What happens when a glacier advances? 2. What happens when a glacier melts? 3. What is the evidence that ice ages have occuned? D. What resources result from glaciation?

9-12 A. How does year-round ice affect the Earth's surface? I. What causes ice to flow? 2. How does the movement of glaciers affect the surface over which they flow? 3. What ate some surface effects of permafrost? B. How can the cryosphere change over time? I. What would cause the amount of year-round ice to decrease or increase? 2. How might human activity affect the cryospbere? C. How did the mast recem ke age affect the Earth? I. How did the most recem ice age modify the Earth's topography and drainage? 2. How did the most recent ice age affect the types and distrbution oflife? 3. What tesouices numbed from the most recent ice age? D. How can we learn about past climates by studying year-roundice? E. How and by whom should Amarctica be managed? F. What hazards are associated with the cryosphere? G. What kinds of technology ate used to study the cryosphere? H. What careers are available in the study of the cryosphete,and what other types of employment require knowledgeof this discipline?

In 4 Lie K-3 A. What clues do we have thatplants and animals livedlong ago? 1. What age fossils? 2. What were dinosaurs, and whathappened to them?

3-6 A. How does life use the Earth? 1. What is necessary for life onEarth? 2. How is the Earth used by humans? B. Why have some living things become extinctduring orehistoric and historic tknes? C. How do we affect the kens of other livingthings? D. What actions can we take to show concernfor Life on Earth?

6-9 A. How does the Earth sawn life? 1. What materials and conditions support life onEanh? 2. Why isn't life the same evexywhere7 B. How have life and the Earth changed? I. How do we know living things have changed throughtime? 2. How can fossils reveal the past? 3. How have living things chimed the Earth? 4. How does the way we live affect living things?

9-12 A. What do fossils reveal about the past? 1. How do fossils reveal information about theenvironment in whitth the organisms lived? 2. What do fossils reveal about major geographicand enviromnental dunes throughout geologic history? 3. How do fossils provide evidence for organicevolution? B. How do Earth materials suppott foodwebs? C. How are we responsible for all remainingliving things? D. How has technology enabled us to extend ourhabitable envkorunent? E What careers are available in the studyof tbe Earth's interaction with t' biosphere, sad what other types of employment requireknowledge of this discipline? EarthK-3 A. Hew ase the Earth, Moon, and Sun alike and different? in Space 1. How does the Sun's position change during the day? 2. What causes day and night? 3. What can we see in the day sky and in the night sky? 4. How does the Moon appear to change? 3.6 A. What can we see in the sky? 1. What can we see in the day sky? 2. How does the Sun wear to move in tbe *y? 3. What can we see in the night sky? 4. How does the night sky change? B. How are the Earth, Moon. and Sun related? 1. How can the sines of the Earth, Moon, and Sun be compared? 2. In what ways do the Earth and Moonmove in relation to the Sun? 3. Why is the Sun considered the Earth's most importantenergy source? C. How is the Earth-Moon-Sun system related to other objects in the Solar System? I. What are the members of the Solar System? 2. Where are the Eanh. Moon, and Sun located in the Solar System? D. What can we learn from space exploration? 1. What have we learned about the Earth and Moon from space? 2. What benefits to humanity result from space exploration? 3. How do we learn about the Solar System? 4. What have we learned about the Solar System fromspace exploration? 5. What are the possibilitka for life on other planets?

A. How can we observe objects in the sky? I. What cm we see without a telescope? 2. What can we see with a telescope? 3. How cau we observe objects in the sky in other ways? B. What me the motions of objects wesee in the sky? 1. How do celestial objects move through the sky? 2. Why do celestial objects appear tomove around the Earth? 3. How do actual motions of objects in the Solar System affect us? C. What kinds of objects tide in space? I. What is the Sun? 2. How do changes on the Sun affect us? 3. How does the Earth compare with other objects in theSolar System? 4. What kinds of ob*ts exist outside the Solar System? D. How can we use space? 1. How can we live in space? 2. What can we learn about the Eanh from space? 3. How has space wchnology changed our lives? E. How is the Universe changing? 1. How did the Universe begin? 2. How can we measure the Universe? 3. Will the Universe end?

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Earth in Space 9-12 A. What is the setting of the Earth in the Solar System? I. What objects are in the Solar System? 2. Why is the Earth unique compared with other Solar System objects? 3. How and when was the Solar System formed? B. What is the setting of the Solar System in the Universe? 1. How far apart are objects in space? 2. How does the Solar System move relative to the Milky Way galaxy? 3. How at, we look backward in time by looking into space? 4. What is the probability the life exists elsewhere in the Universe? 5. How can peopk live beyond the Earth's atmosphere? 6. How is the Universe changing? C. What tools and technology can we use to extend our senses to study space? D. What careers are available in the study of the Earth and the Solar System, and what other types of employment require knowledge of this discipline? EssentialQuestions Key Ideas SeekingAnswers

back- cisions. However, the ideasof crystal The following section contains by pre- ground notes submitted by tireK-3, growth, formation of limestone cipitation of caicium cashonate.and al- 3-6, 6-9, and 9-12 writing teams.As of they developed the Essential Ques- teration of the crystalline structure rocks by heat and pressure areconsid- tions, the writers considered which inves- ideas teachers might want their stu- ered appropriate for students to grade level dans to understand, and whatteach- tigate and understand in ers might do to havestudents acquire 6-9. that understanding. Thus, thewriting (litho- teams' notes about sttekmunderstand- In this repon, solid Earth and sphere) refers to tbe solidportion of ing fill the Key Ideas column, the smo- their notes about teaching stzategres the Earth, as competed to Essen- sphere and the hydrosphere.Thus, fonn Seeking Answers. Most plane- tial Questions are developedwith re- solid Earth incheks the rocky lated subquestions. In these cases,the tary surface andsubsurface, and the planet's infonnadon in tbe Key Ideas and rock-feaming materials of tbe Seeking Answeis columns is entered interior. Ice (cryosphere) refers to and not the both the part dee Earth'ssurface next to the subquestions the zone broad question. This infonnationis that is perennially frozen and frozen provided to guide the trader tothe of the Earth where ice and this type of eattb science contenttbat ground are formed. Objects in petmafrost. gla- could be appropriate for inclusionin zone indude snow, the K-12 curriculum. To beconsid- ciers. end floating ice (icebergs). sciente ered a complete K-12 earth used syllabus would requite funberdevel- Earth materials is a commonly materials, such as opines. tam for solid Earth soil, minerals, and rocks. Earth re- in the It is not intended that students memo- sources is used in two ways. rize tbe vocabulary containedin this Solid Earth section, the kW means repon, although a readier mayelect to Earth materials with some commer- metallic and use it in =textduring investigation cial value, for example, in Solid noo-metalbc minends, and fond and discussion. Fee example. Earth re- Earth, Grades 6-9. EssentialQuestion fuels. In die broader sense. Tbe SWIM includerenewable and non-re- 8.2. asks, How do rocks km? clean text in the Key Ideascolumn includes newable resources, for example, precipita- water and air, soil, rainforests, and en- such toms as crystallization, wood, water, tion. and deformation. These temts eta sources stab as wind, animal and plant waste,and fos- are intended forthe reader of this report a teadier Of otherprofessional sil fuels. making curriculum and insunctioode-

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Solid Earth Essential Questions Key Ideas Seeking Answers

K-3

A. What is the Earth made of? I. What is soil? Soil is made of many different ma- Collect samples of soil from differ- terials. Soil is made of different- em &Peas near the school, and bring sized materials. Soils differ from back into the classroom. Describe place to place. and commie samples by touch. sight, and smell (e.g.. texture. color). Draw pictures. Use a magnifying glass to examine the samples again, and describe them. What things do you tmd in the :vi17 Com- pare soils from home witi those from school. Describe tt.., difference in size, texture, and COlOr of the soil particles.

See what happens when you add water to one of the soil samples. Put several drops of water into a =wines with a tablespoon of soil. Then compete wet avA dry soils. Use potting soil and sandbox soil. Compare texture, size, and color.

Place one teavoon of each soil sample into a glass of wake (don't stir). Observe mid explain what haPPens-

2. How are rocks alike and dif- Rocks are composed of different Study how you can classify rocks. ferent? materials having diffetent proper- Ask studenis to bring in rocks. Sup- ties. plement with teaches's collection. Son the rocks on the basis of color, size, shape, texture, and weight (heavy or light). Look at rocks with a magnifying glass, and classify imo groups. Report how you classified them.

Collect a handful of gravel, and son the gravel into groups.

Describe Ivo,/ rocks axe clifferent from non-rocks. Examples of non- rocks are sand, brick, and wood.

3. How is the land different The surface of the land varies from Develop a list from students' brain- from place to place? Owe to place and may be banenr stonning es to what land looks like. Solid Earth Essential Questions Key Ideas Seeking Answers

K-3 have vegertaion, or be covered by Have stu&nts draw 3 picture and man-made materials. The surface write a story about theirfavorite may have mountains,hills, plains, place. Classify the pictures of the rivers, lakes, towns, and cities. different landscapes.

Provide trays of wet sand for students to build their own landscape. Have studems compare their indi- vidual trays.

B. What causes the land tochange? Describe sandstone, and look at it I. What can cause big rocks to Big rocks can be broken into with a magnifying glass. become smaller? smaller rocks by physical processes. Rub two pieces of sandstone together over black constniction paper. Examine the subbed areas with a magnifying glass. Look at the pieces on the construction paper. Compare the pkces with one another and with theoriginal pieces of sandstone.

Crush rock salt with a small ham- mer on black construction paper. Use 3 magnifying glam to contrite the pieces on tbe paper with one another and with the original piece of rock salt.

Place chalk in water overnight, and exmine what happens to the chalk. Describe how the chalk chimps.

Freeze a piece of porous sandstone that has been soaked in water overnight. Exansine what happened.

Demonstrate how water can move 2. How me rocks and soil Water can move rocks and soil to earth materials. Use a tray Mat moved from place to place? different places. Wind and ice can also move materials from one planting trays, aluminum roasting place to another. pans) with a MiXtilie of sand and peva Build a landscape at one end of the tray. Set one end of the hay on a brick or book at on angle, with the landscape at the top of the bay. Pour water onto the landscape. Mame and describe the changes.

20 17 Solid Earth Essential Questions Key Ideas Seeking Answers g-3

Visit a stream, beach,or steep slope to observe soil and rock movement. Describe and draw.

Chart areas of problem drainageon the playground during the school year.

Demonstrate bow wind canmove earth materials. Repeat thesetup for the experiment that useda tray and mixture of sand and gravel. Use fan instead of water. Observe and describe the changes. Compare these to the observations made for water. Demonstrate how melting ice on a sloped surfarxcan move sediment

C. How can we use materials from the Earth? I. Whit maorrials canwe use The Earth is the source of all mate- Brainstorm and makea list of some from the Earth? dais that we use. Some of these ma- of the materials inyour classroom. terials ate soil, sand, gravel, oil, Classify them accordingto how gas, and coal. Them is a limited they are derived from the Earth- taffly of many of these materials. For example, some classroommate- We can reuse some of thesemated- rials can be classified ah. as paper, glass, metals, and plastics. Discuss how these processed materialsorig- inate from eat* materials. Discuss how some things thatwe throw away can be used again by recycling them at homeor elsewhere.

We are reronsible forraking care Collect liner at the school play- of the Earth. grotmd or nearby loculon. Sonthe litter into different categories,such as plastics, metab, andpaper. Dis- cuss who is responsible for putting the litter on the playgroundand for ckaning it up.

Categorize the wits* materialcol- lected over the period ofa week in your classroom. Discuss where most of these materialscome from and how they can be usedmore wisely. 21 I MI .111110 11110M1111sillaremlimmimisimimme-

Solid Earth Essentiai Questions Key Ideas Seeking Answers

K.3 2. How can we use soil? Soil is used to grow plants and Brainstorm the uses of soil. List food. might include growing plants, food, and trees; and fanning. Con- sider ways that soil might be lost and bow its loss might be stopped.

A. What evidence do we have that the inside of the Eatth is different from the outside? I. What is the Earth's crust Earth's cnistal matetials include Investigate local areas. Compare made of? rocks, minerals, and soil. Humans samples of the Eanh's caw from and other forms of life live on tbe other areas collected by insuuctor. Earth's crust. Examine rocks, minerals, and soils from students' yards.

2. How can we investigate what The Earth's interior is investigated Do inference activities with black the Earth's interior is made directly by digging, drilling, and box or clay sphere. Maknial is of? by studying volcanoes. The Earth's placed in the box or spbete. Proper- interior is investigated indirectly ties of the model's interior, such as by inference. Seismic waves gener- density and magnetism, ate investi- ated by earthquakes and by scien- gated indirectly. Read about seis- tists are used to investigate mic miles as an example of indirecdy the Earth's imerior. inference in learning about the Earth's interior.

B. What chews the Earth's surface? I. How is the Earth's surface Tbe Eastb's surface isSWIMaway Investigate chemical weathering of being wpm away? through weathering and erosion. limestone by placing it in vinegar. Tbese processes tend to level the Freeze porous sandstone saturated Earth's surface by LT:tweak's sed- with water, and observe changes iments to lower elevations and de- caused by Bening. Observe and positing them in layers. &scribe various sediments. Do stream tabk activities with different-sized sediments.

Investigate local areas of erosion.

1 How is the Eatth's surface The Earth's surface may be built Use appropriate visual aids to karn being built up? up to higher elevation where volca- about volcanoes and mountain noes mesas new rock material building. (hw% ash), and where forces inside the Earth came tbe surface to push up, fanning features such as mountains.

2 2 Solid Earth Essential Questions Key Ideas Seeking Answers 3-6

3. In what ways does the Eanh's Earth's crust moves horizontally Use cardboard models of faults crust move? and vertically (earthquakes, faults). available from suppliers, or make your own models using clay. For more information and activitks en earthquakes, use Earthquakes: a Teacher's Pa ka g e for 1C-15.1

4. How do we know that the Confinents that ate far apart may Use a continental plate puzzle to continents have moved? have similes rocks and fossils, and show that continents can "lit" to- can be shown to "fit" together. gether. These observations provide some evidenm that the continents have drifted apart.

C. How do rocks fonn? 1. What happens to melted rock When liquid rock material called Make several batches of hidge: when it cools? magma cods, it becomes igareous vary the rate each batch cools, and rock. Rock texture (mineral grain note the change in texture. Exam- size) is determined by how quickly ine several samples of fine- the rock material cools. Faster cool- grained, coarse-grained, and glassy ing promotes a finer texture. igneous rock.

2. How can sediments become Sediments form layers. These lay- Make a mixture containing a vari- rock? ered sedimems may be compacted ety of sediments (clay, sand, small and cemented together to form setb- pebbles), and place in a tall trans- mentary rot*. Some sedimentary parent container, such as a large rocks can form from minerals left graduated cylinder or glass jar. as water evaporates. Add water, shake the mixt= thor- oughly, and allow it to senle. Ob- serve the results.

Do activities with a stream table. Dissolve salt, and observe how it forms a sediment by precipitatica 3. How can rocks be changed? Rocks may break into particles Use audiovisuals to illusinme rock from which sedimentary rockmay uansfosmations, which include ig- be formed. Rocks may be changed neous, sedimentary, and metamor- by heat and pressure (metamorphic processes. phism) to form metamorphic rock. Rocks can be melted, resulting in magma, which cools to form igneous rock.

4. What materials thatwe use Many classroom materialscome Identify classroom materials that come from rocks? from rock. Some common materi- come from rocks; discuss re- als are steel, aluminum, glass, lined/procemed materials versus chalk, plaster, and marble. All materials in their natural state. Dia- classroom materials that do not cussion should include plastics grow come from mineral re- from petsolman products as wellas n Solid Earth Essential Questions Key Ideas Seeking Answers

3-6 sources. In most cases, energy metals from ores and nun-metals. used in the classroom comes from like building materials. Dis.uss fuel resources. local materials (front within the city, county, and state). U.S. mate fiats, and imported materials.

D. What is soil and where does it come from? I. How do rocks become soil? Rocks become soil by weathering Examine soil with a magnifying and erasion. As rocks bask down, glass. Grow plants in different they change size (boulder, cobble, types of soil. pebble. sand, clay). Decomposing organic matter (leaves, woody fragments) mixes with weathered rock and adds nutrients to the soil.

2. How deep is soil? Soil varies in thickness. It can be Investigate soil depth and types in very thick (measured in meters) or difkrent meas. Describe differ- very thin (measured in centimeters). ences.

3. How does soil change with Top soil i daiker type soil on top Investigate soil composition and depth below the surface? of a different-colored layer of soil profiles from various places. called the subsoil. Most plants grow in the top soil. If you dig below the subsoil, you will teach bedrock. The soil may have foimed from this bedrock or may have been transported by water, ice, or wind.

Lome primary growing areas of 4. How do we use soil? We use soil to grow resources, like crops for humans and livestock and the U.S. and the world. Interview forests for wood and other prod- fanners or honicuhurists about soil ucts, and to landscspe. enhancement and protection.

E. What can we learn about geo- The time required for rocks to be Use audiovisuals to illustrate logic history by studying sedi- created and destroyed is usually changes in the Ea* over time. mentary rock? long. When sediments ate depos- Use a stream table to sh7w the for- ited in layers, the oldest layers are mation of sedimentaly layers. Ob- on the bottom, and the youngest serve models of simple geologic layers are on the top. With compac- cross sections, Examine conmion tion and cementSion, the sedi- fossil types, and contrast them with ments become sedimentary locks. life fors today. See Reflections in Fossils aie sometimes found in Time and The Earth Has A His. such rock. FOSsib give dues about tory.3 the environment in which the life forms lived, thereby contributing to an tmdetstanding of ancient climates and landforms.

24 Solid Earth Essential Questions Key Ideas Seeking Answers 34 F. Why do we need to be increasingly concerned about the Earth? Discuss news stories about I. How can we run out of a We can run out of a resource when resource shortages. resource? all known occunewes of the material me in places where the material is impossible to °Mat with current technologies; whenknown technologies me too costly to obtain it or when the material is found in places the create a con- flictof internin land use.

Many resources, like oil and gas, are non-tenewable.Other resources, like trees and plants, are renewable. All resources, including minerals, soils, and fresh water, must be used wisely.

2. What problems are caused by Using resources unwisely may Study ways that will minimize pol- ming resomcm? cause pollution and may destroy lution mai destruction of habitats habitats. (e.g., miring and manufatauring Processes). _activity to investigate acid rain.

6-9

A. How can we model doe Earth's surface and its interior? I. How do we describe what we To describe what we see around Desip descriptive activities using see around us? us, observations ateessential. They the dasstoom, the school, and the must be made carefully and be re- school grounds. Devise exercises corded precisely. for accurate placement of de- scribed objects (desks within main, bicycle rack on school ground). Use coontinates and scale.

2. How do we know where we The location of observations must Use maps and globes to emphasize are on tbe Earth? be mcirraftly determined. latitude-longAtude coostLinates, and topographic (contour) maps to illustrate concepts of elevation and relief. Use local aerial photo- Bitch&

Examine satellite photographs. For 3. How do we know the Both's Scientists use different types of in- upper-level students, de Era- size and shape? direct measurements to detennine the Earth's size and shape. tosthenes' experimemal calcula- tions inEarth Icience . Investigative of in Investigating the Earth! Solid Earth Seeking Answers Essential Questions Key Ideas tfo4 audiovisuals. discus- Drilling into the Eanh has pene- Use lectures, 4. How deep have we pene- emphasize trated only a very thin outer layer sions. and field trips to trated the Earth? the measuring only shghtly more than the limited direct access to stratigra- one-tenth of a percent of the dis- Earth's interior. Illustrate of differing tance to the Earth's center. phy with jello layers color and consistency.

interpre- Inferences about de remaining Study concepts of seismic 3. How can we learnabout the 99+ percent of the Earth's interior, tations, sonar, andEarth magne- Earth's interior? from data, which is not observable, can be tism. Construct models made through studies of active vol- and use audiovisuals toreinforce canoes, magnetism,seismicity concepts. (earthquake waves), high tempera- tuse-piessure simulations, aid meteorites.

B. How can we investigaterocks and minerals? 1. What are rocks made of? Rocks are made of one or more Introduce mineral identification, minerals (elements and com- emphasizing observation, physical pounds) and can be organized into properties, and crystal growth, not a classification systembased upon memorization. Compare minerals their constituents. About 8 to 10 to rocks. Note thevariation in min- common rocks occur over mostof erals identified in different mcks. the Eanh's surface. Make local observations of rocks, 2. How do rocks form? Rocks are formed by processes op- erating in veious min:meas. and build collections with maxi- These processes produce recogniz- mum variety. Notesimilarities and able characteristics in rocks. Ac- differences. Presea compts and cording to the mck cycle concept, classification system; practice rock die basic rock types (igneous, sedi- identification coordinated with au- mentary, metamorphic) can be diovisuals and demonstrations of transformed hum one type to an- rodt-fonning processes. other. The rock cycle requires an understanding of magma. lava, crystallization, sediment formation. transportation and deposition. tex- tures, cementation,precipitation, and defonuation.

C. How is the Eanh's surface wearing down? Expetiment with physical and 1. How do rocks break down? Rocks near the Eanh's surface un- *Igo changes from both physical chemical processes. For example. weathering, such as abrasion and for freezing and thawing of water frost wedging, and chemical weath- in confined and tmconfined coo- ming, such as oxidation and solu- miners, measure expansion and tion. Climate and topography contraction and effect on contain- control which of these processes ers. Do activities withoxidation predominates. (nnting of iron) and solution of

U0 23 Solid Earth Essential Questions Key Ideas Seeking Answers 64 solids. Visit local cemeteries, or use photographs to observe differences in old and new monumems.

2. What happens to weathered Weathering processes result in the Observe some sod profiles, and rock? alteration of rocks, which produce note the changes in color. texture. sediment and soils (residual and and composition with depth. Exam- uansponed). ine local soils maps to rthow variations, and note the land use on the various soil types.

3. How is weathered rock Weatheting products are eroded Explow principles of erosion and moved? and transposted to other places by deposition using a stnam table. wind, water, and ice. Slopes are sediment bonles, and field trips. also reduced by process= of mass Experimem with influence of watfr wasting. Slope stability is of pri- and gravity on slope stability. Mea- mary concern in land use planning. sure angle of upose for sediments of different Si= and shapes.

4. Where does weathered rock Energy loss by tramponing agents Use sueam table to observe factors go? durkni movement of weathered influencing erosion and deposition. rock results in deposition of Use a settling cohunn to note rela- particles. Physical depositional pro- tion of size to settling rate and to cesses involve understanding de understand sorting, graded bed- influences of gradients, amen% ding, and layering. See Erosion: and waves. Flood plains. deltas, al- Leveling the Land.6 luvial fans, loess, talus, and lake and ocean sediments me products of deposition. They exhibit depositional features that inchole sorting, Faded bedding, and layering.

D. Why cha we still have mountains? 1. What makes mountains? Mountains can result from volca- Construa clay modeb, and use nism, folding, faulting, earth- eardoorake detection exercises and quakes, and differential erosion. "slinky" models. In mountainous areas, observe hazards. See Why Do We Still Have Mowmainsil

2. Where are moumains found Mountain chains are found on Employi% map exercises, irksntify on the Earth? every continent, for example, along and locate mountains of the U.S. the adze west coast of the Muri- and the world, ces, along the eastern border of North America, through the Medi- terranean arta, and in Asia. Long sulmtanne mountains called ocean ridges, isolated volcanic mountains, and mountain along island arcs also exist.

24 27 Solid Earth Essential Questions Key Ideas Seeking Answers

6-9 3. How can we explain the The theory of plate tectonics ac- Using models and maps, discuss global pattern of mountains? comes for the types of mountains the significance of the patterns and and their distribution globally. Im- types of mountains. Plot data on portant concepts involved in these frequency and distribution of earth- theories include crustal collision. quakes and volcanoes. Illustrate subduction. and tilting. These pro- concepts of crustal plates, their cesses operate over a long period movement, and margins through of time. Rates can be measured di- video and movie animations. rectly through using satellites or de- Demonstrate principle of convec- duced over long intervals (millions tion cells. of Yeats) bY applying rob&

E. How old is the what can we from lay- Age relationships of rock layers Constnict models and geologic pro- en of rock eh,: 4 the Earth's can be determined by applying the files to reinforce principles of age age? laws of supezposition, original relationships and correlation. horizontality, crosscutting relationships, and correlation.

2. What methods can we use to Radioactivity of some elements Cteate geological time line, and measure the Earth's age? peseta in rocks make it possible to use "shoe box decay" to illustrate determine bow many years ago tke radiometric dating technique. rock formed. Radiometric dating assumes a constant rate of decay, producing a predictable ratio of parent-to-daughter elements over a given period of time. The Earth is at kast 4.5 billion years old.

F. How do we use Earth resources? I. What Earth resources do we To suppott and enhence life, we Observe samples of ores and re- need, and why do we need need stch resources as metals, non- fined metals, fuels, coal and oil, them? metals, fuels, and precious stones. and other economic minerals and rocks. Visit a museum, and utilize visiting scientists.

2. Where do we find Earth re- Earth resources are not uniformly Make a list of important resources, sources that we need? distributed; therefore, some re- and plot on appropriate map whew sources must be imponed. they are known to be found. In- clude the occunence of strategic materials. Include any Earth resources in your atea that control the local economy.

3. Why ate Earth resources lim- Earth resources are limited by exist- Highliglu Earth resources using ited? ing known quantities, economics current events; hold debates on of acquisition, and competition for sesame utilization, and invite visit- alternative uses of the land where ing professionals to discuss they occur. resource issues.

25 Solid Earth Essential Questions Key Ideas Seeking Answers

6-9 4. What can I do to conserve The limitations on resources re- Discuss values in recycling, visit a Earth resources? quire the plans for conservation, local recycling center, and note re- recycling, and multiple use be im- cycling issue3 in the media. plemented worldwide.

9-1 2

A. How do we use the lithosphere? I. How and where do we get en- Energy from the solid Earth is de- Determine the local sources of en- ern, from the solid Eanh? rived from the upper layers of the ergy for heating homes and manu- lithosphere (crust) through drilling factoring. Visit a power plant. and mining. Sources of energy Research the types and sources of from the crust include fossil firels energy derived from the crust, (coal, oil, natural gas) nuclear which are utilized in the state, na- fuels, and geothermal sites. tion, and world. Conduct a study of geothermal energy locales. One source of information is the Califor- nia Department of Coarsenation.8 Consuuct models of oil traps. De- termine relative supplies of various cntstal energy sources. Conduct discussions and debates on the pros and cons of alternative energy use (wind, water, wood, and waste).

2. What solid Earth materials do Most of the materials with commer- Study samples of metallic and non- we use, and where do we find cial value found at or near the metallic minerals. Perform an ex- them7 Earth's surface (soil, rock, miner- Maim lab with calculation to als, fuels) are used. determhur quality from me minerals (e.g., copper). Deaurnine sources of hnponant minerals and their uses. Plot locations of resources on maps. Display map of private, Indian, stile, and federal lands in the U.S., and compare with sites of coal, oil, gm, and mineral prodmtion.

3. How does the lithosphere in- Materials of the lithosphere are the Examine local excavations, and fluence agricultural produc- SOU= for all soils. note soil characteristics and under- tion? lying rock. Compare soils maps with geologic maps. Determine areas of high agricultural productiv- ity, and now soil and rock type. De- termine soil characteristics related to topography and climate.

29 26 Solid Earth Seeking Answers Essential Questions Key Ideas 942 Determine resources that are re- 4. What are the advanages and Earth resources are essential to sustain and improve the qualityof newable and non-renewable. disadvantages of using the Choose several fesources and de- Earth's resources? human life, yet their use may create severe problems of resourcede- velop a list of beneficial versus det- pletion, pollution, and undesirable rimental effects of their uses. Compare rate of use with known re- surface alteration. serves of severalcommodities. De- termine which of these resources are amenable torecycling. Form a panel: developer. environmentalist, politician. citizen. Debate (requires library research and writing)issues of stewardship, conservation,pollution, and surfxe damage. Develop a recycling system atschool. Visit a local center.

Legislation is essential to maxi- Invite a guest speaker to discuss 5. Hoy- does law influence use rights of property owners regarding of the land? mize the wise use of the Earth's surface and its natural resources. minerals underlying their property. Research local or state ordinances controlling land use, building codes, and reclamation of mined meas.

B. What is the solid Earth? Do Eratosthenes' experiment in I. How do we measure the The Earth's dimensions may be de- Earth ScienceInvestigations9 or in Earth's dimensions? retained by using indirect or dhect measurements. Eratosthenes, a Investigating the Earth. Calcu- Ortfek geographer, used indirect late the Earth's size using a simple methods to =sane the Earth, road map showing finitude and a whik today we can dhectly mea- nder. Track satellite launching sure the Earth withartificial satel- from U.S. Navy communicatiorn. lites. Discuss larttude-longitude, polar- equator diameter ratios.

Observe and interpret geologk 2. How can we determine the The Earth's composition and afflic- maps. Landsat images, and stereo Earth's composition aod t= me known ErOMdetailed stud- photos/00s. Examine rock cores structure? ies of surface materials, studiesof volcanoes, daill hole samples, and from drilling in local area (sources: inferences made from geophysical local highway department, well- data. driller, state geological survey). In- vite geoscientirt to discuss local and regional geology. Study principles of geophysics, and illustrate correlation of data with properties of Earth material. Observe a seis- mogram, and use S-P wavetime- travel graph to locate an epicenter. Conduct seismic wave &ministra- 30 tion with "slinky" and rope. Use au-

27 Solid Earth Essential Questions Key Ideas Seeking Answers 942 diovisuals to assist in presenting concepts. See current computer software catalogs for appropriate activities.

C What clues do rocks and minerals give us about how they were Physical and chemical laws control Discuss ways that minerals may formed'? the formation and characteristics of form through lneous, sedimen- 1. How do rocb and minerals miner's and rocks. tary. and metamorphic processes. form? Design laboratory studies of minerals, crystals, and rods, which emphasize physical and chemical characteristics of minerals and rocks. Use field trips to observe local mineral and rock occurrences, and geologic maps to show national and worldwide rock distri- butions. Introduce concepts of classification related to chemical relationships and physical properties.

2. How do rocks undergo All rocks may undergo changes by Develop a list of ways rocks may change? long-tesm exposure to different en- be changed, and ideally the condi- viromnents. The rock cycle con- dims favorable to those changes. cept ferments these changes. Display local samples that may represent various environments of ori- gin, and compare with rocks from other regions of the world.

D. How do rocks help us determine the Eanh's age? l. How can we use the relative Relative ages of rocks and events Use audiovisuals in introducing the dating method to determine in the Earth's history can be deter- concepts of geologic time and his- sequences of geologic evems? mined by applying the laws of mai- tory, for example, slides and fihns fonnitsrianism, original depicting episodes by rock relation- horizontality, superposition, cross- ships. Solve relative age problems cutting relationships, and inclu- from *wrist clues. Examine and slow. interpret geological aoss sections exhibiting folding, faulting, intru- sions, and erosion. Experiment with developing duee-dimensional models to emphasize rehnionships. Take field Hips to local exposures of rock outcrops or quarries.

31 la Solid Earth Essential Quest' 9ns Key Ideas Seeking Answers

9-12 The age of the Earth andindividual Stmly principles of radiousivity 2. How can we use numerical and applicinions to dating geologic dating tedmiques to deter- events in its history canbe determined by various radiometricdat- materials. Laboratory activities mine rates of geologic shoukl reinforce discussions by ing techniques.Dendrochronology change? illustrating concepts of decay and and studies of varves areother use- half-life. Measure some rates of ful dating techniques. change, and derive a time frame (e.g., the Grand Canyonobserve tree sections.

E. How is the Earth'S crust moving? The rejected theory of Alfred Use a globe or map to see how the 1. What is the theory of plate continental boundaries scent to tectonics? Wegener, known as continental drift, postulated that a superconti- "fit" together. nent, Pangea, broke imopieces, funning the pment continents, which drifted to their present posi- tions. Today, modified by redefini- tion of the "pieces" and the mechanism for "drifting," the concept is referred to as plate tectonics. The pieces are called plates, which may be oceank or continental crust or both. They move by sea- floor spreading.

Evidence of plate movement in- Use large globes in abed relief. a. How do we knowthat Use =Nth= similar to those in lithospheric Outs move? cludes continental fit, age of the sea floor, studies ofeanbquake the Crustal Evolution EduciSion foci, and paleomagnedsin and mag- Project (cEEP)modal& 1 The evi- netic reversals, plus direct measure- dence supporting the theory of mein using satellifts. The rateof plate tectonics should be studied plate movement is measured in coa- and supplemetwed by graphics and timeless per year. animation of processes in films and vickos. Use geophysical investiga- tions such as those in the Labora- tory Manual in PhysicalGeology."

Use maps *owing sea-floor b. How do crustal and mantle Unequal heat distribution beneath spreading and cominental margins, mouses milk iv 1.72r,te the awn and in the mettle is be- and make fault models using mate- tectonics? lieved to be the primary cause of plate movement. These movements rials such as wood or cliv. Musty- can cause rifting wadsea-floor AM hot spot them withHawaiian spreading, collisio n. and subduc- Islands aid Yellowstone National tion of pines. Local hot spots have Park. also been detected.

3 2 29 Solid Earth Essential Questions Key Ideas Seeking Answers

9-12 c. How do oustsl featutes re- Most oldie Easth's oceanic and Study the distribution of global fea- line to plate tectonics? continental features are die result tures: midocean ridges. marine of the movement of lithospheric trenches, island arcs, mountains. plates. submarine volcanoes, guyots. gra- bens, and rifts. Use laboratory activities to learn characteristics of plate margins awl their locations. Display these features using computer software, models, and other visuals.

2. How does the Earth's crust The Earth's aust responds to load- Study principle of isostasy and adjust to changes in load? ing by downwarping (sinking) and demorstrate using various sizes of to removal of load by rebounding Ivory soap or wood blocks in cold (rising), achieving isostatic equilib- water or ice in jello. Study aerial rium. photographs of abandoned shore- lines, especially of Cheat Lakes to show rebound from glacial melting. Discuss Darwin's theory of atolls and seamounts. Devise laboratory activity on loading the sea floor.

F. How do we recognize landfonns High elevations1 such as vole:attic. Compare landforms, such as moun- produced by consuuctiomd pro- mountains and linear mountain tains, using models and topo- cesses? ranges, are considered landfonns graphic maps. Use slides and that result from constructional pro- videos extensively. Take a field cesses. trip to a volcano, if possible.

O. How do we recognize land- Some landfonns are caused by pro- Use stream table activities to simu- forms produced by degradation- cesses that reduce die land surface late features that result from stream al processes? (weadierkg and esosion) causing fiow and waves, and observe mass differences in elevation. Other fea- movements. Take local field trip, tures me aeated by moving the and obsesve work of streams and eroded materials to lower eleva- associated mass wasting. Visit a tions (deposition) by water, wind, local construction site to see sedi- and ice. ments), features.

H. How do we depict die Earth's surface and subsurface? I. How de we um maps to study Maps of the Earth's surface and Review use of planimetric maps to the Earth's surface and sub- subsurface are used to convey the show routes (highways) and loco- surface? secure* position of various fea- limn of femme& Conduct Inborn- tures. Maps depict variations in ele- tosy activities involviug grid vations and the distribution of systems. Learn to use Brunton com- Eanh materials, such as soil, rock pass to make a map of the school- formations, water, and fossil fuels. yanl. Make a topographic map from federal and state topographic, geologic, and soil survey maps. Make a three-dimensional model of toposraphic map. 3 3 30 Solid Earth Seeking Answers EssentialQuestions Key Ideas

9-12 local area satellite photo- Examine the details of a 2. In addition to maps, what Amial photographs, im- on an aerialphotograph. Deinonsu- other tools and technologies graphs, computer-enhanced of stereo pairs. radar, and ate advantages ate used to studythe Eanh's ages, side-scanning Study images and the usesof satel- computer modeling areamong the surface and subsurface? lite imagery and computermodel- many tools andtechnologies used three-dimensional to study the larni. ing. Construct geologic modeh.

Study historical records forresults Active geologic processes atthe L Why are some areasof the entptions, East a surface may presentrisks of landslides, volcanic Easth's surface considen.haz- earthquakes, collapse of sinkholes, in wing many land meas. ardous for use? coastal storms, and similar events. Use visuals to demonstrateseventy of natural hazaids, andexplore methods to predict them. Learn, through library work anddiscus- sion, meths* dun may limit or canna haztuds. Identifypotential problems on maps, and demonstrate the use of "risk" mapspub- lished by tbe U.S. Geological Survey sid state planting agencies. Discuss the reasonsfor land use segulations.

Lead discussions, and develop a I. What careen ase availablein the Careers in the geosciences, such as geolog y. geophysics, geochemis- list of professions whose work study of the solid Extb, and deals with some aspect ofEarth what other types of employment try, petsoleumgeology, economic geology, engineering geology,envi- charamistics. Invite speakers, and requhe knowledge of this dis- hold panel discussions by local pro- cipline? rcamtesnal geology, seismobgY, mineralogy. petrology, structural fessionals representing the profes- geology, and volcanology, atekeys sion identified. Plan a project to emphasize careers in science and to finding new sousvesof useful Earth materials and to understand- technology. ing Earth processes thanaffect our lives. Examples of other professions that requite knowledgeof the Eanh ate civil engineering, construction, farming, architecture, real estate, and laraf useplanning.

34 31 Water Essential Questions Key Ideas Seeking Answers

K-3

A. Whin are the different forms of water? I. What are some properties of Pure liquid water is clear. Water re- Using your senses and a magnify- liquid water? acts differently to various materials irks glass, observe and describe and surfaces. what a drop of water does when placed on diffetent surfaces (e.g.. wax paper, paper towel, desk, fin- ger tiP).

Water takes the shape of its con- Pour equal amounts of colored tainer. wafts' into different jars. Compate and contrast different sizes and shapes.

Some things dissolve in water. Describe what happens when sugar is added to weer.

Certain 0110os float in water, Study what happens when you while others do not. place things in water. Classify those tbat float or sink in water.

2. What are some properties of Ice, snow, frost, and hail are forms Give students a clump of snow or solid water? of water duit have clanged to a an ice cube. Obseive, measute, and solid. Ice fmms when liquid weer desaibe changes over a period of is cooled to fleering. When ice about five minutes. Have them warms, it changes to liquid water. draw what they see, comparing and continsteg shape and size.

Water in its solid state is brink. Observe what happens when an ice cube is snuck with a Mai object like a balm= Creak= Cover ice cube with towel to maga studenu fromilYing Pieces-

Read Snowy Day.1

3. What are some properties of When liquid water is heated, it As a demonstration, show students water vapor? turns into an invisible gas called what happens to liquid water when water vapor. When Wain vapor is it is hand. Place an immersible cooled, it can become liquid water. heater in a container of water. Cas- tles: Students shoed not touch the heater or the hot water. Describe whet you see. Hold a cool surface (e.g., metal minor) over the heated water. Desaibe what you lee (condensation). Answers Water Key Ideas Seeking EssentialQuestions

K-3 Go outside on acool day, and observe yourbreath.

Brain.stnnn "Whatis a clnud made of differentforms Clouds ate made of?" Write a poemdescribing 4. What is acloud? are a major of water. The oceam clouds. source of thewater fromwhich clouds form. Over several days,observe clouds Clouds occur in avariety of shapes. change.

Compare different typesof clouds rain or mow. Some clouds bring with different typesof weather.

Using cotton, createmodels of different clouds.

Complete the sentence,"My favor. ite cloud shape is

Discuss where wateris found in Water can be found in manyplaces find water? the school, inthe home, and out- 5. Where do we solid, or gas. as a liquid, side. Draw picturesto illusuate where you find water,or cut pic- Water can be foundunderground tures frommagazines and make a as well as inrivers, lakes, and collage. oceans. To study whererainwater goes, make observationsand construct collages or drawings.

Do a survey toshow how water is Water is necessary forall living B. How can we usewater? used in the school,for example, in thinp. Water has avariety of uses, drinking foun- cleaning, and rec- places such as the such as drinking, tain cafeteria, and restrooms. leaden. Survey family andextended family, and repon onhow the family WM water.

Classify essential usesof water (e.g., fire safety,cleaning, cooking, bathing, wateringplants, cuing for Pets).

C. What is thedifference between make dirty clew and dirtywater'? that has unde- Study how we can Dirty water is water water. Mix one teaspoonof potting 1. What is dutywater? in it. sirable materials soil with one gumof water. Ob-

33 3 6 Water Essential Questions Key Ideas Seeking Answers

K-3

serve and descrihe. Mix one teaspoon of sand with one quart of water. Observe and describe. Cau- tion: Do not taste.

Do an activity to describe dirty wawa. Bring in simples of dirty water, such as water found in ponds and puddles. Use a magnifying glass to observe and describe them.

Dirty water may look clean but be Do this demonstrmion or group ac- unsafe for our use. tivity to discuss how we can tell if water is safe to drink. Using clean water and dame clear emulous, add one teaspoon of sugar to one container, one teaspoon of salt to another container, and nothhig to the last container. Tame the water in each container, and compare and COMM CalitiOn: Students should not drink from the some container. For example, have aft students describe the clean-looking water in ali three =gainers. But have only one Modern sip from the containers to describe to the other students the taste. What can we say about clean water?

Water can be used again if it is Study what soap does to water. treated properly. Have one or more studeras wash their hands with Ivory soap, and describe the water afterwanls. Can tins soapy wear be used again? Ob- serve, compare, and contrast with clean water. What should be done before we use this water again?

2. What can cause water pollu- People and nature add many mated- Discuss where we can find ditty Of don? ala ro water, which pollutes it. polluted water. include in the discussion the concept that some places are naturally polluted. Bring in pictures of polluted and non-polluted streams and lakes, and compme and contrast.

3. How can we conserve Water? Clean water is a finite resource. List ways we waste water. List We should use water wisely by not ways we can save water. wasting it. 37 Water Seeking Answers EssentialQuestions Key Ideas 34 A. Why is waterspecial? Conduct activities to investigate make water Water is a good solvent.Due to its 1. What propenies the solvere properties of waterand surface tension, it candraw iv into special? capillary actioa Do activities toin. small spaces, forexample, between vestigate fleeting water. soil pankles and rockfractures. Water expands when itfteezes. remains a liquid over alarge temperature range, betweenO'C to lOO'C. Identify local sources of water. In- in Water is necessary to sustainand 2. Why is water necessary vestigate how water is wed in your our lives? enhance Ilk. Its uses includeirriga- tion, bathing, drinking,mutation, ma. transponation. household use, waste disposal, andindustrial pro- cessing.

B. Where is water found? Do activities demonstrating con- 1. Where is water found inthe Water is found in the air as water densation and formation of steam. air? vapor. fog, condensation,and clouds. Use maps of local atea toidentify 2. Where is water found on the Water is found on the surface of the Earth in rivers. streams,lakes, surface water. Make neighborhood surface of the Earth? observadons. Use maps of NM, ponds, oceans1 and enders. U.S., and world to locate water bodies. Cempare amounts offiesh water with amounts ofsalt water.

Caves, wells. and springs give us Experiment with plants: investigate 3. What clues do we have that the relationship between rootsand water is in the ground? chins that water exists under- plants use water wafts.. Do 10061 grow awards a grey sd. Since the distri- frmn the soil, they may alsogive source of water? Observe us clues to thelocation of water in bution of plans in your local area. the ground. Experiment with evaporation, con- C. How does water movefrom Water flows downhill. Water evaporates into the air.Water is in densation, and precipitation. De- place to place? sign an experiment to learn if water many Earthmaterials sad living things. Water is transfommdcycli- is involvedin making popcorn pop. cally from solid to liquid to wor.

Ocean water is continuously Study map of occur currents. moved by currents and tides. Study tide charts. Water Essential Questions Key Ideas Seeking Answers

3-6

D. How does water cause changes on the Earth? 1. How does moving water Moving water changes the Eanh's Make local observations of erosion change the Earth's surface? surface by wearing it down (ero- and deposition. Constnntion sites sion) and building ft up (deposi- and stream valleys show obvious tion). Moving water carrying examples. Observe various stages suspended materials can make of water-worn rocks from different rocks smooth by abrading them. slum. Use a rock tumbler to make rocks mid minerals smooth.

2. What difference does the The amount of water available in Locate and compare environments amount of water make in an an environment cum the environ- and habitats in tenns of the type of environment? ment to have different animals, animals, plants, weather, climate, plants, weather, climate. and and human lifestyles. human lifestyles.

E. Why do we need to be increas- imidy concerned about Eaith's water resources? 1. When does drinking water Fresh drinking water is obtained Design a flow diagmm showing come from? from rivers, lakes, and ground how water travels from its source water. Water can be stated in met- to the school faucets. Take a field vein. Water can be purified. Salt trip to a local water treatment can be removed from sea water by plant. Study how to distill sea distillation. water.

2. Where does waste water go? Waste water goes down a drain and Construct a flew diagnmi of waste may flow to a septic tat* or to a water disposal and treatment. Do moment plant. During treatment, activities to learn water recycling some water may evaporme. Since on a spaceship. waste water is not tkstroyed, it will eventually flow WO the ground and downhill to the ocean.

3. How do our acdvities afkct We affect the Earth's water quality Read newspaper and magazine ar- water? by creating public and industrial ticks about aquifer depletion. waste water. Agricubtne affects Study loCai problems telated to water quality through using feniliz- water quality, era and pesticides. Power generation plains use water few cooling, which makes the water wanner. We affect water quantity by deplet- ing aquifers without rcharging them. Rock formations that yield significant quantities of water ant known as aquifers.

39 14 Water Essential Questions Key Ideas Seeking Answers 34 4. What can be done to provide As the world's population in- Identify local water needs. Begin a cleaner water in the future? creases, more people will need "wise-use' activity program for clean water. Wise use will help pro- water. Study where other countries vide enough clean water. have water quality and quantity pmblems.

5. Who owns Earth's water? Laws ase written to decide who Study water un laws in your area. owns water. These laws can make a difference in dm ways water can be obtained and used. 6-9

A. How do the waters of the Earth circulate? 1. Where do we find water? Water is found in ocean basins, ice Examine local area to note occur- caps, lakes, rivers, the atmosphere, rences of water. Use maps to sup- and underground. plement personal investigation.

2. How does water enter the at- Water enters the atmosphete by Demonstrate or experiment with mosphere? evaporation, transpiration, and vol- liquid-vapor transformation and canic emissions. rates.

3. How does water come out of Water is removed from the atmo- Use a cloud chamber to illustraft the atmosphere? sphere by processes that cause pre- condensation of water vapor. cipitation in the form of rain or Demonstrate conditions for conden- snow, sation and frost, incorporating concept of dew point.

4. How does water flow over Water falling to the Earth flows Use a stream table to illustrate ef- the land? over the surface as runoff, in fects of precipitation on nuniff and sheets, and through intricate sys- flooding. Gather dead:lout precipi- tems of charnels to lakes aod tation aid flooding for the local oceans. ama, and note any infhience on land use. Obtain land use maps from local goverment agencies.

Using models, experiment with po- 1 How does water move mud) of the water falling to the rosity, petmeability, and capillarity through the ground? Earth infiltrates through intercon- nected openings between particles to convey concepts of aquifers. (pores) along fracture planes and water tables, and artesian systems. wittiest cavities. Movement of To do a permeability and porosity water through these opaings is in activity, see Investigating the response to gravity and resultant Eanh.4 pressures in zones of confinement

B. How car we investigate the oceans? I. Why are oceans salty? The salinity of the oceans results Experimau with ihe influence of primarily from the long-tenn evaporation on salt concentration. 40 Water Seeking Answers Essential Questions Key Ideas

6-9 supply of dissolved minerals by Use audiovisuals of underwater vOkailie activity (surface and sub- volcanic activity. surface) and by rivers (weathering and erosion).

Great variations exist in the nature Demonstrate or experiment with 2. How do ocean wirers change density stratification in water. with depth? of marine environtnems, from the illuminated upper waters, to the datker, colder, higher pressure wa- ten on the bottom.Ships and various kinds of submersibles areused to explore ocean depths. Use 1nm:is to study ocean currents; 3. %at makes ocean waters Surface waters of the oceans are wave tanks (largeaquaria; to move? set in motion largely bywind-gen- elated waves, the Earth's rotation, demonstrate wave action; and audiovisuals to understand concepts and sometimes byeastlapuikes and volcanic eruptions. Deep-ocean cir- of deep-ocean circulation currents. culation is caused by gravity and density. Use maim audiovisuals, and arti- 4. How does water motion in Circulation within the oceans cles on current events to investi- the oceans affea us? giestly infirunces global climatic patterns and canes erosionand de- gate the influence of ocean position along coastal amis. dynamics on coastal areas, com- merce, and climate. C. How am we use water more wisely? Make observations about local I.How do we use water? Water is not only an essential com- modity to amain life, but it is used water uses, and tabulate. Visit man- in agricaltuce, power generation, ufacturing plants, recreational manufacturing, mining, recreadon, areas, and docks or ports. and transponatim Visit local water plants, and ob- 2. Where does the water we use Water is distributed to users from a riv- serve sources used. come from? variety of sources that incliule ers, lakes, and reservoirs onthe surface and wells underground.

Winer characteristics may change Visit sewage tresumem. food pro- 3. How does water change when cessing, or other industrial plants we use it? during water usage. Weer may become laden withbacteria, chemi- to learn *out changes to water cals, and sediment or undergo thimgh its use. Test water samples temperatuie changes. above and below manufacturing plants along streams.

4. What can we do about hann- Harmful changes to wawr quality Use audiovisuals and articles on import- fid changea to water quality? are correctable butusually at peat cutrent events to emphasize expense. Practical ways tomini- ance of maintaining high water mize pollution should be employed. quality. Water Seeking Answers Essential Questions Key Ideas

9-12

A. What is the water cycle? Refer to standard laboratory exer- L How does water change in In the water cycle, water undergoes constant changes inlocation, cises in chemistry and physitz, the water cycle? which can illustrate the energy ex- phase, and energy level. changes requited to produce evaporation, condensation, and precipitation. Use audiovisuals to illustrate energy relationships along a stream (nmoff) and thein- fluence of gravity in promoting infiltration and pressure variafionsin Earth materials.

Obtain data on water contentof 2. How is new water introduced New water is introduced into the at- rocks and vokanic etuptions. into the water cycle? mosphere and hydrosphere by volcanic activity.

B. Why ate the oceans important? Coriolis 1. How do oceans Wets Study the influence of the weather and climate? Ocean currents, which transfer effect on horizontally moving large volumes of wann and cold ocean currents (e.g..Gulf Stream. waters, profoundly affect worldcli- Kuroshio Current). Use visuals to matic patterns. illustrate horizontal deflections, up- wellings, and downwellims. Use laburatoty experiments to illustrate currents generated bywind and density differences. Plot major currents of the world on mapsimd globes. Illustrate with the ElNino Current the effect of ocean currents on climate.

Conduct laboratory activity to 2. How do oceans affect the demonstrate uneven heating of land? Large bodies of water. such as oceans, produce amodezating ef- land versus water. See What Makes fect upon climate and are responsi- dte Wind/3/0W.° Collect and ble for erosion and deposition by graphically teptesent climatic data waves in coastal areas. on iniand versus coastal areasof the same latitude. Detamine thein- fluence of the Great Lakes. Use field trips or visuals or both to observe effects of erosionand deposition. Use wave tat* to demonsuate effects of waves on shoes.

Study mechanisms of gaseous 3. How do oceans affect the transfers (interactions) between composition of the atmo- Gaseous exchanges between ocean and the oceans and the atmosphere,for ex- sphere? waters aktu Seir organisms atmosphett ;exult in variations in ample. solution, evaporation, con- atmospheric composition. densation, phutosynthesi.-..

39 4 2 Water Essential Questions Key Ideas Seeking Answers

9-12 4, What resources were famed Many mineral, petroleum, and gas Review origins of sedimentary by ancient oceans? resources were formed in ancient rocks, and tabulate rocks that indi- oceans. cate a marine environment. Estab- lish current usage of rocks listed. Discuss distribution of ancient oceans and seas. Study theories of oil and gas fonnation.

5. What resources do present-. Both renewable and non-renewable Through library work and reports, day oceans provide? resources come from present-day learn the scope of ocean resources. oceans. These resources include minerals, energy, food, and drinking water.

6. How does human activity af- Human activity affects the compo- Study effects of pollinion on the re- fect oceans? sition of ocean waters and aug- sources identified. Hold debates ments, thereby the ocean flora and and invite politicians and industrial- fauna. ists to discuss issues. Compose awareness letters for the media.

C. What are the characteristics of subsurface water? I. How is subsurface water Huge amounts of water are stored Conduct an experiment to deter- stored? underground in the openings be- mine the porosity of different-sized tween mineral and rock fragments. particles, such as sand, gravel, mar- bles. BBs, and the effect of mixing various-aized panicks (varying the deree of sorting). Use colored water to establish a saturated zone and water table in a stream table or wave tank. Supplement finding with diarams and videos.

2. What controls the movement Movement of subsurface water is Demonstrate or experiment with and rate of movement of sub- controlled by the pressure gradient die relationships between particle surface water? and the physical and structural size, sorting, porosity, permeabil- properties of the materials through ity, capillarity, and surface tension. which the water moves.

3. How can subsurface water Water from underground saturated Construct a model to illustra* a reach the surface? zones commonly readies the sur- water table, an aquifer. and an arte- face naturally by ravity seepage sian system. Using the model, a and gravity-induced mouse; less hose, or glass tubing, demonstrate frequently by local high tenyera- artesian pressure, and cakidate hy- tures at depth (e.g., Yellowstone draulic gradient. Supplemern activi- teYsels); and by pumping from ties with graphics and videos to Was. clarify occurrences of springs, wells, and geysers.

4/1 4 3 Water Seeking Answers EssentialQuestions Key Ideas

9-12 Discuss concepts within the water The abundance ofunderground 4. What controls the quality, related to dhnatic cycle, and investigate therelation- quantity, and availability of water is directly and factors; its quality andavailability ships between precipitation subsurface water? evapotranspiration. Research are dependent uponthe Eanh mate- grotmd-water conditions insemi- rials through which it movesand arid versus humid climates.What the possible influenceof surface ac- percem of precipitationresults in tivhies. moil versus infiltration ineach area? Test the hardness oflocal water swplies, anddiscuss the tea- SOOS for hardnessand softness. Test wa*r for pollutants.Discuss results.

Invite hydrogeologist tospeak on 5. How does subsurface water Particularly in arid and semiarid re- popula- local and regional ground-water influence human activity? *OBS, the development of list of reliable supplies and uses. Develop a tion centers depends upon teams of stu- sources of subsurface water. uses; have students Of dents determine agriculturaland urban water usage and how usage affects the water table. P14data on maps anddiscuss. Investigaw the relationship between cropdistri- bution and water supply.

subsurface Human activities, such as agricul- Lead discussion (xi how 6. How does human activityaf- hy pollution ture, manufacturing,mining, and water may be chanrd fect subsurface water? paving, and ckvelopment of population centers, sources, amstruction, budgets. demand enormous amounts of overuse. Investigate water wner and can Reducedeleteriotat effixis won a subsurface water source that supportsthem.

D. How is surface waterdistrib- uted? in Study U.S. Geological Survey topo- 1. How does precipitation influ- Sufficient precipitation results waters flowing on thesurface in grwhic maps, and categorize the ence the occurrenceof sur- rills and valleys as runoff aswell surface wser accumulations noted. face waters? Take field trip to observe surface as in staticaccumulations in basins and areas with limited slope. waters in the local Mit

All bodies of surface water un- Use stream table activities to ob- 2. How do MIMS and lakes serve processes oferosion and de- dame through time? dergo change within a compara- tively shon span of geologktime. position. Use visuals employing Streams change in position,gradi- animadon to emphasize how of ent, and discharge.Lakes fill with Means and stealing bodies sediment and may becom eutro- water chew over time.Use mar to study streamchanageristics, for Ptiv. example, meanders and longitudi-

4 4 41 Water Essential Questions Key Ideas Seeking Answers

9-12 nal and cross-sectional profiles. Use field trip to enhance understanding.

Use visuals, slicks, and videos to 3. How are surface and subsur- Subsurface water and surface water show relationships between ground face water related? form a continuum, each supplying water to the odi .r. water and surface water. Make tinee-dimonional models in plexi- glass; draw and interpret two-dimensional diagrams. Study topognchic maps to illustrate spring-fed lakes ane streams, disap- pearing streams, and Influent and efflueM conditions.

4. What are the effects of moving surface water?

a. How does moving surface The kinetic energy of flowing sur- Discuss the reasons for voiations water modify the land- face water causes the water to in the kinetic energy of flowing =We erode the landscape over which it wawr. Using a stream table, caper- flows. When the level or kinetic en- imam with effects °rebottles in ergy of a stream diminirdies, the slope and water volume. Stiffly stream may deposit sediment on maps to analy2i where erosion and the landscape. deposition are taking place along stream valleys.

b. How can moving surface Tbe kinetic energy of naturally Conduct a laboratory experiment water be used to produce flowing surface water can be con- on hydroelectric production of en- energy? verted to power though the use of ergy. Reward, locations of hydro- water wheels =I turbines. electric plants. Determine if there ate currem or historical local uses of Hewing water.

5. How does surface water influ- Surface water bodies provide op- Discuss reasons why industrial and ence human activity? porturtities for development of pop- residemial development are closely ulation centers and industrial old associated with surface water. List recreational uses. In earlier times, the local uses of water, and plot on rivers and lakes provided major a map. Is there a pattern to the in- transponation routes. dustrial, residential, and recre;.- tional areas? Invite loci.; *Ammer to speak to class.

6. How does human activity af- Using surface water can cause the Use data on water uses to explore fect surface water? wawr to change chemically and ways a use may change water's physically. quality. For example, research how municipalitks, residences, recre- ation, and industry can change water's quality. 4 5 Water Seeking Answers Essential Questions Key Ideas

9-12 Emphasize local controls over E. How do laws affect our use of Becaure water is vital tosociety, dele- water use. Invite outside speakers. water? laws ate enacted to minimize terious changes in water'squality. and hold debates. Research differ- quantity, and availabraity. ences in eastern versus western reg- ulations. States like Texas and New Mexico have different regula- tions concerning water use. Evi- nem of this dilTerence can be observed on Linidsa images.

Though water is an essential com- Dim= how geological events. F. What hazanis are associated such as erosion, flooding, ruck with water, and how can wemit- modity, its presence can become weathering, sinkholes, and subsi- igate them? hazardous in uncontrolled quantities and quality. dence, can result in local hazards. Do flood prediction activity. .

The importance of water to civiliza- Enumerate and discuss some tech- G. What kinds of technology are nologies used to study the hydro- used to study the hydrosphere? tion has stimulated die application of diverse technologies to under- sphere. Include use of satellites to stand the silksl relationships obtain d..ta from remote sites, and instruments to mea- within the hydrosphere. These tech- use of mockm nologies include satellite imagery, sure soil mobnuit, waterquality, aerial photography. mimed and un- and water quantity. manned submersibles. and sonar.

Conduct research on use of water H. What casters are available in Hydrologists. hydrogeologists, lim- by professions, and invite guest the study of the hydrosphere, nologists, and oceanographers pro- speakers from among those profes- and what other types of employ- vick basic infonnation to society ment sequin knowledo of this about water or Earth. Examples of sions. discipline? others who need an understanding of the physical and chemical clue- acteristics of water and its natural occunences are fanners, lamlde- velopers, environmental geologists, marine biologists, mine operettas, waste disposal and treatment opera- tors, politicians, and city engineers.

4f;

43 III 1.111111111.11111 111.11111 I I I I ION I I al

Air Essential Questions Key Ideas Seeking Answers K-3

A. How does weather change? 1. What is today's weather? Weather describes what the air is Look at today's weather, and de- like outside at a particular time and scribe it, for example, sunny.. not place. sunny, cold, warm, rainy- not rainy, windy, not windy.

Draw a picture of today's weather. Later in the day, draw another picture, especially if the weather has chantpd. Compare the weather conditions depicted in the two pictures to see if anythhig changed. 2. How does weather change changes in temperature, water con- Bring in weather forecasts from from day to day? tent (humidity), recipitatics. newspapers, ce write down fore- clouds, and wind can occur over casts from TV or radio. Compare Shen periods of time, like hours these forecasts with what actually and days. happened.

Weather observations can help us Look at weather mpg to find out predict weather. where you live. Teacher makesa weather chart for the whole class. Studems make their own duns. A minimum of five days and possibly several weeks would be best, with observations made during the time of 'ear when weather changes the most. Weather symbols can be used. Coum such *imp as the number of sutmy days, windy days, and rainy days. Use simple graphs to summarize data. Compme class chart with student charts.

3. How does weather change Westher also changes over long pe- Integrate an, music, turd poetry to from season to season? riods of time, like months and sea- illustrate seasonal changes. Draw a sons. picture of your favorite season. Compare and camgorize the drawings. Be sure that all four seasons am considered.

Dtaw pictures or make collages of school yatd or par for each season. Consider the following questions: What is the typical weather for this season? How do plants and athnals ter 4 to this season? 47 What do we ua during this season? How do we dress for this season? Air Seeking Answers Essential Questions Key Ideas

What kinds of activities are associated with this season?

affect us? B. How does weather Discuss what kinds of things you 1. How does weather affect our The weather determirws if wewill do indoor CI outdoor activities. will do today. How does the activities? weather affect your choices? Draw or make collages of favoritethings to do on days with different weather. What would your family do if they planned a picnic and the weather changed?

Refer to last week's weather chart to see how the weatherdetermined what you did.

Discuss what type of clothing is 2. How should we dress for dif- The weather detennines what type of clothes we decide to wear. best for today 'w weather. Discuss ferent weather? what type of clothing you would wear for a hut, sunny day versus a cold, wet day. FOr example, how do clothing color, weight, and thickness difkr for the Iwo days? Make a collage of pictures of clothing you would wear for different aveather conditions.

Bring in pictures of bow homes are 3. How does weather affect the The weather determines how we built in warm versus cold parts of way we design our homes? build and furnish our homes. the country. Discuss the differences. Discuss how we change our homes to accommodate seasonal changes in weather.

List types of dangerous weather. 4. How do we protect ourselves Weather can be dangerous. We such as lightning, tornadoes, bliz- from weather? need to protect ourselves from too much heat, cold, wind, snow, rain, zards, hurricanes, hail, severe cold, or lightning. very hot weather, fog, andair pollution.

Prep= a weather safety booklet for your home and neighborhood. Contact the local Federal Emer- gency Managtm.ent Armyoffice for information.'

45 Air Essential Questions Key Ideas Seeking Answers

K-3 C. What is air pollution? 1. What is in air to make it dirty? Dirty air is air that contains materi- Brainstorm and discuss questions als that are harmful to living things. such as the following: Whal things are in dirty air? What places have Dirty air may look clean. really dirty air? Can we always son dirty air? How do we know the an, in ditty? How can a blind person tell there is smoke in the air?Witn.. out the stiulents seeing it. open a bottle of perftmte or anything with a strong odor. Ask the stucktits to describe the air in the classroom. Can you always see air pollution?

Cover squares of stiff cardboard with vasellne, and hang outside in differein areas. Make observations over a period of time, and classify what you see. Locate newspaper and magazine Octures of dirty 2ir, or make drawings.

Write about such ideas as "If you were a bird, where would you like to live?" Give MOM.

2. What causes air pollution? Humans and natural processes Consider what things put smoke change the air, sometimes causing and other pollution irno the air. Cut air pollution. pictures from magazines, and make lists.

Discuss what we can do to keep the air clean.

A. What is special about the air? 1. What do our senses tell us Our seises allow us to feel changes Use your senses to observe about the air? in weather. Our senses detect washer variables, such as tempera- things that air carries from place to ture, humidity, cloud cover, and place. wind speed and direction. Use your senses to detect pollen, smoke, and sound. Discuss how you can extend your senses to make and record observations. .19

46 Air Key Ideas Seeking Answers EssentialQuestions

34 Place a Pyrex beaker over asmall Air is a mixture of gasesmade up made of? candle, and observe whathappens 2. WW1 33 flit primarily of nitrogenand oxygen. to the flame.Discuss why the flame extinguishes.

Study how the lackof an atmo- Air is essential forlife. Animals causes the 3. What needsair? sphere on the M000 need oxygen, andplams need car- diffeant from the tequila oxy- Moon to be bon dioxide. Barnhill of air. Experiment oxygen. Air is Earth. List uses gen. Engines use with paper er balsawood airplanes needed for flight. to showhow air enablesflight.

weather change? Read, listen to, orview local B. How does We can use our sensesand instru- know when weather reports andforecasts. Dis- 1. How do we ments to tell whenweather condi- cuss how to prepareand protect weather changes? tions change. amusingweather yourself fromhazardous weather conditions include amountand events. type of precipitation,wind speed and direction, cloud cover,temperature, andhumidity. instruments to be Make or purchase 2. How can we measurechang- Wernher measurements can changes in weather. thermometers for measure ing weather conditions? made by wing measuring temperature;rain gaups, forprecipitation; wind vanes, for windspeed and direction; hygrometers,for humkiity, and barometers, forair pressure. differences and Measure temperature sunlight Sunlight affects air, land, ht sun- 1 What effect does Sunlight affects between areas and objects have on weather? Witter temperas= light and in shale Usedifferent- evrqicsaion cce. Sunlightis ab- different col- cdonid cans to investigate sorbed differently by selective absorption of energy.Ex- and land heat at ms. Water periment with heatingof soil and different rates. water using a fan,.Measure temperature in viciouslocal eavican- macs. Experhnentwith evaporation rate.

Use maps, charts, andaudiovisuais Air expands andcools as it moves mountains to discuss howmountain ranges af- 4. What effect do ova mountains,which increases fect weather. have on weather? the chances ofinecipitation. Precip- hada' occurs moreoften on the side of the mountain rangewhere the air is lifting. Use maps, charts, andaudiovisuals Oceans are the sourceof most have to discuss oceaneffects on die at- S. What effect do oceans water vapor in theatmosphere and mosphere. on weather? provide a moderatingeffect mr temperature and climate.

47 50 Air Essential Questions Key Ideas Seeking Answers 34 6. How do changes in the sea- Changes in the length of the day Develop a class pmject to study the sons affect weather? and the angle of the Sun above the different changes in weather horizon CIIIISe seasonal changes in duoughout the year. Keep track of temperature, amount of piecipita- time of sunrise and sunset at differ- tion, direction of wind, and type of ent times of the year. Observe precipitation. changes in the Sun's angle above the horizon at noon during different times of the year.

C. Whin can we learn from weather monis? 1. What can be learned from Weather infomiation collected Gather data from local meteorolo- weather records where we over a period of time can show pat- gists and other sources, such as the live? terns. These weatlwr patterns in- National Oceanic and Atompheric clude temperature ranges, Administration (NOAA).- precipitation types. frost data, wind direction, and air qualky =dings.

2. What can be learned from Weather information has been gath- Describe how people dress in your weather patterns of various ered ever many yearn in many dif- area compared to how people dress regions? ferent areas. This information can in different turas of the U.S. and be used to establbh weather pa- the world. Gather and study long- ICUS. tenn weather data from several widely separated areas. Examine similarities and differences of local weather patterns comrated to other areas.

Climate is a wemher pattern that Study historical examples of occurs over a long period of tune changes in climaft. Use globes. in a particular legion. Climate is maps, and chatts to find regions not the same everywhere. with climates similar to and different from the local climate. D. Why do we need to be increasingly concerned about tbe Earth's atmosphere? I. Why do we need clean air? Clean air is needed to ensure unpol- Conduct acid rain experiments. luted precipitation; to maintain good health; and to provide for good visibility.

2. What can be done to provide Cleaner air can be achieved by Use audiovisuals, and discuss meth- cleaner air? burning less materials; choosing ads to reduce. pollution. ckaner fuels; using energy MOW ef- ficiently; and practicing energy conservation.

4R BEST COPY AVAILABLE Air Essential Questions Key Ideas Seeking Answers 34 3. What is the greenhouse ef- Carbon dioxide and other gases Do au activity to illustrate the fect? such as water vapor and methane gteenhouse effect. in the lower atmosphere admit the Sun's radiation but absorb the Earth's retaliation, thus wanning the lower atmotqthere. This result is brown as the greenhouse effect. By increasing the amount of carbon dioxith and other gases in the air through activities such as buming of fossil fuels, humans are largely responsible for the greenhouse effecs possibly becoming a problem. 6-9

A. How can we describe the atmosphere? I. What is air made of? Air contains a variety of gases, Use graphs to show the relative dust, and other solid particles. amount of gases found in air. Demonstrate how a cloud fon= and how water vapor in a closed container causes steel wool to rust.

1 How does the atmosphere The density and pressure of the at- Study how pressure. temperature, change with altitude? mospbere decreases as the alibis& and density change in the tropo- increases. Other characteristics of sphere and stratosphere. Discuss the atmosphere, such as tempera- the ozone layer and jet stteam. Dis- true, wind speed and wind direc- CUSS how aline's= and barome- tion, and chemical composition, tel3 work. also change with altiturk.

B. Why does weather change? 1. How does weather affect us? Weather affects our personal, so- Discuss how changes in tempera- cial, and commercial activities. ture, pressure, humidity, and precipitation affect us. Discuss how potentially hazardous events, such as lighttdng, tornadoes, and huni- canes, affect us.

2. How can we observe weather? We use a variety of techniques and Keep daily ;monis of cloud types, instrumems to observe weather. temperature, piessure, sad luunid- ity. Use immune= such ai a ba- rometer, anemometer, and sling psychrometer.

3. How can we display weather Weather maps can be used to de- Set up a weruher station. Observe data? scribe weather over a haw or TV weather mons and satellite small area. photopaphs. Conutuct local weather =Ps, and study US. weather maps and station models.

40 Air Essential Questions Key Ideas Seeking Answers

6-9 4. Whet causes weather to Weather changes as a result of the Do laboratory activities on changes change? interaction of moving air masses in state of water, dark and lightsus- produced by uneven heating and faces, and heat absorption of land cooling of the Earth's surface. and water. Study different methods Local topography and local air cir- of heat transfer (conduction. con- culation patterns also cause vection, radiation). weather to change.

5. How can we ptedict changes By observing a variety of weather Practice predicting the weather, in weather? conditions over time and using based on observation of local or re- computer models (Numerical gional weather data. Use U.S. Weather Prediction), it is possible weather maps to study weather sys- to establish weather patterns and to tems for a few days to try to pre- predict weather. dict the weather. Do library research on the use of computer models aid other tecimologies, sudi as Doppler radar, to predict weather.

6. Why does weather change Weather changes with the seasons Set up models to show the Earth's with die seams? because of the tilt of the Earth's rotation, revolution mound the axis, the !evolution of the Earth Sun, tilt of axis, day and night, and aramd the Sun, sad Midi= of the angle of incident wallet!. Do a lab- Earth. These factors affect the oratory activity to show that the length of days and nights and the changing angle of the Sun's rays af- angle of the Sun's rays on a given fects the snot= of energy ab- locsion throughout dm year. sorbed at a given location on Earth.

C. How can we investigate climate? I. How is climate diffetert from Weather describes the atmospheric Investigate long-temt weather pat- weather? conditions at a panicular time, tens for different areas of state, re- while climate Wets to long-tenn gion, U.S., and world. weather pattems.

2. How does climate change A variety of factors determine the Study the effect of bloom influenc- from place to place? climate of a particular locatica ing climate. investigate the climate Some of these futon include Iasi- of several continents to observe tude, elevation, ocean =ems. global climate patterns. mountain ranges, and global winds. Common factors used to define climate zones ate temperature, moisture, and vezetation.

3. What evidence is there that Both physical (glacial deposits) Study the evidence for climate climate has changed through and biological (tropical plant fos- change through fossils, tree dogs, time? sils in far notthern regions) evi- ice ages, and archaeology. Study dtnce show thai climate has local sites if possible. changed over long periods of time.

53 Air Seeking Answers EssentialQuestions Key Ideas

D. How can theatmosphere be changed? A number of naturallyoccurring Investigate how natural events af- 1. How is the atmosphere fect the atmosphere. changed by natural events? events can affect theatmosphere. These events include volcanic enip- dons, forest fires, dust stomis, oceim =rents (ElMilo), and sunspots. Develop activities to learn about 2. How do we change the atom- Humans have changed the atmosphere by buming fossil fuels and the greenhouse effect, CFCs and *we? land releasing gases such as chlorofluor- the ozone layer, the effects of ocarbons (CFCs). The activities of use and deforestation,and the com- plants and animals can also affect bustion of fossil fuels and wood. the atmospbete's composition.

A. What are the characteristicsof the atmospheie? Tlw atmosphere is a mixture of Study the heating of buildingswith I. What is the composition of solar energy. Demomtrate the tlw atmosphem, and what en- gases that absorbs, transmits, reflects, and reradiates solar energy. gteenhouse effect. Do a laboratory ergy exchanges takeplace activity showing that the atmo- there? The composition of the atmosphere has changed through geologic his- sphere contains oxygen, mid find tory. the relative mown of oxygen in the air. Do a labotatoryactivity with black and silver cans to$how the differences in absoiption of solar radiation.

The atmosphere is relatively thin Study the characteristics of the tro- 2. What is the importance of the comptued to the Earth's dimen- posphere, stratoyhere, meso- atmosphere's layers? sions and provides life ou Earth sphere, and thermosphere. Use with a protecdve shell Agana diagrams and chests to show the al- harmfid solsw radisioo. The four titude and physical characteristics layers of the atmosphere me de- of these atmospheric layers. fined by a temperature profile that changes with altitude. The lowest layer, the ttoposphere, is where most weather occurs. halso COO- tains the gases essential to life.The layer above the troposphere, the stratosphem, cousins the highest conceuttation of ozone. This gas ef- fectively absorbs ultraviolet radiation from the SOIL The mesosphere and thennosphete also interact with solar radiation but have less direct effect ou life than the lower Wen.

5 4 Air Essential Questions Key Ideas Seeking Answers 9.12

3. How do Earth and life cycles The atmosphere interactswith the affect the atmosphoe's Study the role of theatmosphere in com- Emth's crust, water, sadlife. The position? each of du Earth's majorchemical chemical interaction betweenthe,* cycles. spheres include the rockcycle, water cycle, oxygen cycle,carbon cycle, nitrogen cycle,and sulfur cycle. B. What is weather? l. How is water in thetanto- The physical peptidesof water Do activitks that sphere related to weather? and its abundance have show the impon- significant mace of condonation nuclei and effects on weather. Water can ab- the latent heat of sorb and transfer tremeclms evaporation. Demonstrate the relationship amounts of heat energy, patticu- be- tween dew point,combensation, larly during changes inphase aur- and relative humidity. ing evaporation andcondensation. 2. What do different types of Different types of clouds can be Study the tfiffetent cloud clouds indicate about useful in studying and types and predicting how they are related to weather? the weather. different fonns of weather. lnduckactivities that involve observinglocal clouds over an extenckd period oftime. 3. Where and how do low and Low and highpressure areas have high measure Study the rotationalpatterns of an= develop, a significant effect on weather.The and what makes them high and lowwasn't areas and mtate rotation and transversemotion de- and travel across the their movementacross the Earth's Earth's paid on their latitudeand prevail- surface? ing wind belts. surface. Include thestudy of jet streams, the COrthibl effect,and lat- itudinal high and lowpressure areas. a. What makes the wind The wind blowsas a iesult of dif- blow? Study the Eanh'ssystem of prevail- ferential heating, whichresults in ing winch and theirrelationship to differences in atmospheticinessure. weather patterns. SeeWhat Makes the Wiwi Blow?3 b. What changesoccur at Weather fronts weather fronts? am bordem be- Select activities that tween air masses of different use weather tem- maps to describe weather condi- posture and moisture. Changesin lions for cold, weather and possible warm, occluded, and precipitation stationary fronts. are associated with weatherfronts. c. How do geographicre- gions and geomorphic The development andmaintenance Use laboratoty fea- of a pleasure activity to show the tures affect the develop- system is signifi- diffetential heating cantly affecued by elevaskm rates of soil mon of press= systems? of Intd- and water. Discuss forms, like mountain orographic ef- ranges, and fects, and show how the extent of surface bodies of water bodies, water act as beat like the Great Lakes sources and heat and oceans. sinks, r ar

52 Air Essential Questions Key Ideas Seeking Answers

.00-12 4. How are weather forecasts The observation, measurement, Make daily weather measurements prepared and used? and analysis of the atmosphere are over an extended period of ume, the basis for preparing weather and note the specific weather condi- forecasts. Recent advances in tech- tions. Practice making weather nology, such as computer model- forecasts by studying past and pres- ing, enable it:: to make better em weather conditions. Do library forecasts. Weather forecasts ate research on Numerical Weather used in agriculture, avision. COM' prediction (NWP) models. Study merce, as well as ftir use by the how weather forecasts are used. media and general pcpulation.

Study the weather conditions that 5. What awe atmospheric haz- Atmospheric conditions that re- are related to pollution,lightning, anis? quite special prevautions for public safety often develop . The charac- hurricanes, tornadoes, fteezing teristics of these weather condi- rain, thunderstorms, blizzards, tions vary greatly and may be heavy rainstonns, microbursts. ideraified with seasons. wind shear, and hail.

Keep a bulletin board with newspa- a. Under what circumstances Atmospheric hazards, like severe per clippings of weather events do atmospheric hazards thunderstorms, tornadoes, mid hur- that resulted in atmospheric haz- develop? ricanes, are associated with the development of significant low ards. passive centers (cyclones).

b. How can we protect our- We must be aware of the dangen Study the safety guidelines in- selves from aunaspheric involved with cut type of atmo- volved with weather comlitions hazards? spheric hazard. that impose a potential danger to people. Include topics such as wind chili, heat exhaustion, and hypothermia.

C. What is air quality? 1. What affects air quality? Prior to the use of fcesi1 fueb, Study the various natural phenom- chemicals like chlorofluorocarbons ena that affect air quality, such as (CFCs), and the widespread cultiva- volcanic entptions. dust, pollen. tion of land by hwnans, air quality evaporation, precipitation, forest was affected intermittently by natu- fires, and organic processes. Also ral phenomena, such as volcanoes, study human activities that affect forest fires, and dust stoma. air quality, such as industrial pollu- tams, combustion, including inter- nal combastion engines, and chlorofluorocarbons (CPCst.

2. What are inversions? In typical weather conditions in the Study the conditions that cause in- uoposphere, air near the Earth's versions. surface is warmer than air above the surface. In some cases, however, air near the surface may become cooks than air above. Mris inversion may be caused by cooler 5 6 C I Air Essential Questions Key Ideas Seeking Answers

air moving into an area or by air cooling in place. An inversion results in less mixing of air and contributes to more concentrated pollution levels.

3. How cut we measure air Air quality is measured through a Do laboratory activity collecting (War variety of air-sampling tecimiques paniculate matter. Check with TV that measute gaseous composition stations about techniques for as- and particulate matter in the atmo- sessing air quality. sphete.

4. How can we improve air Air quality can be improved by re- Discuss different local and regional quality? ducing particulate and gaseous air quality problems. Write re- emissions entering the rumosphtne. search paper as a proposal for im- To reduce these emissions, we proving air quality in local area. need to investigate ways to conserve energy, use alternate, tenewable forms of enerv, and provide for clean burning of fossil finis and waste materials.

D. How do we investigaft climate? I. How are climate zones sim- Climate zones can be competed by Study a world map showing cli- ilar and different? using climate classification sys- mate zones. Study the climate in tems based on averaging factors areas similar to and different from like precipitation, temperature, veg the local area. Compare the effect elation, and potentlid evapotranspi- of clifferent variables on the cli- ratica Terms like tropical, polar, mate of an area. humid, and arid are commonly used to describe climate zones.

2. How does climate comet the Climate controls scil types, mois- Study the vatious crops, plants, geogrephic distribution of t= availability, and temperature, and trees the can survive in differ- vegetation? as well as the ability of crops and ent climates. other vegetation to adapt to various temperatuses.

E. What careers are available in the Meteorologists gather and dissenti- Invite as a guest speaker a local study of the atmosphere, and nee information about the atmo- TV weather person or meteorolo- what other types of employment sphere. Examples of othets who gist. Discuss bow weather informa- require knowledge of thie tequire knowledge of the atrno- tion is used in diffetent employ- ciPline? sphere and weather conditions are mem areas, such as agriculture, in- fannets, aviators, and sailots. dustry, aviation, and marine opera- tions. Ice Seeking Answers Essential Questions Key Ideas

K-3 land Give examples of ice and snow do we find most of the Ice is found near the poles on A. Where also found frcm your own experience. Earth's ice? and in the ocean. It is on high mountains. Brainstorm where ice and snow may be foundyear-round. Use visual aids to show polarregions and glaciers.

A. What are thecharacteristics of ice? in Water expands when frozen. Ice Measure the level of cold water I. What happens when water and after freez- floats. Ice is a change in phyaical a container before freezes? floats. state from liquid to solid. ing. Demonstrate that ice Demonstrate how water fteeres 2. How does ice form? Ice forms at WC. Lake ice forms top to bottom. from top to bottom.

B. What are glaciers? Use a variety of visual aids to I. Where are glaciersfound? Glaciers are large bodia of moving ice found on land at high lati- study glaciers. tudes and high elevations.

Glaciers scour, scratch, move, and Experiment with moving and melt- 2. How do glaciers affect the ing ice in stream nays. Use maps. Earth? *posit materials of all sizes. Water from melting glaciers flows videos, mid diagrams to contrast into rivers, lakes, oceans, and the features found in areas of present- fea- ground. day glaciation. Study glaciated tures of various regionsof the world,

Use audiovisuals to discussiceberg 3. How do icebe:gs form? Icebergs are large masses of floating ice. They are formed as gla- formation and hazards to ships. ciers enter a body of water and break apart. Icebergs float with most of their massbelow the water surface. Investigate the history of glacial pe- C. What were the ice ages? The ice ages were times of exten- sive glacial activity. Glaciers riods. View audiovisuals of gla, moved forward and melted back. ciers and glacial deposits. See Sea level changed as glackrs Evidence for the Ice Ages: melted and froze.

Different life limns existedduring Examine pictures of extinct life the most recent ice age. Somelife fonns, such as mammoths and mastodons. List extinct life forms. forma became extinct.

58 I bp

Ice Essential Questions Key Ideas Seeking Answers 34 Ice ages have occurred in differeta parts of the Earth at different times.

6-9

A. How does ice or,-0- on Earth? 1. Where is ict Ice is found on the Earth in a vari- Use maps awl globes to study ice ety of conditions and locations. in the Arctic, Antarctic, and alpine Year-round ice is found in ligh lati- regions of the Earth. tudes near the poles and at high elevations at other latitudes.

2. What tams does ice take? Ice occurs as glaciers, icebergs, sea Develop activities to help under- ice, and ice in permanendy frozen stand permafrost. glaciers. sea ice. ground. icebergs. and snow fields. B. How can we investigate gla- dem? 1. How do glaciers fonn? A glacier fonns from the at wmula- Study how traystallization of don of large masses of snow. Con- snow, gravity, and climate affect tinual accumulation and the formation of glaciers. compaction of this snow forms ice, which moves under its own weight. The extent to which glaciers form depends upon climate.

2. How do glaciers move? Glaciers move as a result of grav- Demonstrate Silly Putty on a slope. ity. The greater the thidmess and Study the rate of movement, flow, slope of a glacier. the faster it can wasting, and equilthrium of gla- move. ciers.

C. How do glaciers change the Eanh? I. What happens when a glacier As a glacier advances, it can create Use field trips, audiovisuals. and advances? a variety of landfomis through ero- models to show bow glaciers can sion and deposition. produce U-shaped valleys, divan, moraines, striations, and drumlins.

2. What happens when a glacier Melting glaciers leave deposits and Use field trips and audiovisuals to melts? produce or affect water systems. show moraines, meltwater, out- wash, and lakes produced by melting glaciers.

3. What is the evidence that ice Scientific evidence, suf..* as glacial Study the evidence of ice ages in ages have occurred? deposits and landfonns, and data texts or audiovisuals. collected from archaeological sites show that continental glaciers have coveted large regions of the Earth and have chamed sea level at different dmes in the past. Ice Essential Questions Key Ideas Seeking Answers

6-9 Study local features related to glaci- D. What tesources result from gla- Glaciation has produced r. variety ation. Study the effects of glacia- ciation? of tesources that we use. Time re-. sourtes include soils,sands, issd tion on the production of sand. gravels, as well as lakes and gravel, and soils. ground-water aquifers. 9-12

A. How does year-round ice affect the Eatth's surface? Study the propenies of ice, and ex- I. What causes ice to flow? As thick masses of ice (glaciers) ac- cumulate (thousands of feet) on periment with ice defonnotion. Re- land, they will move either search the conditions prevailing at downslope or outwardly by plastic- the surface, the interior, and the like flow of the ice and slippage base of an ice sheet. Introduce due to water in the ice. stiess-strain diagrams to illustrate champs in ice under plessure. Ex- plore influence of temperature. thickness, ground shape. and rough- ness on glacial movement.Supple- ment discussions with slides and films.

2. How does the movement of Movemera of glaciers over land Use visuals to illustrate unique ef- glaciers affect tbe surface surfaces results in the formation of fects of glacial erosion in mountain- over Midi they flow? characteristic erosional and deposi- ous and non-mountainous terrain. tional features. Show and discuss effeas of ice-deposited features. Study maps of glaciated regions.

Research permafrost. and illustrate 3. What ate some surface ef- In areas of permafrost, uniquely surface features with slides or mov- fects of permafrost? patterned wands, ice mounds and wedges, thaw basins, and soil ies. flows aze found.

B. How can the cryosphere change over time? Discuss possible causes for varia- I. What would cause the Long-term changes in solar radia- tions in Insolation sufficient to te- amount of year-round ice to tion reaching the Earth's surface sult in increase or decrease of decrease or increase? (insulation) would alter the volume of year-round ice. Changes in the year-round ice. Discuss volcanic voltune of glacial ice would mutt dust, and determine if a correlation in global chaiges in sea level, can be made between prolific erup- weather patterns, and climate. tions and changes in the cryosishere. Experiment with effect of that on heating of atmosphere. Study effects of variation in atmo- sphesic gases and reasons fur their variation (i.e., greenhouse effect).

0 57 Ice Essential Questions Key Ideas Seeking Answers

9-12

2. How might human activity af- Expanded development, industrial- Discuss human processes of prac- fect the cryosphere? irsion, and technologies can result tices that might contribute to a in gittral atmospheric changes that change in the voltam of the can after the Earth's cryosphere. cryosphere. Use articles and mov- ies to emphasize those activities. Consider influence of tropical tie- forestation. &1st particulates. and greenhouse effect Use comparison of Mars aod Venus. C. How did the most recent ice age affect the Earth? 1. How did the most recem ice Advances of ice sheets during the Use a modem stommphology text. age modify the Earth's topog- Pleistocene caused large surface book as a sourcebook. Emunine to- raphy and drainage? areas to be modified by erosional pographic maps, high altitude gouging and general abrasion, photographs, and satellite images wheteas in the marginal zones of of glaciated areas. Use diagrams. thinning ice, large volumes of sedi- models, and films employing ani- ment were deposited. Both pro- mation to illustrate changes processes produced dramatic effects duced by glackrs to the land up= the land and its surface drain- surface. Discuss formation of the age. Great Lakes.

2. How iid the most recent ice During the most recent ice age, Reconstruct events of the most re- age affect the types and distri- vegetation belts shifted southward, cent ice age. Using anthropology bution of life? and animal and human migration text as sourcebook, discuss human occurred. migration.

3. What resources resulted from Many non-metallic deposits were Do library research on glacial re- the most recent ice alp? produced as a disect product of gla- sources, such as sand, gravel, peat, cial advances during the most re- lakes, and aquifers. Plot resources cent ice age. on maps, and determine if any cor- relate with known glacial features.

D. How can we learn about past cli- By investigating layers of ice (ice Study ways that layers of ice can /IMPby studying year-round sumigraphy), we can learn about y*Id past envirunmental character- ice? past climMes. Entrapped pollens, istics. volcanic dust, and gases found in the layers can imply the atmosphere's temperature and composition hr the past.

E How and by whom should Ant- There are significant problems in Use U.N. publications as sources arctica be managed? determining territorial claims and of information reganlini; managing jurisdiction in using the resources Antarctica's msources." Debate on of Antarctica, the continent contain- issues identified. ing the largest ice sheet in the world.

F. What hazards are associated The myosphere provides potential Use the Titanic to introduce haz- with the cryosphem? hazards on land and in the oceans. anis from glacial calving, which 61 ice Seeking Answers EssentialQuestions Key Ideas

9-12 Widespread melting of the Earth's produces icebergs. and to siimulate ice glaciers and snow fields would Werra Experiment with large rise of sea level. blocks in salt water. Research cause worldwide for gla- Widespread accumulation of ice newspapers and magazines cier-associated problems. (e.g., ava- woukl cause glaciers to spread lanches). Use maps of coastlines over lard nowoccupied by humans. and high latitudes to studytr w changes in the sea level anaice masses couldinundate the land. Consider global demographicand economic impact.

ice technologi- Assign reports exploring ways G. What kinds oftechnology are A variety of scientific speakers to cal applications are used in the is studied. Invite guest used to study the cryosphere? in con- study of the cryosphere.One of the discuss special problems cryosphere, most productive is coring. ducting research on the techniques of coring, and useof mi- crowave techniques.

Glaciologists study the physical Compile a list of professions that H. What careers areavailable in influence properties and movementsof the study ice masses and the the study of the cryosphere,and activ- cryosphere. Examples of other pro- of the cryosphere on human what other types of employment ity and wildlife. Inviteprofession- *Noire knowledge of this dis- fessions that require knowledgeof enexer- als to speak on theirexperiences. cipline? the cryosphere are civil ing, CODSMKIi00, faiming,architec- tine. real estate, and land me planning.

6 2 I Ill MI I I

Life Essential Questions Key Ideas Seeking Answers

A. What clues do we have that plants and animals lived long ago? 1. What are fossils? Fossils are the remains of plants Hand out fossil specimens. Draw and animals that lived long ago. pictures and describe. Generate a list of properties of the fossils Fossils teach us what the Easth was (shape. size. color. texture s. Dis- like in the past. cuss where each living thing that became fossilized could have lived.

Define what a fossil is. Use clay or plaster of Paris and a shell to make a fossil imprint.

2. What were dinosaurs, and Dinosaurs were animals that lived Use bones to discuss clues that what happened to them? millions of years ago. help us figure out what dinosaurs were like. Compose differem-sized No dinosaurs are alive today. Sci- bones (e.g., thigh bone from entists have several ideas as to why chicken and cow) to infer the size dinosaurs became extinct. of the animal. Exsmine and measure a dinosaur foot impression. Describe the foot that made the footpriu. Draw the body length of various dinosaurs. Draw dines= teeth: infer what a dinosaur's diet was. Discuss what might have happened to dinosaurs to make them extinct.

3-6

A. How does life use the Earth? 1. What is °caning for life on Air, water, sunlight, and nutrients Do investigation with lichens and Earth? are essential to life on Earth. algae in high and low tanperature conditions. Study plant growth in enviromnems where essentials for life are removed. Build and maintain a terrarium.

Compare habkats and the methods by which living things get what they need to survive.

2. How is the Earth used by hu- Humans use the Earth for food, Explore put and present uses of mans'? shelter, energy resources, recse- the Earth. ation, waste products, metal re- names, and non-metal resources.63 Lzfe Seeldng Answers Essential Questions Key Ideas

3-6 Some changes in habitat are sose- Experiment with the students' per- B. Why have some livMgthings be- extinction. ceptions of heat and cold, breath- come extinctduring prehistoric vere that they cause crowding, Changes in habitat can be pro- ing, confinement and and historic times? and other factors dial can givein- duced by climate. Changesin habi- sight into the ways in whichliving tat can be producedby humans. tiOngs adapt or do not adapt to their environments.

in chang- Examine local areaS for changes C. How do we affect thehabitat of Humans affect habitats by Humans land use and for pollution effects other livrig things? ing patterns of land use. affect habitats by adding toIlse hab- caused by humans. itat new chemicals, such aspesti- cities and other solid, liquid,and gaseous waste products.

Humans can show concern by Research endangered habitats Se- D. What actions can we take to keep- cleaning up the community,recycl- lect a service project, such as show concern for life onEarth? clean. ing, using Earth materialswisely, ing the school or community changing wasteful buying habits. protecting natural areas, and understanding more about the Earth's problems.

6-9

A. How does the Earth supportlife? ani- In general, plant and animallife on Discuss what certain plants and I. What materials and condi- mals need in the Earth's water, at- tions support life on Earth? Earth need water; adequate temperature range; energysupplied di- mosphere, and cnist. tecdy fmni the Sun or indirectly through other life fauns; oxygen and carbon dioxide fromthe atmosphete; and nutrients from soils.

Use maps to study how plant and 2. Why isn't life the same every- Specific geographic conditions, geol- animal populations in different le- where? like climate, soils, elevation, ogy, and latitude,determine the gions me affected by geographic types of plants andainnials that are factors. native to a particular area.

13. How have life and theEarth changed? plants Use activities to learn aboutfossil 1. How do we know living The fossil record shows that and animals have changed over classification and fossil klentifica- things have changed through fief) mid correlation over time. tinw? long periods of time.

f; 4

AI Life Essential Questions Key Ideas Seeking Answers 6-9

2. How can fossils reveal the The study of fossils can tellus past? Study paleoemimnments(e.g.. about environments in which tenestrial-marine). andcompare plants and animals lived in thepast. with modem environments. 3. How have living things Living dings have changed changed the Earth? Discuss the effects of living things through geologic time thecomposi- on soils, atmosphere, oceans, riv- tion of the Earth's air,oceans, and en, and lakes. Study km living crust. things have created naturalre- WILMS, like fossil fuels, limestone. and iron. 4. How does theway we live af- Human activity, such fect living things? aS industrial- Study the impact of humanson the ization, urbanization, and agricul- local and global environmentlo- ture, can significtunly affect the chs& ideas like populationgrowth, land, soil, water, and air that plants resource chvelopman, and sustain- and arimals need to live. able development. 9-12

A. Wbat do fossils revealahmit the past? I. How do fossils reveal infor- Fossils reveal information mation about the environ- such as Work with a good fossil how (meat-eaten collection. ment in which the organisms Of plant-eaten) Comma shell fossils with and where (marine modem lived? Of tenestrial) forms of shells. Use laboratory the organisms lived; their physical problems that sequinenvironmen- suucturin (venebrate or invene- tal interpretations and brine ); =atomics! features evaluatices (e. 8., of changes through timeby strati- teetb); and chemical composition graphic andysis. Determine (e. g., charac- terisdcs of marine organismsin high and lowenergy zones. light and dark envirmiments,and warm and crid waters. Compareland and marine forms. 2. What do fossils revealabout The study of fossils and major geographic and envi- their distd- Research and plot locations bud= provides information of sev- ronmental changes through- on eral fossils ami the rockage In water temperatures, depths, and out geologic history? whkb they were found.Interpret composition (freshor marine), and the past environment(paleogeogm- contributes to our undentandingof phy) from your observations.Ob- pakogeography and the changes serve climatic variations tkough dot have taken placeduring the time. Earth's history. 3. How do fossils provideevi- dence for organic evolution? The succession of fossilassent- Discuss and do laboratory biases hi the sualigraphic activi- column ties to investigate changesin lik provides insight into thechanges in forms from simple to life forms through increasingly exceedingly complex and varied. Emphasize long intervals of time. that changes are tbenomi and may be abtupt or gladual. Illustratewith 65 studies of exthartious. Discusscoo- cepa sod we of lodes fossils. Life Essential Questions Key Ideas Seeking Answers

9-12 B. How do Eanh materials suppon Rock-derived soils contribute the HighligM the importance of the food webs? soluble marients necessary for food web by having panel or series plant growth on land; kt marine en- of short talks by soil scientists, biol- vironments, plant and animal life ogists, and agronomists, depends upon dissolved nutrients in the photic zone. The nutrients are detived from deeper waters largely by the process of upwelling.

C. How ate we responsible for all We have disproportionately great Use audiovisuals to study environ- remaining living things? influence on vinually all other life mental problems. Consider fonns because we can drastically changes that have occurred on alter the environments upon which Earth and their probable impact. all life fonns depend. Hold debates and discussions on topical environmental issues.

D. How has tedmology enabled us Human habitation has expsnded Study km tedmology is used to to extend our hatitable environ- into formerly hostile environments =sport fuel, water, goods, and ment? because of technological develop- services and to manage enclosed ments, which help us control such environments. Investigate or visit factors as energy, air, water, shel- Biosphete 2.1 ter, and agriculture.

E. Who careers are available in the Geoscientists. meteorologists, Develop a list or professions that study of the Earth's intentakm oceanographers, and biologists must know "all sphem" interac- with the biosphere. and what study interactions of the biosphere tions. Invite local representatives other types of employment re- with the other Earth spheres. to speak to class. Compile a career quite knowledge of this disci- report. pline?

f; 6 63 Earth in Space Essential Questions Key Ideas Seeking Answers

K-3

A. How are the Earth, Moen. and Sun alike and different? 1. How does the Sun's position The Sim, which provides Earth's To study the effect of the Sun on change during the day? heat and light, is at different posi- the Earth, compare the melting rate tions in the sky at diffetent tines of of m ice cube in sunliglu and in the day. The Sun appears to move shade. across the sky from tut to west. Study the shadow of the school flagpole. Observe and measure the shulow at different times of the day. When is the shadow the short- est and longest/ What direction does the *Wow point in relation to the Sint? What path does the Sun appear to take?

Study how a sundial works. Moum a dowel perpendicular to a piece of canboard. Every boar draw a shadow.

2. What causes day and night? The Sun rises ra the beginning of Over a period of tine, observe the day and sets at the beginning of changes in the length of day and tir night. 'This rising and setting is night by recording time of sunrise due to the rotation of the Earth. and smut.

3. What can we see in the day Sometimes the Moon can be seen Observe the sky. Depazding on the sky and in dre Wen sky? at night, mad sometimes it can be seam, you will be able to me seen chning tbe day. Planets can Venus, Mars, Jupiter, and Swum in somedmes be observed in the eve- the eady morning, early evening, ning or early morning skies. The and West sky. Refer to Science and Moon and planets reflect the light Cirfldeen,1a journal that has a sec- of the Sun. Stars can be seen in the tion on the night sky and lists visi- eves** sky. Stars, like the Sun, ble planets. At sunrise and sunset produce their own light and heat. the brightest objects aze frequently the planets.

4. How does the Moon appear The Moon's 'parent shape Pia a time each day (or night) and to change? changes daily. The Moon appears a constant place to stand to look at to move across the sky from east to the Moon. Observe how it changes west daily. The Moon's position in position and shape. You can mea- the sky in relation to the run and sure the change in height above the Sun changes daily. We car only horizon by using your outstretched see the sunlit put of the Moon. fist u a measuring device. The Moon reflects light from the Demonstrate how to keep your arm Sun. level with the bottom of your outstretched fist on the horizon. 6 7 changes ID the Moon's potation can be measured by mending in the Earth in Space Essential Questions Key Ideas Seeking Answers

1C-3 same place during each ohserva- tion and comparing the Moon's position to a common reference point. like a tree or roof. OtKerve thefe changes over a period of a month. What shape does the Moon have when it is out during the day compared to when it is out at night? Use a chart to record your observations. How many days are there from full moon to half moon, half moon to new moon (no moon), new moon to half moon. and back to full moon? Predia the shapeof the Moon, and verify your predic- tions.

Teacher note: Children often be- lieve incorrectly that the phases of the Moon are caused by a shadow created by the Eat*. The phases axe due to the telationshipbetween the Earth, Moon. and Sun. 'The Moon reflects the lig* from the Sun. Because the Moon revolves around the Eat* a person looking at the Moon sees the illuminated portion of the Moon from a different angle each right. 3-6

A. Vibe can we see in the sky? 1. What can we see in the day During the day. we can see the Observe the &rime sky over an sky? Sun, Moon. and somethnes other extended period of time, and note bright objects. the relative position of the Sun and Moon.

2. How does the Sun appear to The Sun appears to move moss Observe and record the apparem move in the sky? the Ary in a semicirtadar motion path of the Sun, and chan the times from east to west. and direction of rising and setting and the maximum altitudes over an extended period of time.

3. What cm we see in the night During the night (with the unaided Observe the night sky, and record observations over an extended pe- skY? eye, binoculats,Oftelescope), we can see stars. the Moon, planets riod of time. List objects observed, and their moons, meteors, and man- and compare with photographs. made satellites.

65 Earth in Space Essential Questions Key Ideas Seeking Answers 34 4. Hew does the night sky During one night. the objects in the Observe and record changes in change? the sky appear to move in a circular phases of the Moon and its position motion around the North Star. in the sky over a period ofat least From night to night, the starsap- 30 days. pear to shift westward, the Moon's shape and position *hangs, and the planets appear to wander.

B. How are the Earth, Moon, and Sun related? 1. How can the sizes of the The Su. is much larger than the Draw scale models to show rela- Earth, Moon, and Sun be Earth an I Moon. The distance be- tive sizes and distances. Create compared? tween the Sun and Earth is much scale models of the Sun, Earth.and greater than that between the Earth Moon. Observe objects of various and Moon. Because of the Sun's sizes at different distances. great size and distance from the Emit, it appears to be thesame size as the Moon.

2. In what ways do the Earth The Moon revolves around the Create simulations rif Earth.Moon, and Moon move in relationto Earth. The Earth and Moon revolve de Sun? and Sun motions using spherical around the Sun. The Earth and objects carried by students. Investi- Moon rotate while revolving gate day and night with flashlight mound the Sun. The period of the and sphere. Moon's rotation is thesame as a lunar month.

3. Why is the Sun consirkred The Sun provides heat arid lighten- Discuss changes that canoccur if the Eanh's mom important ergy. Solar energy controls the energy from the Sun imeased energy source? weather and climate. Through tie or decreased. Study varimion in process of photosynthesis, solar en- daytime and nightimetemperatues ergy is stored in plants. It is passed and seasonal temperaturechanges. through the food chain to all forms of animals, including humans. Through this process, solarenergy is also stored in fossil fuels,such as coal, oil, and gas.

C. How is the Earth-Moon-Sunsys- tem relatedother objects in the Solar System? I. What are tic members of the Members of the SOIIIT System (ri- Visit a planetarium. Examine Solar System? Na- cht* the Sun, Moon, planets, their tional Aeromunics and Space Ad- moons, comets, and asteroids. ministration (NASA) photo- 2 graphs.Study the variousmem- bers of the Solar System. 2. Where are the Emit. Moon, The Sun is at the center of the and Sun located in the Solar Make a model of the Solar Systen Solar System with the planets and System? other objects of the Solar System 69 Earth in Space Seeking Answers Essential Questions Key Ideas 34 !evolving around it.The Earth's and Moon's orbits amabout 93 mill lion miles (150 millionkm) out from the Sun.

D. What can we teamfrom space exploration? Examine NASA photographs to Satellites and space probesobserve I. What have we learnedabout study *-1^-th's landforms, ocean(Ai- and measure the Earth'sand the Earth aml Moonfrom and large weather sys- Moon's features and structures on :lay I exploration space? Satellites send lems. ,,;bov how space a planetary scale. has been us'd to develop new ways back images of the Earth'sweather patterns. ocean circulation,and r.t..1 solve r- items. laodforms. Study NASA publications tolearn humanity re- Benefits from exploration of space 2. What benefits to about technologicaland medical sult horn space exploration? include medical and tedmologrAcal advancements, such m electronic advancements. miniaturization and lightweight yet strong plastics and metals. Study a variety of resourcesthat 3. How do we learnabout the Exploration is conducted with the other satellites illustrate images of Earth and Solar System? use of telescopes, (manned and unmanned), and Solar System objects. space probes. photo- Space exploration has shown many Study NASA publications, 4. What have we teamedabout graphs, tapes, alai other resources. new and imerestingfeatures of the the Solar System front space Solar Sys- exploratice planets and moons in the tem. Some examphts arethe great canyon (VallesMarineris) and vol- canoe.. (Arsia Morn,Olympus Mons) of Mars: Cheat RedSpot of Jupiter sulfur lava flow onlo; and the "chevron" figure onMiranda's surface. Design an imaginary ttip tothe for If conditions necessaryfor life, 5. What ate the possibilities Moon. Discuss tbe problemsof liv- life on other planets? such as moderate temperature, water, oxygen, cathondioxide, and ing in a hostile environment. minerals, exist on otherplanets, life could exist on thoseplanets.

6-9

A. How can we observeobjects in the sky? Observe the Sun, Moon, stars, com- Without a telescope, the Sun, I. %hat can we see without a artificial Moon, stars, comets, planets, mete- ets (if possible), meteors, telescope? satellites, and planets. Useaudiovi- ors, and artificialsatellites can be suals; observe a fewconstellations.

67 70 Earth in Space Essential Questions Key Ideas Seeking Answers

6-9

2. what can we see with a tele- Binoculars and optical telescopes Use binoculars and telescopes to scoFe? extend the ranges of normal vision obseive the Moon, stars, planets to observe galaxies and moons of and their moons, galaxies. and neb- other planets. ulae. Sketch the Moon.

3. How can we observe obcts A variety of other instmments, Study the electromagnetic spectra in the sky in other ways? such as radiotelescopes and space- and spectroscopes. Read about sat- based tekscopes. ate used to learn ellite imagt astrophotography, more about the structure of the Uni- and radiotelescopes. Use audio- verse. visual&

B. What are the ovations of objects we see in the sky? I. How do celestial objects The Sun. Moon, planets, and most Observe risik and setting motions move through the sky? of the stars appear to move daily of Sim, Moon, stars, and planets. across the sky from east to west. Observe the Sun's path, using a The exceptions to this east-to-west shadow stick. Transparent plastic movement ate meteorites and artifi- hemispheres. available from suppli- cial satellites. ers, can be used to track the Sun's path. 2. Why do celestial objects ap- Celestial objects appear to move Use models to show the eastward pear to move around die around the Earth because of the drift of the Sun and Moon. Eanh? Earth's rotation. The Sam. Moon, and planets appear to drift among the stars tecause of the revolution of die Earth around the Sun.

3. How do actual motions of ob- The rotation and revolution of the Use models, graphs, and photo- jects in the Solar System 14- Earth, along with the tilt of the graphs to learn about tides, sea- feet us? Earth on its axis, came day, night, sons, day and night, eclipses. and the seasons. The motions of phases of the moon, asteroids, com- the Moon and Earth cause tides, ets, and meteorites. Study Foucault the phases of the Moon, and pendulum and CerioliS effect. eclipses.

C. What kinds of objects exist in space? I. What is the Sun? The Sun is an average star in the Use activity with models to de- Milky Way galaxy. It is constantly velop size and distance relation- changing. ships among the Sun, Moon, and Eants. Leans about fusion, electromagnetic radiation, and speed of light.

2. How do changes on the Sun Electromagnetic storms on the Sun Study the effect of sunspots on affect us? cause sunspots. These storms also radio transmission and Eatth's cane particles front the Sun to in- magnetic field. teract with Earth's atmosphere to produce phenomena such as the aurora borealis. 71 Earth in Space Essential Questions Key Ideas Seeking Answers 69 3. HOW does the Earth compare When compared to the Earth, there Compare the size, distance. compo- with other objects in the is significant variation in the size sition, features, and surface temper- Solar System? of planets and their moons, their atures of the planets. distance from the Sun, and their composition.

4. What kinds of objects exist Other galaxies and phenomena re- Read about different types of galax- outride the Solar System? lined to those galaxies (e.g.. black ies, black Inks. pulsars, and qua- hobes, pulsars, quasars) are outside sars. Use photographs when the Solar System. possible.

D. How can we use space? I. How can we live in space? Space vehicles need to provide cer- Study the physical conditions pro- tain conditions for humans to live vided by a span shuttle and More in space. space stations. Design a space habitat.

2. What can we learn about the We have learned a great deal about Study information from space pho- Earth from space? the Earth's air, water, ice, life, and tographs and remote sensing data aus as a result of artificial soil that show Earth features, including hies. Earth's shape. Discuss how satellites are used to predict wemher and track stoma.

3. How has space technology Space technology has affected the Study tbe ways that space tectmol- changed our lives? frkvelopment of many new Fod- ogy bats been milled to modem liv- ucts on Earth, particularly in the ing. Use infonnatkm from NASA. area of communications. Discuss possible military aspects of using space travel.

E. How is the Universe changing? I. How did the Universe begin? At the present time, the "big-bang" Discuss various theories of the theory is the meat widely accepted evolving Universe. Use appropriate theory to explain how the Universe audiovisual& may have begun. The theory is based on the observation that galaxies, the largest structures in the Uni- verse, seem to be moving away from each other.

2. How can we measure the Uni- Observations made through use of Study the evidence of the expand- verse? instruments like spectroscopes and ing Universe (Doppler red shift). radiotelescopes help us learn more Discuss scale as it applies to the about the groom of the changing study of galaxies. Use Nerf foot- Universe. ball demonstration to show Dopp- ler efbct: USW bell, buzzer, or horn inside football, and throw football across the room. 72

BEST COPY AVAILAILE Earth in Space Essential Questions Key Ideas Seeking Answers 6-9

3. Will the Universe end? h is not possible to know all there Discuss changes that have taken is to know about the Universe with place through theyears in our view our present technology. of the Universe.

9-12

A. What is the sening of theEaith in the Solar System? 1. What objects are in the Solar The Solar System includesthe Sun, System? Do activities that chowthe various planets with theirmoons and plane- components of the Solar System tary rings, COMM, asteioids, and and how we kaniabout these com- meteors. ponents. 2. Why is the Earth uniquecom- As a planet in the Solar System, Study the similarities betweenthe peed with other Solar Sys- the Earth hassome unique features tem objects? Eat* and the other planetstand that include liquidweer, plant and their moons). animal life. large Moon, andatmo- sphere with mostly nitrogenand oxygen- 3. How and when was the Solar The nebular theory states thatthe System fonned? Study the various theoriesof the Solar System beganas a large Solar System that havebeen devel- cloud of gas Lind dust called a neb- oped. Discuss the flaws inthese ula about five billionyears ago. theories. Use diagrams andfilms to learn about the evolutionof the Sun and pianets. B. What is the setthm ofthe Solar System in the Universe? I. How far apaitate objects in The distances between objects in Learn about astronomical space? the Solar System and units, galaxy ate so lien years, andpewees. Calculate great that they have to be measured the length of time it takes though indisect techniques. for light to travel between objects inthe Solar System and in dieMilky Way galaxy. 2. How does the SolarSystem The Solar System is pan of a large Use visual aids to study move relative to the Milky system of stars called the Kitty the approx. Way galaxy? imate location of die SolarSystem Way galaxy. The SolarSystom re- in the galaxy. Demmine volves around the die time. center of the gal- distance, and velocity for axy. one revolution. 3. How can we lookbackward Because of the vast distances in the Show how the Doppkr effectis in time by looking intospace? Universe, the light reaching our used to study relativemotion. eyes and insuumeats from distant objects is millions ofyears old. Thus, our piesent view isactually a 'kw of history.

7 3 Earth in Space Essential Questions Key Ideas Seeking Answers

9-12 4. What is the probability that The large number of stars in the Use the Henzspnmg-Russell dia- life exists elsewhere m the Universe increases the probability gram tH-R diagram) to study theo- Universe? that there is life elsewhete. Other ries of stellar evolution. Discuss forms of life may exist. the frequency of stars similar to the Sun and the possibility and probability of other planets similar to the Eanh.

5. How can people live beyond To live beyond the inmosphere. List and discuss the components the Earth's atmosphete? people need to create im artificial necessary for life to exist in an arti- environment similar to the condi- ficial environmein. Use informa- tions rear the Earth's surface. tion from NASA to discuss human survival needs on the Moon and Mars. Simulate Mars landing.

6. How is the Universe chang- The Universe has been expanding, Study galactic evolution and the ev- iag? with the galaxies moving farther idence of the expanding universe. apan, for billions of years. DiSC1120 the similarit*s and differences among the difkrent galaxies found in the Universe, and CUM- pate other galaxies to the Milky Way.

C. What tools and teelmology can Space vehicles, such as Voyager, Use the tesources of the NASA Ed- we use to extend our settles to have helped as understand various ucation Centers to conduct appro- study space? aspects of the Solar System, such priate activities.3 Study the ideas as magnetic fields, planetary rings learned from the various probes in and moons, rates of rotation, and the Solar System by artificial sae- differences hi composition of plan- lites. etary bodies. Optical, radio, and or- biting telescopes extend our ability to observe objects beyond the Solar System.

D. What careers are available in Jobs in the aerospace industry, Use NASA materials and other the study of the Earth and the medicine, geology, planetaty sci- teaching resources to discuss ca- Soho* System, and what other ence, astronomy, and many others reer opponunities in the study of types of employment require require some knowledge of the space and space tectmology. knowledge of this discipline? Earth in space.

71 Notes

Solid Earth1. Earthquakes: A Teacher' s Package for K-6 (Washington, D.C.: Federal Emer- gency Management Agency, Er-Aquake Programs). Developed by the National Science Teachers Association with swan from FEMA. One free copy pet school is available.

2. Reflections inTime, from the AGIJEBE Earth Science Program (Chicago: Em-y- clopaedia Britannica Educational Corp.). 16mm, video.

3. The Earth Has A History (Boulder: Geological Society of America), video.

4 Gene Hiiunan, "Determining the Earth's Circumfeseme," in Earth Science In- vestigations, edited by Margaret A. Oostennan and Mark T. Schmidt (Alexanthia: Americtur Geological Institute, 1990), 159-163.

S. American Geological Institute. "Investigating the Size of the Earth," in Investi- gating the Earth, 4th ed. (Boston: Houghton Mifflin Co., 1987), 18-19. Prepared by William H. Matthews III et al. Sponsored by the American Geological Insti- tute and based on the origimil Earth Science Curriculum Project.

6. Erosion: Leveling the Land, from the AGI/EBE Earth kir= Program (Chi- cago: Encyclopaedia Britannica Educational Corp.), 16mm, video.

7. Why Do We Still Have Mowaains? firm the AGI/EBE Earth Science Program (Chicago: Encyclopaedia Britaunica Educational Corp.), 16mm, video.

8. California Departmem of Conservation, DiVisien of Oil and asS, Sacramento, CA 95814.

9. Hinman. "Determining the Earth's Circumference," in Earth Science Investiga- tions, 159-163.

10. American Geological Institute, "Investigating the Size of the Earth," in Investi- gating the Earth, 18-19.

11. Crumal Evolution Edwation Project (Rocheraer: Wards Natural Science Estab- lislunent, 1979). Developed by the Natiocal Association of Geology Teachers.

12. James H. Shea. '"The Earth's Magnetic Field: Reversals of Direction," 188- 195: James H. Shea. "Magnetic lmensity Anomalies and Sea-Roor Spreading," 196405, in Laboratory Manual in Physical Geology. 2nd et, edited by Richard M. Busch (New YOlk: Macmillan Publishing Co., 1990). Produced wider die aus- pices of the Americrur Geological Institute and the National Association of Geol- ogy Teachers.

Water 1. Ezra Jack Keats, Snowy Day (Bergenfield, NJ: Penguin USA, 1962).

2, American Geological Institute, "bye:sliming the Movement of Water in Soil and Rock," in Investigadng the Earth, 104-105.

3. What Makes the Wind Blow? from the AG1/EBE Bath Science Program (Chi- cago: Encyclopx-clia Britannica Educadonal Corp.), 16mm, video. Air 1. Federal EmergencY Management A/PM (headquarters), Earthquake Program, 500 C Street, S.W., Washington, D.C. 2(1472.

2. National Oceanic and Atmospheric Administration, National Climatic Center. Federal Building, Ashvilk, NC 28801.

What Makes the Wind Blow? from the AGI/EBE Eanh Science Program (Chi- cago: Encyclopaedia Britannica Educational Corp.). 16mm, video.

Ice 1. Evidence for the Ice Ages, from the AGI/EBE Eanh Science Program (Chi- cago: Encyclopaedia Britannica Educational Corp.), 16mm, video.

2. United Nations Information Center, 1889 F Street, N.W., Washington, D.C. 20006.

Life1. Biosphere 2 Cliftshop, P.O. Box 689, Oracle, AZ 85623.

Earth1. National Science Teaciten Association, Science and Children (Washington. in SpaceD.C.: National Science teacher; Association). 2. NASA Central Operation of Resources for Educators. Lorain County Joint Vo- cational School. 15181 Route 58 South, Oberlin, OH 44074.

3.1bid.

73 Acknowledgments

The American Geological institute ward-Clytk Consultive& Solon. Executive Committee acknowl- OW, former Assistantto the Direc- edips, with special thanks, the appli- tor of Education, for his cants for die writing conform:le; assistance the in developing the proposaland the selection panel; the writingteam report; and to Marvin E. Kauffman. members and other participarsc and former Executive Director, the AGI staff, who helped Ameri- produce can Geological histitute, for hissup- this report. The ExecutiveCommit- port of the project. AG1 thanks tee also gives special thanks the to An- following people for drew J. Veldt* Jr., AG! reviewim con- Director of tent areas: William H. QomInsti- Education, for his role inplanning tute for Coastal and Marine and conducting the eceference and Resources, East Carolina for swervising the University: production of the Roger A. Pielke, Departmentof At- report. Special thanksme also due to Chides Q. Brown, mospheric Science, ColoradoState Depanment of University; ani Ted A. Geology, East Catalina Maxwell, University. Center for Earth andPlanetary Stud- for his asaistance indeveloping the ies, Air and Space proposal for the conference, Museum, chairing Smithsonian Institution.Finally, the participant selectionpanel, and AG1 thanks the NationalScience for his editorial consultationin devel- Foundation for supportingthe con- oPing the rePort to RoYd ference that led to this Muftis, Scietax/Math report. The Education conference was held Augum6-19, Center, East CarolinaUnivetsity, 1989, at the Yellowstone-Bighom who also served as editorial consul- Research Association FieldCamp, t= to Mark T. Schmidt,Wood- Red Lodge. Montana.

77 e

Emest A. Bacon Peter W. Knightes WritingNoah Syracuse Junior High School Scknce Depanment Ninth Syracuse, NY Central Texas College System Team Members Killeen, TX Lloyd H. Barrow William E. Kochanov Department of Curriculum and Department of Environmental Instniction Resomees University of Missouri Pennsylvania Geological Survey Columbia, MO Harrisburg, PA Nan E. Brown Thomas P. McCune High Point Regional High School Briarcliff High School Sussex, NJ Briarcliff Manor, NY

Regina Brown John Maris Onoll Memorial Library of Geology Department of Geology and Geologi- Ohio State University cal Engineering Columbus, OH Colorado School of Mines Golden, CO Shirley M. Brown Cliruon Middle School John R. Ousey Columbus, OH Derirtment of Earth and Mineral Science Jack Ciciarelli Penn State Delaware Comity Campus Depanment of Geosciences Media, PA Permsylvania State University Monaca, PA Allison R. Palmer (Retired) GeologLal Society of America Jolm C Cotter Boukkir, CO Mountain View High School Tucson, AZ *William C. Philips Dover High School John M. De Noyer (Retired) Dover, DE U.S. GeolorAcal Survey Ronald W. Pritchett Reston, VA Comulting Geologist Englewood, CO J. James Eidel Illinois State Geological Survey Faimon A. Roberts Champaign, IL University Labormory School Louisiana State Univasity Gene T. Fox (Retired) Baton Rouge, LA Marumsco Hills Elementary School Woodbridge, VA Russell L Ruswick Lake Forest High School Paul K. Grogger Lake Forest, IL Depanmern of Geology and Applied Earth Sciences Virginia M. Sand University of Colorado Department of Geology Kent State University Colorado Springs, CO New Philadelphia, OH Jennifer W. Harris (Retired) Dana P. Van Burgh, Jr. Ukiah High School Dean Morgan Junior High School Ukiah, CA Casper, WY Charles C. James Janet L. Wright Science Education Consultant Department of Geology Curriculum and Frog= Flawing University of Nebraska Arlington. VA Lincoln, NE

7S 75 Richard H. Lefebvte Other char's(' trZenology Department of Geology 4,,East Cana= Univetsity Grand Valley State University ParticiPanto)Greenville, NC Mend*. R. Sue Cox Floyd a Manheis Consultant Science/Ma* Education Center Hemhey. PA East CarolirJniversity Greenville, N..: *Geoffrey L Davis ISC Educational Systems *Blair Robbins Lancaster, PA Terra Productions Seattle, WA *Red N. Finley Departmem of Curriculum Mark T. Schmidt and instruction Woodward-Clyde Consultants University of Minnesota Solon, OH Minneapolis, MN Thayer C. Shafer *Roben L. Heller (Retired) Geoleaming Corporation University of Minnesota, Duluth Sheridan, WY Dulinh, MN

Marvin a Kauffnum R.E. Wright Associates, Inc. Mkkiktown, PA

Charles Q. Brown (Chairman) Loisteen E. Hanell SelectionDepattment of Geology Lake Braddock Secondary School East Carolina University Burke, VA Greenville, NC Panel Leonard E. Jolmson William R. Greenwood Eat* Scknoe Division U.S. Geological Survey National Scknce Foundation Reston, VA Washbowl, D.C.

M. Gnus OTOSS Russell G. Wright Division of Ocean Sciences Momgomery County Public Schools National Science Foundation Rockville, MD %Masten, D.C.

*Andrew J. Verdon, Jr. Margaret A. ()Osterman AGI StaffDirector of Edwation and Project Associate Editor Director Laura D' Sa Julia A. Jackson Administrative Assistant to the Director of Publications Director of Education

Kay Yost Kathy J. Lewis Assistant to the Director of GeoRef Editorial Assistant

* Speakers 79 76