Science Grade 07 Unit 04 Exemplar Lesson 01: Catastrophic Events and the Ecosystem

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1 Unit: 04 Lesson: 01 Suggested Duration: 4 days Grade 07 Unit 04 Exemplar Lesson 01: Catastrophic Events and the Ecosystem This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Prior to this unit, in Grade 6, students studied erosion, weathering, and deposition with respect to the formation of sedimentary rocks. During this lesson, students predict and describe how different types of catastrophic events impact ecosystems. Students will look at eight types of catastrophic events (natural disasters) and determine how they are formed and their impact on humans and the ecosystem. Students will also understand that Earth tries to maintain equilibrium. Catastrophic events allow pressures or imbalances to equalize. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS 7.8 Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: 7.8A Predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes. 7.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 7.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 7.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and ph probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Grade 07 Unit 04 PI 01 Make a mobile to describe how the different types of catastrophic events impact ecosystems. On one side of each mobile piece, illustrate and label an event; on the other side of each piece, describe the impact the event could have on the ecosystem. Standard(s): 7.2E, 7.8A ELPS ELPS.c.1C, ELPS.c.5B Key Understandings Catastrophic events are natural occurrences that generally have a negative effect on people and/or the environment. Is there any time a catastrophic event could have a beneficial effect of the environment? How would the ability to predict a catastrophic event ahead of time be beneficial to people? Last Updated 05/03/13 page 1 of 12

2 Unit: 04 Lesson: 01 Suggested Duration: 4 days Vocabulary of Instruction catastrophic event drought earthquake tsunami flood hurricane tornado volcano wildfire ecosystem population species Materials glue or tape (per student) index card (unlined, 9 per student) markers or colored pencils (per group) paper (large, construction, 1 per group) reference materials for catastrophic events (see Advance Preparation) scissors (1 per student) tape (masking, 1 roll per group) yarn or twine (1 meter per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Masters of Disaster Handout: Catastrophic Event Research Cards (1 per student) Teacher Resource: Cause and Effect of Catastrophes Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1, either arrange for library time, collect books on catastrophic events from the library to bring into the classroom, or arrange for access to student computers for Internet research. 2. Prepare attachment(s) as necessary. Background Information Prior to this unit, students studied forces that affect motion in everyday life, such as emergence of seedlings, turgor pressure, and geotropism. During this lesson, students will predict and describe how different types of catastrophic events impact ecosystems. The different types of catastrophic events that impact ecosystems can be categorized as either weather events, such as floods, hurricanes, tornadoes and droughts, or geological events, such as volcanoes, earthquakes and fires. The impacts of these events on ecosystems can result in changes to landforms as well as changes to populations and species. STAAR Note: Although not identified as a Supporting Standard, student expectation 7.8A builds content in following grade levels in the area of weather systems and human impact. This lesson also provides opportunities for student predictions of trends. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Masters of Disaster Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 1. Project the Teacher Resource: Masters of Disaster. Attachments: Last Updated 05/03/13 page 2 of 12

3 2. Allow students to look at each picture and identify the type of catastrophic event that is displayed. You may choose to have students raise their hand to volunteer an answer and then ask for a show of hands for agreement. Most students will recognize the events, but these photographs help students to focus on the subject of the upcoming lesson. 3. Ask students to work with a partner to determine a definition of the term catastrophic event. Students should record the definition in their science notebooks, but the definition will be revisited later in the lesson. Teacher Resource: Masters of Disaster Instructional Notes: To allow sufficient time for student research and presentation of information in groups, you may wish to allow only limited time for student discussion of previous experiences with these events. Unit: 04 Lesson: 01 Suggested Duration: 4 days This activity may need to be adjusted if you have students who have suffered through catastrophic losses due to one of these events. Use discretion in handling local circumstances where appropriate. Notebooks: Students record the definition of catastrophic event in their notebooks. EXPLORE Catastrophic Event Research Suggested Days 1 (continued) and 2 1. Divide the class into groups of three or four students. 2. Distribute a pair of scissors and copy of the Handout: Catastrophic Event Research Cards to each student. 3. Instruct students to cut apart the cards so that each student has two cards. Ask students to affix their cards in their science notebooks. Glue or tape down the top edge of the card closest to the spine. Then, fold in the rest of the page to fit within the notebook. 4. Assign each student two catastrophic events to research within their group. Use the eight types of events from the Engage activity for the events to research. You may wish to allow students to decide how to divide the events between their group members. 5. Allow students to examine the required information on the cards. Answer any questions students may have regarding the information needed to complete each card. 6. Most students will need assistance in describing the impacts of changes on ecosystems. Review the terms species and population with the students and how a population might be affected by a drastic change in environment. Most students will be familiar with changes in landforms. 7. Monitor and assist groups as needed as they research, and describe how catastrophic events are formed and the effects of these events on ecosystems. Use the Teacher Resource: Cause and Effect of Catastrophes as a guide to assist in focusing student research. 8. When students have finished researching their two events, instruct students create a table in their notebooks to record the same types of information for each of the other six types of events. Students can use the cards as a model for the table of information. 9. Instruct groups to meet and take turns presenting their research to each other. 10. Students should add important information from each presenter in their own science notebooks for each additional event. Emphasize the importance of recording accurate information presented by their group members, as this information will be used later in the lesson. Materials: reference materials for catastrophic events (see Advance Preparation) scissors (1 per student) glue or tape (per student) Attachments: Handout: Catastrophic Event Research Cards (1 per student) Teacher Resource: Cause and Effect of Catastrophes Instructional Notes: Teacher may group students and allow students to divide the catastrophes. Students need to share information so that the other students in the group will have all the information. Students may use library resources, student computer lab, or magazines to complete the information cards on each catastrophic event. Notebooks: Students should affix the research cards in their notebooks and use the cards as a model to create tables for research information on other events. 11. Monitor to ensure students are presenting and recording key information accurately. 12. End the day s activity by asking students to revisit their previous definition for Last Updated 05/03/13 page 3 of 12

4 the term catastrophic event. Allow students to revise their definitions based upon the research conducted. Call on several students to share their definitions. Guide students to include the following descriptors in their definitions: violent, usually destructive, and usually natural occurrence. Unit: 04 Lesson: 01 Suggested Duration: 4 days EXPLAIN Cause and Effect: Catastrophic Events Suggested Day 3 1. Project the Teacher Resource: Cause and Effect of Catastrophes on chart paper (total of eight different events). 2. Divide students into eight new groups. By assigning different groups, students will have an opportunity to hear other student research. Assign each group a catastrophic event. 3. Distribute a piece of construction paper to each group. Instruct students to work together to create a poster that will highlight the impacts on ecosystems of their assigned event. Caution students to write clearly and label any illustrations, so that other students will be able to understand their posters. Students should be encouraged to use information from their previous research. 4. Allow about 15 minutes for students to create their posters, and then ask them to display them around the room. 5. Conduct a gallery walk in which groups move from poster to poster, reading, discussing and summarizing all responses in their science notebooks. 6. Repeat this process until students are back at their original poster. Materials: paper (large, construction, 1 per group) markers (per group) tape (masking, 1 roll per group) Attachments: Teacher Resource: Cause and Effect of Catastrophes (used in previous activity, for projection) Notebooks: Students use research notes to create posters, record observations, and summarize their reflections. 7. Assist and monitor student groups as necessary. 8. Facilitate a class discussion in which students reflect on the issues associated with catastrophic events and their effects on ecosystems. You may wish to refer to the Teacher Resource: Cause and Effect of Catastrophes for ideas for the discussion. 9. At the end of the class, instruct students to reflect in their science notebooks about how catastrophic events affect ecosystems. Students may need to complete this reflection as a homework activity. ELABORATE Beneficial Effects of Predictions Suggested Day 4 1. Say: 2. Ask: Through your research, you found out that catastrophic events are natural occurrences that generally have a negative effect on people and/or the environment. What were the catastrophic events that could have a beneficial effect on the environment? (Volcanoes can produce new land, and wildfires can promote new plant growth after the fire; floods can provide water for vegetation.) 3. Project the following question: Instructional Notes: Today s reflection/prediction activity should only take about 5 10 minutes. This type of reflection allows students to engage in open-ended questions or prompts posed by the teacher before, during, or after an activity. Begin the EVALUATE piece as soon as the reflection and discussion is completed. Notebooks: Students should complete reflections in their science notebooks. How would the ability to predict a catastrophic event ahead of time be beneficial to people and the environment? (With advance warning, people can climb to higher land ahead of a tsunami; evacuate before a hurricane, flood, wildfire, or volcano; or seek shelter from a tornado. Preventative measures can be taken to stop fires from spreading to inhabited areas. Water supplies can be protected from being contaminated. This will lessen the loss of life and lessen the amount of damage from these catastrophes.) 4. Instruct students to write a three minute reflection in their science notebooks answering the question. Last Updated 05/03/13 page 4 of 12

5 Unit: 04 Lesson: 01 Suggested Duration: 4 days 5. Allow students share out their reflection with table partners. 6. Ask a few students to share their reflections with the class, and facilitate a discussion to guide students toward the importance of predicting these types of events. EVALUATE Performance Indicator Grade 07 Unit 04 PI 01 Make a mobile to describe how the different types of catastrophic events impact ecosystems. On one side of each mobile piece, illustrate and label an event; on the other side of each piece, describe the impact the event could have on the ecosystem. Standard(s): 7.2E, 7.8A ELPS ELPS.c.1C, ELPS.c.5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Suggested Day 4 (continued) Materials: yarn or twine (1 meter per student) markers or colored pencils (per group) scissors (1 per student) index card (unlined, 9 per student) Attachments: Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/03/13 page 5 of 12

6 Masters of Disaster Produced by the U.S. Geological Survey. 2012, TESCCC 07/18/12 page 1 of 2

7 Produced by the U.S. National Oceanic and Atmospheric Administration. Collapsed_bridge_in_Vespucio_Norte.jpg 2012, TESCCC Produced by the U. S. Geological Survey. Produced by Federal Emergency Management Agency. 07/18/12 page 2 of 2

8 Catastrophic Event Research Cards Name of catastrophic event: Name of catastrophic event: List the main features of the natural disaster and how it forms. List the main features of the natural disaster and how it forms. Categorize the catastrophe as weather related, geologic in nature, and/or caused by humans. There may be more than one answer. Categorize the catastrophe as weather related, geologic in nature, and/or caused by humans. There may be more than one answer. Where and when is this natural disaster most likely to occur? Where and when is this natural disaster most likely to occur? Describe the impact this event may have on: Changes in habitats (for populations or species): Describe the impact this event may have on: Changes in habitats (for populations or species): Changes in landforms: Changes in landforms: Other impacts: Other impacts: 2012, TESCCC 08/20/12 page 1 of 1

9 Cause and Effect of Catastrophes Wildfires Wildfires are often caused either by lightning or human activities such as campfires and burning cigarettes, as well as arsonists. The severity of wildfires greatly depends upon the moisture, temperature, type of topography, and wind as well as the type and amount of fuel on the forest floor. Wildfires need oxygen and fuel to sustain the life of the fire. Wildfires can produce their own winds that can be ten times stronger than the winds around them. If not controlled, a wildfire can burn through millions of acres of forest. Wildfires can destroy the protection of watersheds and animal life and cause economic losses. A benefit of wildfires may be an increase in the nutrients of soil (which causes new plant growth to come back quickly) and over time, new animal life. Wildfires are a fundamental process that may have positive or negative consequences in an ecosystem. Fire can be beneficial for maintaining balance in an ecosystem as long as they are properly managed and controlled. Wildfires affect the air quality, water quality, soil composition, vegetation, and wildlife in ecosystems. Hurricanes Hurricanes are developed over the Atlantic Ocean, Caribbean Sea, or Gulf of Mexico each year. They start out as tropical storms (tropical cyclones). Hurricanes are created by moist, warm air above the ocean that rises and cools forming clouds. Convection currents are developed when warm and cool air masses join together. The convection current causes the warm air to begin to spiral upward causing wind. As the winds reach a constant speed of 74 mph or more, the tropical storm is then upgraded to a hurricane. Hurricane winds blow in a spiral around a calm center called an eye. The eye can be up to 30 miles wide, and the storm can be 400 miles in diameter. Hurricanes can last a week or more while over water and travel the length of the East Coast of the U.S. This catastrophic event can have extreme torrential rains, extreme high winds, and a dangerous storm surge as it approaches land. Most deaths from hurricanes are due to flooding. Winds can drive ocean water up the mouth of rivers. Flooding can trigger mudslides or landslides. Tornadoes can be spawned by hurricanes. Economic costs and habitat loss is common. Hurricanes may have several major negative impacts on the structure and function of ecosystems, such as uprooting trees, destroying animal life, and destroying habitats as well as completely stripping vegetation. Droughts A drought is the lack of moisture in a particular area for an extended period of time. A drought is an unusually long period of dry weather that causes water supply shortages. The severity of the drought depends upon the following: moisture deficiency, duration, and size of the affected area. Droughts last for two to three years and may cause serious problems such as the lack of water supply for humans and plants. Some areas can become desert when a drought occurs. Other 2013, TESCCC 05/03/13 page 1 of 3

10 related problems include crop failure, livestock death, increased forest fires, energy production, and water shortages. Droughts may have major impacts on the environment. The increased amount of heat waves can add stress to ecosystems. This heat causes high temperatures, dry soils, or high evaporative demands upon the environment. Volcanoes A volcano is an opening in the Earth s crust which allows molten rock (magma) to escape out. Eruptions occur as a result of increased pressure from gases within the magma. When the volcano erupts the pressure from gases are released, moving the Earth to a state of equilibrium. Volcanic eruptions can be slow and fairly quiet or violently explosive. When a volcano erupts it can create new land, but it can also cause great destruction to the environment and human habitats. Volcanic hazards include but are not limited to landslides, mudflows, earthquakes, increased fire hazard, explosions, flash flooding, and tsunamis. Volcanoes may produce an abundant amount of volcanic ash that can spread thousands of miles and have the following effects: breathing difficulties, contaminated water supplies, collapsed roofs, disrupted machinery, and failure of jet engines while flying. Volcanic eruptions can destroy plants and produce more greenhouse gases in the atmosphere. Mammals and insect life, along with their habitats, can also be destroyed. The benefit of volcanic eruptions in an ecosystem is that the soil becomes very nutrient rich, so the chance of plant life returning back is highly likely. Tornadoes Also referred to as twisters or cyclones, tornadoes are violently rotating columns of air that whirl at high speeds of 250 mph or more. Tornadoes are shaped like a funnel that can extend in one mile wide and 50 miles long. Thunderstorms often produce large hail, strong winds, and tornadoes. High winds from the tornado and hail from the thunderstorms, cause the most damage by destroying buildings and vehicles, killing humans and animals, uprooting trees, and scouring the soil off the ground down to the rock. Any vegetation that survives could then multiply and overpopulate the region, thereby hampering plant and animal interaction. Tornadoes funnel downward from cumulonimbus clouds toward the ground. Upon reaching the surface of the ground, tornadoes pull up the dirt and debris and take on the color of the material. Two or more tornadoes may form at the same time. A waterspout is a weak tornado that forms over water. Once over the land, the waterspout evolves into a tornado. Earthquakes An earthquake is a massive amount of energy that occurs as a result of drastic shifts in the Earth s crust. This release of energy can be caused by a volcanic activity or the movement of plates. As pressure from the plates builds and exceeds the strength of the rock, the plates break and snap into new positions. This process releases pressures in the crust and the Earth s crust reaches equilibrium again. 2013, TESCCC 05/03/13 page 2 of 3

11 Earthquakes are measured by seismic waves. As the crust breaks, seismic waves are created. The waves travel at various speeds outwardly from the source of the earthquake depending on the magnitude of the shock and what material the wave moves through. Earthquakes can open large cracks in the ground, causing standing bodies of water such as ponds or lakes to disappear. Land on either side of the fault can raise, lower, or move away or toward each other. Earthquakes can cause damage to the environment by liquefaction (liquefying) of the ground, landslides, avalanches, fires, or tsunamis. The main impact to humans is property damage and loss of life. Tsunamis Tsunamis are ocean waves produced by earthquakes, volcanic eruptions, meteorite impact, or underwater landslides. Tsunamis are a series of waves that can travel between mph in the open ocean. Before a tsunami s approach the shore, the tide will recede from the coastline followed by a series of waves that travel outward in all directions. When tsunamis come ashore, their speed slows but their height rises bringing a raging surge of debris filled water. Areas of risk include low-line elevation along coastlines. Tsunami s can cause both extreme environmental destruction and human tragedy by drowning, flooding, contamination of drinking water, loss of habitat or housing, fires from broken gas lines, etc. Floods A flood is an overflowing of water onto land that is normally dry. Floods are often caused by extreme weather such as severe thunderstorms, hurricanes, monsoons, and melting snow and ice. Floods can last from a few minutes to months. The duration of floods depends upon the amount of water accumulated, porosity of the soil and the amount of water already in the soil. Humans have altered the landscape in several ways. The greatest impact results from paving the ground for housing, roads, and parking lots. Neither asphalt nor concrete is porous. All the precipitation that falls becomes runoff. Much of the world s population lives near the coast or on floodplains. Floods can cause loss of life, disease, property loss or damage, contamination of drinking water, and destruction of crops and livestock. 2013, TESCCC 05/03/13 page 3 of 3

12 Performance Indicator Instructions KEY Performance Indicator Make a mobile to describe how the different types of catastrophic events impact ecosystems. On one side of each mobile piece, illustrate and label an event; on the other side of each piece, describe the impact the event could have on the ecosystem. (7.2E; 7.8A) 1C; 5B Materials: yarn or twine (1 meter per student) markers or colored pencils (per group) scissors (1 per student) index card (unlined, 9 per student) Instructional Procedures: 1. Project the Performance Indicator on the board. 2. Share Performance Indicator rubric or your expectations with students prior to students beginning the assessment. For example, remind student to include a title card at the top of the mobile with the words Catastrophic Events, their name, and their class period. 3. Answer any questions students may have regarding the assessment. Some students may benefit from sentence stems as they assist them in describing ecosystem impacts. 4. Instruct students to refer to their notes and the catastrophic research cards they previously glued in their journals to assist them in the construction of the mobile. Instructional Note: Students make individual mobiles. Notebooks: Students refer to the information on the research cards to complete their mobile. 2012, TESCCC 05/03/13 page 1 of 1