Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Geomorphology wikipedia , lookup
Physical oceanography wikipedia , lookup
Spherical Earth wikipedia , lookup
History of geomagnetism wikipedia , lookup
History of Earth wikipedia , lookup
Age of the Earth wikipedia , lookup
History of geology wikipedia , lookup
Science In General—EARTH and SPACE 9th Grade Table of Contents Page 1 3-4 5 Title Concept Title and Permissions Page Table of Contents Safety Concerns Earth and Space Science Content Standard C As a result of their activities in grades 9-12, all students should develop understanding of: Origin and Evolution of the Earth System 7-30 31-67 69-113 A Handful of Earth Part I Part II As the World Turns Part I Part II Part III Part IV revolution/rotation length of day/seasons moon phases/location eclipses Taking Earth’s Time Part I Part II Part III Part IV Part V fossil formation Earth materials/fossils geological principles/matter/half-life relative age/dating Earth’s time line Earth model scale model of Earth Energy in the Earth System 115-160 161-198 Making and Breaking Plates Part I Part II Part III Part IV Part V Earth structure/forces tectonic plates volcanism/plate tectonics tectonic plates mountains/plates Earth Transformers Part I Part II Part III Part IV volcanoes/Earth temperature erosion erosion/deposition Earth heat engine Science In General—EARTH and SPACE Energy in the Earth System (Continued) 199-242 Weather or Not Part I Part II Part III Part IV Part V atmosphere layers clouds and weather jet stream ocean currents tracking weather Geochemical Cycles 243-275 277-320 321-369 It’s a Rockin’ World Part I Part II weathering and rock types types of rocks My Earth, My Stuff Part I Part II Part III Part IV Part V soil characteristics/germination Earth structure elements and resources Earth materials renewable energy Planetary Circles Part I Part II Part III Part IV Part V Earth’s sphere carbon cycle nitrogen cycle oxygen cycle water cycle Origin and Evolution of the Universe 371-412 Glossary 413-455 Pages For Notes 457-460 It’s Out There Part I Part II Part III Part IV Part V comparison of planets solar system sun structure star types galaxies/expanding universe Teacher to Teacher Part I The flat pan needs to be about twice as big as your “Pangea” to allow enough room for the continents to “float”. Photocopy the map of Pangea onto cardstock or heavy construction paper for the best results. The stronger the paper, the better your “continent” pieces will float and move. If the paper is too thin, it curls up. Remind the lab groups Pangea was the “super continent” all continents were thought to be connected into at some time in the ancient past. Part II The Making and Breaking Plates Part II lesson will be done before the volcano, earthquake, and mountain mapping lessons. This plate mapping activity will make the students much more comfortable with plate names, boundaries, and how the plates are moving. This information will make a lot of sense when they finish putting mountains, ocean trenches, earthquakes and volcanoes on their maps. They may want to refer back to this map during the other lessons. Put all the maps together in the last lesson for comparison. You will find the correct plate number on the Making and Breaking Plates Part II Teacher’s page. Some students may find maps whose plate margins vary from these. This is because scientists have slight disagreements on these boundaries. Part III Remind the groups to make their marks small and precise. The relationships between plate boundaries and volcanoes will be more apparent and easier to see. You may want to split the group to let them concentrate on one continent or area instead of the whole Earth. Part IV Remind the groups to make their marks small and precise. It is very important to see the relationship between earthquakes and plate boundaries. Since you use the same maps in all parts, students can start to see relationships between plates, trenches, volcanoes, tectonics, and earthquakes. Encourage them to make inferences about these different processes as they do the lessons. Part V The students will be very comfortable with plate names, boundaries, and how the plates are moving by now. All the information they’ve been producing to this point will make a lot of sense when they finish putting mountains, ocean trenches, earthquakes and volcanoes on their maps in Parts II, III, IV, and V. These five lessons show students the relationship between plates, volcanoes, earthquakes, ocean trenches, and mountain ranges. Have the lab groups compare their maps from Parts II, III, IV, and V. It is a good idea to have the groups lay the four maps side by side to compare various parts of plate tectonics and the results of the plate interactions. When news reports of earthquakes or volcanic eruptions make the news, the lab groups should be able to use their maps to locate what plates are involved in these actions. Copyright 2012 Dave and Rozann Seela 115 www.SeelaScience.com Teacher Background Information Part I Earth’s top Layer, the Crust is the thin layer we live on. The Mantle is a semimelted layer under it and just above the Liquid and Solid Cores. The cores are very hot, Transferring much Heat to the mantle. Since the mantle is like a combination of Liquid and Solid, it slowly moves and transfers Energy to the crust. The mantle near the core gets hot and rises. It rises until it gets near the crust. This cools it and makes it Denser, so it sinks. More hot mantle comes up to replace it. This “conveyor belt” movement is called a Convection Current. These internal forces move the Earth’s Crustal or Tectonic Plates. Part II What’s happening inside and outside the Earth can be divided into two divisions, the Internal Heat Engine and External Heat Engine. Any process or Earth change happening inside or outside the Earth can be placed into these two categories. As the plates move apart, new Oceanic Crust is produced in a process called SeaFloor Spreading. When you see a map showing the plates, without the oceans, these are the baseball-like “seams” ringing the Earth. The plates come together in many places, but they only come apart at the Mid-Oceanic Ridge. Erosion, Weather, Ocean Currents, Jet Streams, Storms, and Wind are some examples of the Earth’s external heat engine. The Sun Evaporates water, creates heat differences moving water and air and ocean currents and wind. The Sun is the “engine” running these processes. Gravity helps rain fall, rivers run, and rocks fall, so it provides some Force for the external heat engine. Part III The Energy supplied from the core’s Heat powers the processes of Plate Tectonics, Mountain Building, Earthquakes, and Volcanism. Most of these are Constructive Processes, meaning they build up or create new land. The Earth’s External Heat Engine is powered by the energy of the Sun and Gravity pulling objects downhill. Erosion, Weather, and Climate are examples of the external heat engine. Compare these engines to a car. A car’s engine powers it, energy is Converted to cause movement. This happens with Earth processes. Most of these external happenings are Destructive Processes. Earth processes can be classified as either constructive or destructive. They are caused by either the internal heat engine or the external heat engine. Volcanoes usually happen at plate boundaries, but there were exceptions like Hawaii. These are hot spots, areas where Magma is coming to the surface. Copyright 2012 Dave and Rozann Seela 116 www.SeelaScience.com Teacher Background Information Part IV The battles between Earth’s internal and external forces cause each other to build up and tear down the Earth’s Crust or Lithosphere. Tectonics is the study of the origin, movement, and arrangement of Earth’s structural features, due to movement of Tectonic Plates. Plate movement cause earthquakes but their Seismic Waves actually cause the destruction. Earthquake waves are either Body Waves or Surface Waves. Body waves are classified as P (Primary) or S (Secondary) waves. Think of a stretched spring held motionless by a partner. If you push it back and forth directly at your friend, you’ve created a primary wave. (Extremely fast, up to 15,000 mph!) If you wiggle it back and forth, you’ve created a secondary wave. (About half as fast as P waves.) Surface waves are slower but cause tremendous damage as they travel along the surface. Love Waves move side to side, they’re responsible for many buildings falling off their foundations. Rayleigh Waves move up and down, like an ocean wave. These are responsible for most earthquake damage because of this movement. Part V An Oceanic Plate moving downwards under another creates an ocean trench. A Continental Plate shoved upwards creates mountains. Large areas of molten rock are created when the “diving” plate is melted. This Magma moves upward, in some cases producing a Volcano. This entire scenario is called a Subduction Zone. When plates move apart, molten rock oozes upward to fill in the gaps. This is called Sea-Floor Spreading. On a map, it’s the rough “zipper” called Rift Zones you see on a Plate Tectonics map. The Earth’s Crust recycles this way. No part of the Earth’s crust is as old as the planet. It is extremely rare to find one billion old rocks on our 4.6 billion year old planet. Copyright 2012 Dave and Rozann Seela 117 www.SeelaScience.com Extension/ Assessment/Further Investigation Ideas Part I 1. Enlarge or shrink the map to different sizes and repeat the lesson. 2. Make drawings of Pangea breaking up over time. 3. Where on Earth are active earthquakes and volcanoes? Compare to plates. 4. Learn about the Richter Scale for earthquakes. 5. Where are there other convection currents? 6. Find the deep Ocean Trenches in the Pacific Ocean. How are they formed? 7. Where is the Ring of Fire located? Locate this area on a map. Part II 8. Read and write about convection currents. What are they, how are they produced, and how important are they in homes, on the Earth’s surface, and underneath the Earth? 9. What unique living things are found in deep sea areas near plate boundaries? 10. What are the differences in Continental and Oceanic Crust? (Don’t let them just say underwater or not, that’s not specific enough!) 11. What happens when the continental crust comes apart? Read and write about it. 12. Read and write about the Mid-Oceanic Ridge, Fracture Zones , and a Rift Valley. Part III 13. Read and write about the VEI. (Volcanic Explosivity Index) 14. Read and write about the Earth’s Internal and External Heat Engines. 15. How are plate tectonics and earthquakes caused by the internal heat engine? 16. Tell how water is a key component in the external heat engine. Tell how heat energy is involved. Make charts, drawings, bulletin board, or a power point presentation. 17. Read and write about the various gases released by a volcano. How is and was the Earth’s atmosphere changed by these gases? 18. Read and write about different kinds of volcanoes. Part IV 19. Read and write about Convergent Plate Boundaries. 20. Read and write about Divergent Plate Boundaries. 21. Read and write about Transform Plate Boundaries. 22. Read and write about P, S, Love, and Rayleigh Waves. 23. Read and write about how earthquake waves have enabled scientists to see inside the Earth and its layers. (Even though we have NEVER been under the Earth’s crust!) 24. What is a Tsunami? Read and write about what causes a tsunami. Part V 25. Find a cross sectional diagram of a subduction zone. Make a bulletin board of it, showing on the cross section what they learned. 26. Read and write about Hot Spots, places in the middle of plates showing volcanic or seismic action. Hawaii and Yellowstone National Park are examples of hot spots. 27. List some rocks considered to be Igneous Rocks. 28. Read and write about the Convection Currents within the mantle. 29. Find out how deep some of our planet’s ocean trenches are. 30. Find out how fast mountains are rising due to plate interactions. 31.Which mountain ranges are actively rising? Which ones are declining? 32.Read and write about how Mineral Deposits are related to magma, volcanoes, plate movements, sea-floor spreading, etc. Copyright 2012 Dave and Rozann Seela 118 www.SeelaScience.com Student/Lab Group: _______________________________________ Think It Through Questions—Part I 1. Find a picture of Pangea, draw and describe it. 2. Find a picture of Laurasia, draw and describe it. 3. Find a picture of Gondwanaland, draw and describe it. 4. Explain sea-floor spreading and how it moves crustal plates. 5. Explain subduction zones and its relation to plate tectonics. Science Writing Heuristics Copyright 2012 Dave and Rozann Seela 119 www.SeelaScience.com Part I Before You Begin It takes so much time for Earth’s crust to move, but we can speed this up in Part I. Materials (* means you must supply the item) map of “Pangea” photocopy flat pan* liquid soap paper towels* 8” x 11” cardboard water* Safety Alert: Scissors, Slippage scissors* Directions 1. Use your scissors to cut out the continents from Pangea. 2. Lay your piece of cardboard down on the desk. Reassemble the continent pieces of Pangea back into their original shape on the cardboard. 3. Fill the flat pan about half full of water. Pick up the cardboard and very gently slide the paper pieces onto the water’s surface. Try not to disturb the order of the “puzzle pieces” any more than you have to. They should float on the water. 4. Quickly put one small drop of liquid soap on the water’s surface near the middle of the “puzzle pieces”. Observe. Don’t forget about your Science Journal. The Science You Just Used What made the Continental Plates move? Water Molecules are like tiny magnets. One end of a water molecule attracts the opposite end of another molecule. These little “magnets” attracting each other makes water into a giant “net”. This “net” is called Surface Tension. Detergent breaks up surface tension. The water molecules let go and carry the paper with them. The “puzzle pieces” are the Plates of the Earth’s Crust. They were all hooked together at one time. Over time they broke up and were moved apart by Plates moving caused by Heat from deep in the Earth’s Core. This continental wandering is called Plate Tectonics or Continental Drift. This process forms Mountains, causes Earthquakes, and even makes Volcanoes erupt. Questions to Get You Started 1. Compare the final locations of your plate “puzzle pieces” to a real Earth map. Copyright 2012 Dave and Rozann Seela 120 www.SeelaScience.com Making and Breaking Plates Part I Copyright 2012 Dave and Rozann Seela 121 www.SeelaScience.com 1. some continent edges line up with others? They were at one time connected. 2. a fault in a rock layer is related to an earthquake? A break in a rock layer moves, this is an earthquake. 3. Earth’s plates move apart? Magma is coming up and shoving plates apart. 4. a tsunami is so damaging? They move fast, they carry lots of water, they move far inland, etc. 5. the super continent Pangea broke up? Tremendous forces from convection currents deep under the crust. 1. Why are fossils of the same type found on separate continents? These continents were at one time connected. 2. How can an earthquake happen in the middle of an Earth plate? Like the one at New Madrid MO, scientists think it’s a buried ancient fault. 3. Where are plates going under other plates? Where oceanic plates are being shoved under continental plates. 4. If plates are coming together, where are they separating? At mid-oceanic ridges. 5. How do we know there have been magnetic field reversals? As lava hardens, its magnetic particles line up with the existing poles. Copyright 2012 Dave and Rozann Seela 122 www.SeelaScience.com Name____________________________ Part I Student Assessment Let’s See What We’ve Learned! 1-3. What made the paper “continents” move in your pan? 4-6. What causes surface tension between water molecules? 7. Continental ______________ or movement is what has formed our Earth’s surface. 8-10. List three important Earth happenings that have happened and are happening today due to this continental movement. A) B) C) Optional; Research current research on earthquake predictions. Copyright 2012 Dave and Rozann Seela 123 www.SeelaScience.com Name____________________________ Part I Student Assessment Let’s See What We’ve Learned! 1-3. What made the paper “continents” move in your pan? breaking of surface tension 4-6. What causes surface tension between water molecules? attraction of positive and negative ends 7. Continental _____drift _____ or movement is what has formed our Earth’s surface. 8-10. List three important Earth happenings that have happened and are happening today due to this continental movement. earthquakes, volcanoes, mountains, trenches, etc. A) B) C) Optional; Research current research on earthquake prediction. student research Copyright 2012 Dave and Rozann Seela 124 www.SeelaScience.com Student/Lab Group: ______________________________ Part:_____ Science Journal 1. What steps in this lesson were difficult for me and why? 2. What steps in this lesson were easy for me and why? 3. What did I learn in this lesson that I didn’t know before? 4. Why is the science in this lesson important to us? Copyright 2012 Dave and Rozann Seela 125 www.SeelaScience.com Student/Lab Group: ______________________________ Part:_____ Science Journal 5. Record any measurements or data you took in this lesson. 6. What important observations did we see in this lesson? 7. Make drawings of what you observed or did in this lesson. 8. Internet ideas and sights related to this lesson. Copyright 2012 Dave and Rozann Seela 126 www.SeelaScience.com Student/Lab Group: ______________________________ Part:_____ Science Journal Copyright 2012 Dave and Rozann Seela 127 www.SeelaScience.com Student/Lab Group: ______________________________ Part:_____ Science Journal/Observations Copyright 2012 Dave and Rozann Seela 128 www.SeelaScience.com Let’s Give It a Try…Now It’s Your Turn to Do It Yourself! 1. Write your own “Wonder Why” question for each part. 2. Write your own “Think Like a Scientist” question for each part. 3. Calculate your own mathematical problem for this lesson. Copyright 2012 Dave and Rozann Seela 129 www.SeelaScience.com Student/Lab Group: _______________________________________ Think It Through Questions—Part II 1. Why should you care about Earth's plates and their moves? 2. What is the science of plate tectonics? 3. Where does the energy come from to move the Earth’s plates? 4. What energy moves the Earth’s plates? 5. What is a convection current? Find examples. Science Writing Heuristics Copyright 2012 Dave and Rozann Seela 130 www.SeelaScience.com Part II Safety Alert: Before You Begin Let’s do some Making and Breaking Plates. But these plates aren’t for serving food. Scissors, They make up the Earth’s crust. Materials (* means you must supply the item) Making and Breaking Plates—Part II Plate Tectonic Map (2 per lab group) Making and Breaking Plates—Part II Tectonic Plate Name pen/pencil* scissors* Internet or reference books* Directions 1. Cut out ONE of the Making and Breaking Plates—Part II Plate Tectonic Map with the blank boxes along the dark lines. Mix these cutout pieces on the desk. Try to reassemble the parts. (Use the full map sheet for help putting the plates back together again if you need it). 2. Look up each plate on the Making and Breaking Plates—Part II Tectonic Plate Name sheet in a reference book or the Internet. Write the name of the plate on the cutout pieces. 3. Mix the plates up. Again reassemble the Earth’s plates. Notice how some of the continent edges line up together. Don’t forget about your Science Journal. 4. On the full sheet map write lightly in pencil the appropriate corresponding number and name of the plate in the boxes. When you’re done, check with the teacher. Correct any naming mistakes you might have made. 5. Once you have the correct numbers and names on the map, find out what directions these plates are moving. Put small arrows on the plate’s boundaries to show how this plate is moving. 6. Hang on to this map, you want to use it for later lessons. The Science You Just Used The Earth’s Crust is broken into “jigsaw” moving pieces called Plates. Plate Tectonics is the understanding of the Earth’s Lithosphere, or crust. Convection Currents powered by Earth’s Interior Heat deep inside it provides the Energy needed to move these plates. Some of these plates are coming apart. These are called Divergent Boundaries. Some plates are coming together. These are called Convergent Boundaries. Some plates slide by each other. These are called Transform Boundaries. The interaction of these boundaries cause Earthquakes, build Mountains, create deep Ocean Trenches and even help cause Volcanoes. But plate movement isn’t fast. Most plates move about as fast as your fingernails grow, the rate is measured in millimeters or perhaps centimeters per year. Questions to Get You Started 1. What could be caused if plates slide side by side? 2. What could be caused if plates run into each other? Copyright 2012 Dave and Rozann Seela 131 www.SeelaScience.com Making and Breaking Plates Part II Teacher Answer Page 6 12 2 3 13 11 5 15 10 14 8 1 16 9 4 7 Copyright 2012 Dave and Rozann Seela 132 www.SeelaScience.com Making and Breaking Plates Part II Plate Tectonic Map Copyright 2012 Dave and Rozann Seela 133 www.SeelaScience.com Making and Breaking Plates Part II Tectonic Plate Name Page 1. South American Plate 2. Australian Plate 3. Juan de Fuca Plate 4. Eurasian Plate 5. Cocos Plate 6. Eurasian Plate 7. Indian Plate 8. Scotia Plate 9. Arabian Plate 10. Antarctic Plate 11. North American Plate 12. Philippine Plate 13. Pacific Plate 14. Caribbean Plate 15. Nazca Plate 16. African Plate Copyright 2012 Dave and Rozann Seela 134 www.SeelaScience.com 1. earthquakes occur? Earth’s crust is broken, plates sliding by each other, plates colliding, etc. 2. mountains are made? Plates colliding, volcanoes, etc. 3. mountains are found where plates collide? Plates collide and one plate is pushed upwards, the other downwards. 4. plates move? At the mid-oceanic ridge, the plates are separating. 5. volcanoes erupt? Melted rock from plates going under one another, comes to the surface. 1. What is the energy source to move Earth’s plates? The Earth’s internal heat, the internal heat engine. 2. Where are plates separating? At the mid-oceanic ridge. 3. Why is the crust floating on the mantle? It is less dense than the mantle. 4. Which plates are thicker, the ones under the ocean or land? Under land. 5. What makes earthquakes happen? Plates sliding past or colliding, faults breaking, etc. Copyright 2012 Dave and Rozann Seela 135 www.SeelaScience.com Name____________________________ Part II Student Assessment Let’s See What We’ve Learned! 1. What plate do we live on in the continental United States? __________________ 2. What plate is the state of Hawaii on? _________________________ 3-4. What is a divergent boundary of plates? 5-6. What is a convergent boundary of plates? 7-8. What is a transform boundary of plates? 9-10. What is the cause of earthquakes? Optional; Read and write about Alfred Wegener and his plate tectonic theory. Copyright 2012 Dave and Rozann Seela 136 www.SeelaScience.com Name____________________________ Part II Student Assessment Let’s See What We’ve Learned! 1. What plate do we live on in the continental United States? ___North American__ 2. What plate is the state of Hawaii on? ________Pacific _________________ 3-4. What is a divergent boundary of plates? plates are separating 5-6. What is a convergent boundary of plates? plates are coming together 7-8. What is a transform boundary of plates? plates are sliding by each other 9-10. What is the cause of earthquakes? movement of plates past each other, breaking of rock layers, etc. Optional; Read and write about Alfred Wegener and his plate tectonic theory. student research Copyright 2012 Dave and Rozann Seela 137 www.SeelaScience.com