September 1, SWBAT identify the layers of the Earth by physical properties and explain the different characteristics.

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September 1, 2016 Aims: SWBAT identify the layers of the Earth by physical properties and explain the different characteristics. Agenda 1. Do Now 2. Class Notes 3.

1 September 1, 2016 Aims: SWBAT identify the layers of the Earth by physical properties and explain the different characteristics. Agenda 1. Do Now 2. Class Notes 3. Guided Practice 4. Independent Practice 5. Practicing our AIMS: Homework: EI.4 Layers of Earth How will you help our class earn all of our S.T.R.I.V.E. Points? 1

2 Aim Check: What are the physical layers of the Earth? What is the relationship between the crust and lithosphere? What layer does the lithosphere float on? 2

3 SCIENCE 8 Earth s Layers EI.4 Name: Date: Homeroom: Earth s Interior OBJECTIVES: By the end of class, students will be able to SWBAT identify the layers of the Earth by physical properties and explain the different characteristics. DO NOW Direction: Read and ANNOTATE the information before you answer the questions. Instruments located around the Earth record seismic wave activity during an earthquake. The epicenter (starting point) and locations of four instrument stations around Earth are shown. 1. Draw in the layers of Earth as inferred by seismic waves. 2. Circle the two that stations will experience the most earthquake damage to their crust. 3. Explain how scientists will use the information from the stations to help further determine the Earth s composition. Use ICE to support your explanation. Start with the phrase: The data collected during 3

called: ASTHENOSPHERE: "low velocity" zone of the mantle: Partially molten

4 EARTH S PHYSCIAL STRUCTURE The Earth is divided into five layers based CLASS NOTES LITHOSPHERE: Made up of two compositional layers: Divided into pieces called: ASTHENOSPHERE: "low velocity" zone of the mantle: Partially molten rock: o Solid particles with liquid occupying spaces in between o Like warm butter or tar 4

5 MESOSPHERE: OUTER CORE: INNER CORE: Temperature estimated at o Thermal energy produced by 5

6 GUIDED PRACTICE Earth's Core 1,000 Degrees Hotter Than Expected By Elizabeth Howell, Live Science Contributor April 25, :01pm ET Earth's internal engine is running about 1,000 degrees Celsius (about 1,800 degrees Fahrenheit) hotter than previously measured. A team of scientists has measured the melting point of iron at high precision in a laboratory, and then drew from that result to calculate the temperature at the boundary of Earth's inner and outer core now estimated at 6,000 C (about 10,800 F). That's as hot as the surface of the sun. The difference in temperature matters, because this explains how the Earth generates its magnetic field. The Earth has a solid inner core surrounded by a liquid outer core, which, in turn, has the solid, but flowing, mantle above it. There needs to be a 2,700-degree F (1,500 C) difference between the inner core and the mantle to create the magnetic field. The previously measured core temperature didn't demonstrate enough of a difference, puzzling researchers for two decades. The new results are detailed in the April 26, 2013 issue of the journal Science. The centerpiece of the experiment was a new X-ray technique that takes measurements faster than before. Iron samples compressed in the laboratory typically last for only a few seconds, making it difficult to determine in previous experiments if the iron is still a solid, or if it is starting to melt. These experiments pegged the melting point of iron at 4,800 C (about 8,700 F) at a pressure of 2.2 million times that is found on Earth's surface at sea level. Extrapolating from that measurement, scientists estimated the boundary between Earth's inner and outer core is a searing 10,832 F, give or take about 930 degrees, at a pressure of 3.3 million atmospheres (or 3.3 million times the atmospheric pressure at sea level). Pa rticipating organizations in the experiment include CEA (a French national technological research organization), the French National Center for Scientific Research (CNRS) and the European Synchrotron Radiation Facility (ESRF). 6

7 Directions: Read and ANNOTATE each question before you solve the problem. Directions: Support your selection by finding evidence to support your answer OR evidence to support why another is incorrect. Start your explanation with The evidence shows that Question 1. What are the two sources of thermal energy in Earth s interior? Supporting evidence A. gravity and radioactive decay B. radioactive decay and combustion C. combustion and solar heating D. solar heating and gravity 2. The lower part of the mantle is the A. asthenosphere B. core C. lithosphere D. mesosphere 3. The diagram shows four layers of Earth. Each layer is identified by a number. Which layer of Earth is composed of primarily of solid iron? A. Layer 1 B. Layer 2 C. Layer 3 D. Layer 4 7

8 INDEPENDENT PRACTICE Directions: For each key term, explain the big idea to a kindergartener. Then, draw a picture to illustrate the word. Term Concept Picture Lithosphere Asthenosphere Mesosphere Outer Core Inner Core 8

9 Directions: Read and ANNOTATE each question before you solve the problem. Directions: Support your selection by finding evidence to support your answer OR evidence to support why another is incorrect. Start your explanation with The evidence shows that Question 1. Which of the following graphs best represents temperatures inside Earth? Supporting evidence 2. The lithosphere includes: A. crust and uppermost, rigid mantle B. outer core and inner core C. asthenosphere and mesosphere D. outer core and lower mantle 3. Select the three correct statements. A. the asthenosphere lies beneath the lithosphere B. the asthenosphere is hotter than the lithosphere C. the asthenosphere rises close to the surface where the lithosphere is broken D. asthenosphere is partially molten 9

10 Write the word that correctly completes the sentence. 1. The largest layer of the earth is the 2. The center of the Earth is the 3. The part of Earth s core that is solid is the 4. The only part of the Earth that you have ever touched is the 10

Use the following terms to label the diagram below. Then, use the terms to fill in the blanks in the sentences that follow. Terms may be used more than once.

11 Use the following terms to label the diagram below. Then, use the terms to fill in the blanks in the sentences that follow. Terms may be used more than once. crust outer core mantle inner core mesosphere asthenosphere tectonic plate WHAT AM I? I am part of the lithosphere, but I move around on top of the asthenosphere. I am a(n). WHERE ARE WE? We journeyed to the center of the Earth, and when we got there we discovered that the core has two parts One part is liquid and is called the The other part is dense and solid and is called the 11

12 BEAST MODE! Read and ANNOTATE the given information before you solve the problem. How Our Solar System Formed: A Close Look at the Planets Orbiting Our Sun Cynthia Stokes Brown, Big History Project, adapted by Newsela staff Planets are born from the clouds of gas and dust orbiting new stars. Billions of years ago, circumstances were just right for the planets in our Solar System to form. The Solar System that we live in consists of a medium-size star (the Sun) with eight planets orbiting it. The planets are of two different types. The four inner planets, those closest to the Sun, are Mercury, Venus, Earth, and Mars. They are smaller and composed mainly of metals and rocks. The four outer planets Jupiter, Saturn, Uranus, and Neptune are larger and composed mostly of gases. The birth of the Sun Five billion years ago, a giant cloud floated in one of the spiral arms of the Milky Way galaxy. This cloud, called a nebula by astronomers, was made up of dust and gas, mostly hydrogen and helium. It had just a small percentage of heavier atoms. These heavier atoms had been formed earlier in the history of the Universe when other stars aged and died. This cloud/nebula began to contract, collapsing in on itself. The atoms, once separated, began to bump against each other, generating heat. In the rising heat, the atoms collided more frequently and more violently. Eventually, they reached a temperature at which the protons at the centers of the atoms began to fuse, in a process called nuclear fusion. As they did, a tiny bit of matter transformed into a whole lot of energy, and a star was born. In this way, our Sun came into being. The birth of the planets The material in the nebula that didn't absorb into the Sun swirled around it into a flat disk of dust and gas. The Sun s gravity held this "accretion disk" in orbit. Material in the disk accumulated by further accretion by sticking together. Each planet began as microscopic grains of dust in the accretion disk. The atoms and molecules began to stick together, or accrete, into larger particles. By gentle collisions, some grains built up into balls. As they grew larger, they formed into objects a mile in diameter, called planetesimals. These objects were big enough to attract others by gravity rather than by chance. If the collisions of planetesimals occurred at high speeds, they could shatter the objects. But when impacts were gentle enough, the objects combined and grew. For some 10 to100 million years, these protoplanets orbited the Sun. Some revolved around it in egg-shaped circuits that resulted in more frequent collisions. Worlds collided, combined, and evolved for a dramatic period of time. When it was over, there remained eight stable planets that had swept their orbits clean. To be called a planet, it must orbit the Sun. It must also be massive enough for its own gravity to form it into a sphere, and have cleaned its neighborhood of smaller objects. 12

13 In 2007, researchers at the University of California Davis determined that our Solar System was fully formed billion years ago. Scientists did this by determining the age of rocky materials from the asteroid belt. The Sun sent out energy and particles in a steady stream, called stellar winds. These winds proved so strong that they blew off the gases of the four planets closest to the Sun. The loss of their gasses left the planets smaller. Only their rocks and metals remained intact. That s why they are called rocky, or terrestrial, planets. The four outer planets were so far from the Sun that its winds could not blow away their ice and gases. They stayed ina gas form, with only a small rocky core. These four were made of more gas (namely hydrogen and helium) than the others to begin with. Heavier materials had already pulled closer by the Sun s gravity in the original solar disk. Between the inner and outer planets lies an area filled with millions of asteroids small rocky, icy, and metallic bodies left over from the formation of the Solar System. No planet formed in this area. Astronomers theorize that Jupiter s gravity influenced this region so much that no large planet could take shape. Jupiter is 11 times the size (in diameter) of Earth and more than twice as big as all the other planets combined. It is almost large enough to have become a star. Of the four rocky planets, Mercury is the smallest, about two-fifths the size of Earth. Earth and Venus are almost the same size, while Mars is about half their size. Astronomers speculate that a smaller object must have hit Mercury, vaporizing its crust and leaving only the larger-than-usual iron core. Conditions on Earth When the rocky planets first formed, they were largely melted (molten) rock. Over hundreds of millions of years, they slowly cooled. Eventually, Mercury and Mars, because they are small, solidified and became rigid all the way to their centers. Only on Earth, and possibly on Venus, have conditions remained in an in-between state. Earth has stayed partially molten. Its crust is solid rock, and its mantle is rigid in short-term time. But, over geologic time, the mantle flows slowly. And the center of Earth consists of a solid iron core rotating in hot liquid called magma. Some scientists use the term Goldilocks Conditions to describe conditions on Earth. In Goldilocks and the Three Bears, Goldilocks wanders into the home of three bears, who are away. She tries out their porridge, their chairs, and their beds, finding some too hot or too cold, too hard or too soft, too large or too small, but one of each just right. Likewise, Earth is not too hot or too cold, not too big or too little, not too near the Sun or too far away, but just right for life to flourish. Astronomers feel confident that our Solar System formed by accretion. They're sure in their belief because a similar process is occurring in part of the Orion Nebula. This planet-forming area is on the near side of a giant cloud complex that embraces much of the constellation Orion, 1,500 light-years from Earth. Since 1993, astronomers have discovered several hundred stars there in the process of formation. Most of them are surrounded by rings of dust in accretion disks, just like the one they believe produced the solar planets. These clouds of dust and gas around new stars in the Orion Nebula may develop into planetary systems similar to our own. In 1995, astronomers in Switzerland found, for the first time, a planet beyond our Solar System orbiting an ordinary star. Such a planet is called an extrasolar planet, or an exoplanet. As of June 2012, more than 700 exoplanets had been discovered and confirmed. Most of them are giants, closer in size to 13

14 Jupiter, as larger planets have proved easier to detect hundreds of light-years away. Most are not detected by direct imaging. They're typically spotted indirectly by measuring the effect of their gravity on their parent star or by observing how the light of the parent star dims as the planet passes in front of it. In 2009, the National Aeronautics and Space Administration (NASA) sent a telescope into orbit around the Sun to hunt for habitable exoplanets planets lying outside our Solar System. The telescope is searching in the region near the constellations Cygnus and Lyra. This telescope (actually a photometer) is the centerpiece of what s known as the Kepler mission. It will monitor 100,000 stars, a few hundred to a few thousand light-years away. (One light-year equals 6 trillion miles.) The mission will last three and a half to six years; in the first two years, it has found 17 planets with conditions thought to allow for the development of life. In summary, planets are bodies orbiting a star. Planets form from particles in a disk of gas and dust, colliding and sticking together as they orbit the star. The planets nearest to the star tend to be rockier because the star s wind blows away their gases and because they are made of heavier materials attracted by the star s gravity. In the Sun s system, Earth is one of four rocky planets, but a unique one, with rigid and molten layers. 1. Go back and read the article again. This time, read through the lens of a scientifically literate citizen: annotate the facts/evidence found in the text. 2, Then, examine your facts to find patterns that sort the facts. List your patterns below. 2. Reflect on what you now understand about the article. What do yo u think a scientifically literate citizen should take away from the article? 14

Science 8 Name: SKILL SNAPSHOT Date: EI.4: Earth s Layers Homeroom: Quick Notes: Read and ANNOTATE each question before you solve the problem. Like A Scholar? Yes No Redo?

15 Science 8 Name: SKILL SNAPSHOT Date: EI.4: Earth s Layers Homeroom: Quick Notes: Read and ANNOTATE each question before you solve the problem. Like A Scholar? Yes No Redo? Yes No Directions: Support your selection by finding evidence to support your answer OR evidence to support why another is incorrect. Start your explanation with The evidence shows that Question 1. Which of the following statements best explains why the mesosphere is more rigid and dense than the asthenosphere? Supporting evidence A. The mesosphere is older than the asthenosphere B. The mesosphere is cooler than the asthenosphere C. The mesosphere is under more pressure than the asthenosphere D. The mesosphere is farther from the core than the asthenosphere 2. The lower part of the mantle is the A. asthenosphere B. core C. lithosphere D. mesosphere 15

3. The diagram shows four layers of Earth. Each layer is identified by a number. Which layer of Earth is composed of molten rock? A. Layer 1 B. Layer 2 C. Layer 3 D. Layer 4 4.

16 3. The diagram shows four layers of Earth. Each layer is identified by a number. Which layer of Earth is composed of molten rock? A. Layer 1 B. Layer 2 C. Layer 3 D. Layer 4 4. In which layer of Earth would soil be found? A. Mesosphere B. Outer core C. Lithosphere D. Asthenosphere 5. Select the two sources of thermal energy in Earth s interior. A. gravity B. combustion C. solar heating D. radioactive decay E. magnetic fields 16

How Our Solar System Formed: A Close Look at the Planets Orbiting Our Sun

How Our Solar System Formed: A Close Look at the Planets Orbiting Our Sun By Cynthia Stokes Brown, Big History Project, adapted by Newsela staff on 06.15.16 Word Count 1,730 TOP: Illustration of a fledging