science hands-on Earth s Crust Jennifer Lawson Kevin Chambers Janine Donovan Richard Hechter Jennifer Janzen Nancy Josephson Sean Levenson

Transcription

1 Earth s Crust hands-on science Jennifer Lawson Kevin Chambers Janine Donovan Richard Hechter Jennifer Janzen Nancy Josephson Sean Levenson Winnipeg Manitoba Canada

2 2004 Jennifer Lawson Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. All rights reserved. With the exceptions of student activity sheets and evaluation forms individually marked for reproduction, no part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic, or mechanical without the prior written permission of the publisher. Printed and bound in Canada by The Prolific Group Series Editor: Assistant Editor: Book and Cover Design: Illustrations: Jill Condra Leigh Hambly Relish Design Ltd. Jess Dixon Library and Archives Canada Cataloguing in Publication Lawson, Jennifer E. (Jennifer Elizabeth), Hands-on science and technology : earth's crust / Jennifer Lawson. Covers the grade 7 curriculum for the Province of Ontario. Includes bibliographical references. ISBN Earth--Crust--Study and teaching (Elementary) I. Title. QE511.L '5 C McDermot Avenue Winnipeg, Manitoba, Canada R3A 0A2 books@portageandmainpress.com Tel: Toll Free: Fax:

3 Contents Introduction to Hands-On Science & Technology 2 Program Introduction 2 The Foundations of Scientific Literacy 2 Program Principles 3 Program Implementation 3 Classroom Environment 4 Time Lines 4 Classroom Management 5 Science Skills: Guidelines for Teachers 5 Assessment Plan 11 The Hands-On Social Studies Assessment Plan 11 Earth s Crust 25 Books for Students 26 Web Sites 27 Recommended Videos 29 Introduction 31 1 The Continental Drift 32 2 Plate Tectonics and Earth s Structure 39 3 Earth s Changing Surface 46 4 Mountain Formation 56 5 Earthquakes 64 6 Volcanoes 78 7 Rocks and the Rock Cycle 90 8 Classifying Minerals and Rocks Erosion and the Landscape Soil Resources and their Extraction Mining and the Environment 137 References for Teachers 143

4 Introduction to Hands-On Science and Technology Program Introduction Hands-On Science and Technology develops students scientific literacy through active inquiry, problem solving, and decision making. With each activity in the program, students are encouraged to explore, investigate, and ask questions as a means of heightening their own curiosity about the world around them. Students solve problems through firsthand experiences, and by observing and examining objects within their environment. In order for students to develop scientific literacy, hands-on experience is of utmost importance in fact, it is essential. The Foundations of Scientific Literacy Hands-On Science and Technology focuses on the four foundation statements for scientific literacy in Canada, as established in the Pan-Canadian Protocol.* These foundation statements are the bases for the learning expectations identified in Hands-On Science and Technology. Foundation 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. Foundation 3: Knowledge Students will construct knowledge and understandings of concepts in life science, physical science, and earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. Foundation 4: Attitudes Students will be encouraged to develop attitudes that support responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. *Common Framework of Science Learning Outcomes K-12: Pan-Canadian Protocol for Collaboration on School Curriculum (1997). Foundation 1: Science, Technology, Society, and the Environment (STSE) Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. 2 Hands-On Science and Technology Grade 7

5 Assessment Plan The Hands-On Science and Technology Assessment Plan Hands-On Science and Technology provides a variety of assessment tools that enable teachers to build a comprehensive and authentic daily assessment plan for students. Embedded Assessment Assess students as they work, by using the questions provided with each activity. These questions promote higher-level thinking skills, active inquiry, problem solving, and decision making. Anecdotal records and observations are examples of embedded assessment: Anecdotal Records: Recording observations during science activities is critical in having an authentic view of a student s progress. The anecdotal record sheet presented on page 13 provides the teacher with a format for recording individual or group observations. Individual Student Observations: During those activities when a teacher wishes to focus more on specific students, individual student observations sheets may be used (page 14). This black line master provides more space for comments and is especially useful during conferencing, interviews, or individual student presentations. Performance Assessment Performance assessment is a planned, systematic observation and is based on students actually doing a specific science activity. Rubrics: To assess students performance on a specific task, rubrics are used in Hands-On Science and Technology to standardize and streamline scoring. A sample rubric and a black line master for teacher use are included on pages 15 and 16. For any specific activity, the teacher selects four criteria that relate directly to the expectations of students for the specific activity being assessed. Students are then given a check mark for each criterion accomplished, to determine a rubric score for the assessment from a total of four marks. These rubric scores can then be transferred to the Rubric Class Record sheet on page 17. Cooperative Skills In order to assess students ability to work effectively in a group, teachers must observe the interaction within these groups. A cooperative skills teacher assessment sheet is included on page 18 for teachers to use while conducting such observations. Student Self-Assessment It is important to encourage students to reflect on their own learning in science. For this purpose, teachers will find included a student self-assessment sheet on page 19, as well as a cooperative skills self-assessment sheet on page 20. Of course, students will also reflect on their own learning during class discussions and through other written assignments. Science Portfolios Select, with student input, work to include in a science portfolio. This can include activity sheets, research projects, photographs of projects, as well as other written material. Use the portfolio to reflect the student s growth in scientific literacy over the school year. Black line masters are included to organize the Introduction 11

6 portfolio (science portfolio table of contents on page 21 and the science portfolio entry record on page 22). End-of-Unit Assessment To reflect on student s overall achievement in each unit of study, teachers need to consider the knowledge and skills that form the bases of the science program. The results of all assessment strategies implemented throughout the unit must be used to determine the students achievement levels. A black line master is included on page 23, and can be used to record information on individual student achievement for each unit in the science program. Note: In each unit of Hands-On Science and Technology, suggestions for assessment are provided for several lessons. Keep in mind that these are merely suggestions. Teachers are encouraged to use both the assessment strategies presented here in a wide variety of ways and their own valuable experience as educators. 12 Hands-On Science and Technology Grade 7

7 Earth s Crust

8 Introduction In this unit, students will investigate Earth s crust. They will develop an understanding of the structure of our planet and how that structure affects the continents, the landscape, and how it impacts on human populations. Through research and study, students will discover why earthquakes occur, how mountains form and volcanoes erupt, how rocks and minerals are created and change, and where soil comes from. Students will also learn about the environmental impacts of mining Earth s surface. Prior to teaching this unit, collect a large quantity of rocks and minerals. Also encourage students to bring items from home that will add to the study of rocks, minerals, and geology. Note: Rock and mineral collections can also be obtained through geological societies, local departments of mines and natural resources, and science suppliers. Display books about earthquakes, volcanoes, mountains, rocks, minerals, soil, and mining. See Books for Students for suggestions. Collect pictures from magazines, tourism publications, and calendars of different mountains, rivers, volcanoes, and other landscapes from around the world. Plan any related field trips well in advance, and contact guest speakers from the geology field to talk about rocks and minerals, gems, rock collecting, volcanoes, earthquakes, mining, or other topics relating to Earth s crust. Science Vocabulary Throughout this unit, teachers should use, and encourage students to use, vocabulary such as: crust, mantle, outer core, inner core, magma, lava, crystallization, lithification, sedimentation, igneous rock, metamorphic rock, weathering (physical, biological and chemical), erosion, rock cycle, fossil fuel, geothermal energy, continental drift theory, and theory of plate tectonics. Earth s Crust 31

9 1 The Continental Drift Background Information for Teachers Geology is the study of planet Earth. Scientists who study Earth are called geologists, or geoscientists. By studying the history of Earth and the Solar System, geologists try to understand how the earth was formed, how old it is, and how it has changed over time. These scientists look at rocks in order to understand how rock was made and how landscapes change. Plate tectonics is the movement and interactions of the lithospheric plates (the outer layer of Earth, which contains the crust and upper part of the mantle). Scientists work together to answer questions about the continental drift. Continental movements have been investigated by paleontologists, climatologists, oceanographers, ecologists, biologists, geologists, and geophysicists. The end result has been a greater knowledge of Earth and the changes that can be recognized in the climate, landforms, and life forms. Materials chart paper markers wall map of the world globe story titled, Alfred Wegener s Continental Clues (included. Make a copy for each student.) (5.1.2) overhead projector diagram titled, Fossil Remains (included. Make an overhead transparency.) (5.1.3) pencil crayons scissors glue sticks construction paper Activity: Part One: Continental Drift Introduce the unit by challenging the students to present what they know about the structure of Earth. Provide students with a copy of Activity Sheet A (5.1.1), and have them complete the first two columns. Following this task, have students share their ideas and answer questions about Earth s crust. Display a large map of the world and a globe at the front of the class. Ask: Have people always thought Earth was round? What are some reasons why people used to think Earth was flat? How do we know that Earth is round? What do we know about the earth s shape and structure? Has Earth always looked the way it does today? What type of scientists study Earth s formation? Discuss the terms geology and geologist with the students, and create a class definition for each term. Record these on the chart paper. Ask: Why is the study of geology important? Provide each student with a copy of the story (5.1.2). As a class, read paragraphs one and two, and discuss the information presented. On the overhead, display the diagram titled, Fossil Remains (5.1.3). Continue to read the story together, and discuss the work of Alfred Wegener. Ask: 32 Hands-On Science and Technology Grade 7

10 1 What is a meteorologist? How do you think Alfred Wegener felt when no one believed him? Why would he keep working on his theory if no one believed him? What does this tell us about scientific research? Note: Throughout the unit, have students complete the third column of their KWL chart as they gain understanding and are able to answer the questions they recorded in the second column. Activity Sheet A Directions to students: On the KWL chart, record your ideas and questions about Earth s crust. As you learn the answers to your questions, complete the third column of the chart (5.1.1). Activity: Part Two: Continental Puzzle Divide the class into working groups. Distribute Activity Sheet B (5.1.4). Have students cut out the continent shapes and try to fit them together to make the shape of Pangea. Ask: Why do the edges of the continents not match up perfectly? Do you think the theory of continental drift is a realistic theory? Activity Sheet B Directions to students: Colour each continent a different colour. Cut out the shapes and try to fit the pieces together to make the shape of Pangea. Glue the pieces onto construction paper, and add a title to your completed puzzle (5.1.4). Activity Sheet C Note: Provide each student with several copies of the three-point-approach chart, for new vocabulary (5.1.5). Students may want to bind the sheets together and add a title page. Directions to students: Throughout the unit, identify new terms related to your study of Earth s crust. Record terms, definitions, examples, and diagrams (5.1.5). Extension Research the discoveries of Harry Hess, J. Tuzo Wilson, and Arthur Holmes, and find out what they contributed to our knowledge and understanding of Earth s crust. Assessment Suggestion Observe students as they complete the continental drift puzzle. Focus on their ability to solve problems. Use the Anecdotal Record sheet on page 13 to record results. Earth s Crust 33

11 Date: Name: KWL What I know about What I want to know What I learned about Earth about Earth Earth Portage & Main Press May be reproduced for classroom use

12 Alfred Wegener s Continental Clues When looking at a map of the world, it is not difficult to see that some of the continents look as if they could fit together like pieces of a giant puzzle. Alfred Wegener ( ), a German meteorologist, saw this connection and found that if he included the continental shelves (the part of each continent that is covered by shallow ocean water), the fit of the puzzle was even better. He believed that millions of years ago all of the continents were joined together. He named this super-continent Pangaea, which is Greek for all the land. At some point, Pangea split and began to move apart, settling into the continents that we know today. His theory was called continental drift. Alfred Wegener found several other clues to support his theory. In places where the shape of the continents matched up, for example, between Brazil and part of Africa, the sequence in the layers of rocks (sandstone, shale, coal) also matched. He also observed that the same types of fossil remains of plants and animals, including dinosaurs, were found on different continents, even though they are separated by vast distances. The weakest part of Wegener s argument was his explanation of why and how the continents moved. He suggested that the rotation of Earth and the gravitational pull of the moon caused the movement. Thirty years after Wegener s death, scientists found evidence of the sea floor spreading, which was undeniable proof that Earth s crust does split and move, and carries the continents with it. At this point, Alfred Wegener s theory and his life s work were finally substantiated. Pangea Laurasia Gondwana Land 200 million years ago 140 million years ago 65 million years ago Present day Portage & Main Press May be reproduced for classroom use

13 Fossil Remains Africa India South America Antarctica Fossil remains of Cynognathus Fossil remains of Mesosaurus Portage & Main Press May be reproduced for classroom use. Fossil remains of Lystrosaurus Austrailia Fossil of fern Glossopteris

14 Portage & Main Press May be reproduced for classroom use. Continental Cutouts

15 Name: Three-Point-Approach Definition Term Diagram Examples Definition Term Diagram Examples Portage & Main Press May be reproduced for classroom use. Definition Term Diagram Examples