* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Task 3 - Geysers and Hydrothermal Vents
Survey
Document related concepts
Spherical Earth wikipedia , lookup
Global Energy and Water Cycle Experiment wikipedia , lookup
Physical oceanography wikipedia , lookup
History of Earth wikipedia , lookup
Geomorphology wikipedia , lookup
Age of the Earth wikipedia , lookup
Plate tectonics wikipedia , lookup
Abyssal plain wikipedia , lookup
Abiogenesis wikipedia , lookup
Large igneous province wikipedia , lookup
Hotspot Ecosystem Research and Man's Impact On European Seas wikipedia , lookup
History of geology wikipedia , lookup
Transcript
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Georgia Performance Standards Framework for Geysers and Hydrothermal Vents – 6th Grade Subject Area: Earth Science Grade: 6th Standards (Content and Characteristics): FOCUS STANDARDS: S6E3. Students will recognize the significant role of water in earth processes. c. Describe the composition, location, and subsurface topography of the world’s oceans. d. Explain the causes of waves, currents, and tides. S6E5. Students will investigate the scientific view of how the earth’s surface is formed. a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition. d. Describe processes that change rocks and the surface of the earth. e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides). SUPPORTING STANDARDS S6E5. Students will investigate the scientific view of how the earth’s surface is formed. b. Investigate the contribution of minerals to rock composition. c. Classify rocks by their process of formation. S6E6. Students will describe various sources of energy and with their uses and conservation. b. Identify renewable and nonrenewable resources. Enduring Understanding: Energy cannot be created nor destroyed; it can only be changed from one form to another. Some changes in the earth’s surface are abrupt (such as earthquakes and volcanic eruptions) while other changes happen very slowly (such as large-scale plate movement and wearing down of mountains). Heat sources near the earth’s surface can produce geologic features not located at major plate boundaries. Georgia Department of Education Kathy Cox, State Superintendent of Schools Earth Science 6th Grade Geysers and Hydrothermal Vents JULY 2008 Page 1 of 4 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Geysers and Hydrothermal Vents – 6th Grade Essential Questions: Where are plate tectonic features located other than at plate boundaries? How are hydrothermal vents and geysers produced? Where are sources of geothermal energy on the sea-floor? On continents? What are renewable resources produced by tectonic processes? ADMINISTRATION PROCEDURES Outcome / Performance Expectations: General Teacher Instructions: explore the interior of a hot spring and geyser in an online feature; predict where hydrothermal vents might be found; do an online simulation to visit hydrothermal vents; learn about hydrothermal vents by doing an online simulation compare hydrothermal vents to land-based geysers; use a plate tectonics map to hypothesize the regions where hydrothermal vents might be most likely to occur; read about and view pictures of four creatures that live near hydrothermal vents; and Background for Teachers The Earth's tectonic plates can move apart, collide, or slide past each other. The MidOcean Ridge system - the Earth's underwater mountain range - arises where the plates are moving apart. As the plates part, the seafloor cracks. Cold seawater seeps down into these cracks, becomes super-heated by magma, and then bursts back out into the ocean, forming hydrothermal vents. Hydrothermal Vents A hydrothermal vent is a geyser on the seafloor. It continuously spews super-hot, mineral-rich water that helps support a diverse community of organisms. Although most of the deep sea is sparsely populated, vent sites abound with a fascinating variety of life. Tubeworms and huge clams are the most distinctive inhabitants of Pacific Ocean vent sites, while eyeless shrimp are found only at vents in the Atlantic Geysers Most of us are familiar with "Old Faithful" in Yellowstone National Park. This famous geyser erupts several times a day. It spouts a column of water heated by volcanic rock deep within the Earth's crust. Students will use National Geographic's Fantastic Journeys: Yellowstone to learn about the processes that drive geysers. Hydrothermal vents are geysers located on the ocean floor in the deep sea. Students will learn about these vents by doing a simulation and viewing pictures of animals that live near the vents. Georgia Department of Education Kathy Cox, State Superintendent of Schools Earth Science 6th Grade Geysers and Hydrothermal Vents JULY 2008 Page 2 of 4 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Geysers and Hydrothermal Vents – 6th Grade Materials Needed: Task with Student Directions: Computer with Internet access Iron-sulfide minerals, iron-oxides Part 1.Geysers Have students read the text at National Geographic's Fantastic Journeys: Yellowstone. Ask them if they have ever seen a geyser up close or on TV. What did it look like? How long did it last? Why does a geyser erupt? From this geyser page, ask students to click on "Plumb the Depths." where they will be taken to an interactive feature that sends them down into the spring. If restricted Internet access makes it difficult for you to do the above steps, an alternative would be to draw a diagram on the board showing the different levels of a hot spring or geyser. Point to each level as you describe what can be found there. Part 2. Hydrothermal Vents Tell the class that geysers can also be found in the ocean. These geysers are called hydrothermal vents. They are generally found at least 7,000 feet (2,134 meters) below the ocean surface in both the Atlantic and the Pacific Oceans. They spew hot water for the same reasons that land-based geysers do. Have students look at the pictures of hydrothermal vents at National Geographic's Dawn in the Deep and the National Geographic magazine article Deep Sea Vents: Science at the Extreme. If possible, also have them view the video at the Dawn in the Deep page (there's a link on the right side of the screen). In what ways do these vents look similar to the land-based geysers they've seen? In what ways do they look different? Have students look at the map of the Earth's plates at Extreme 2000: Voyage to the Deep or in a book. If they have already learned about plate tectonics, briefly review the concept. Ask students to predict, based on the plate tectonics map, where in the Atlantic and Pacific oceans they might find the greatest numbers of hydrothermal vents. Georgia Department of Education Kathy Cox, State Superintendent of Schools Earth Science 6th Grade Geysers and Hydrothermal Vents JULY 2008 Page 3 of 4 Copyright 2007 © All Rights Reserved One Stop Shop For Educators Georgia Performance Standards Framework for Geysers and Hydrothermal Vents – 6th Grade Resources: Related Links: About Geysers American Museum of Natural History Expeditions: Black Smokers Deep Sea Hydrothermal Vents National Geographic News Voyage to the Deep: Creature Features Voyage to the Deep: Plate Tectonics American Museum of Natural History: Expeditions—Black Smokers Extreme 2000: Voyage to the Deep National Geographic Magazine: Deep Sea Vents—Science at the Extreme National Geographic News National Geographic: Dawn in the Deep National Geographic: Fantastic Journeys—Yellowstone Homework / Extension: Conduct a class discussion on the reasons that geothermal energy exists. Have students use the internet to find the timing of eruptions of a geyser and the duration of each eruption. Students can study the eruption patterns of several geysers and make comparisons and conclusions. Georgia Department of Education Kathy Cox, State Superintendent of Schools Earth Science 6th Grade Geysers and Hydrothermal Vents JULY 2008 Page 4 of 4 Copyright 2007 © All Rights Reserved