The activities we have selected are congruent with the Next Generation Science Standards (NGSS), and are arranged to build upon one another. Therefore, to follow the storyline we recommend that teachers complete the activities in the order provided. To open an activity in a new tab or window, right click the activity link and select the preferred option.
Conditions That Support Life
View Activity
http://learn.genetics.utah.edu/content/astrobiology/conditions/ In this visualization and interactive from the University of Utah's Genetic Science Learning Center, learners explore the conditions required for life to exist on a planet.
Instructional Strategies: Lecture , Modeling
Resource Type: Visualization (static visualization, animation, simulation)
Time Required: 30 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
10.C explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents
15.D explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life
Earth Science Literacy Principles
2. Earth is 4.6 billion years old.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
5.2 Water is essential for life on Earth.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
Shields Up!
View Activity
http://svs.gsfc.nasa.gov/vis/a010000/a010900/a010984/ In this narrated animation from NASA's Goddard Space Flight Center, learners explore how Earth's magnetic field deflects harmful electrically charged particles while allowing solar radiation to penetrate the atmosphere to be absorbed by Earth's surface, making life possible.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 10 minutes
Standards: ESS TEKS: 1.C, 2.E, 9.A, 9.D, 14.C ES Literacy: 1.6, 1.7, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.8, 5.2Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
9.A evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate
9.D describe the formation and structure of Earth's magnetic field, including its interaction with charged solar particles to form the Van Allen belts and auroras
14.C explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate
Earth Science Literacy Principles
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.3 Earth exchanges mass and energy with the rest of the Solar System.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
5.2 Water is essential for life on Earth.
The Goldilocks Principle: A Model of Atmospheric Gases
View Activity
http://www.ucar.edu/learn/1_1_2_1t.htm In this activity from UCAR, learners model and compare the atmospheric differences between Earth and its sister planets, Venus and Mars, to support their understanding of the importance of the greenhouse effect on Earth.
Instructional Strategies: Inquiry, Modeling
Resource Type: Laboratory investigation, experiment or demonstration
Time Required: 90 minutes
Standards: ESS TEKS: 1.A, 1.B, 2.H, 2.I, 3.A, 6.C, 13.D ES Literacy: 1.3, 1.6, 2.5, 3.1, 3.8
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.A demonstrate safe practices during laboratory and field investigations;
1.B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and
2.H use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
Earth Science Literacy Principles
1.3 Earth science investigations take many different forms.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
2.5 Studying other objects in the solar system helps us learn Earth’s history.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
The 25 Biggest Turning Points in Earth's History
View Activity
http://www.bbc.com/earth/bespoke/story/20150123-earths-25-biggest-turning-points/index.html This collection of mini-articles from the BBC invites learners to explore the 25 biggest milestones in Earth's History.
Instructional Strategies: Reading
Resource Type: Visualization (static visualization, animation, simulation)
Time Required: 20 minutes
Standards: ESS TEKS: 1.C, 2.E, 3.F, 5.A, 5.D, 6.A, 6.C, 6.D, 8.B, 8.C, 13.F ES Literacy: 1.5, 1.6, 2.1, 2.2, 2.6, 2.7, 3.1, 3.2, 3.4, 3.6, 3.7, 3.8, 4.1, 4.4, 4.7, 5.2, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 8.1, 8.3, 9., 9.7
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
3.F learn and understand the contributions of scientists to the historical development of Earth and space sciences
5.A analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets
5.D explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal
6.A analyze the changes of Earth's atmosphere that could have occurred through time from the original hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane atmosphere, and the current nitrogen-oxygen atmosphere
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
6.D evaluate the evidence that Earth's cooling led to tectonic activity, resulting in continents and ocean basins
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
13.F discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.
Earth Science Literacy Principles
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
2.1 Earth’s rocks and other materials provide a record of its history
2.2 Our Solar System formed from a vast cloud of gas and dust 4.6 billion years ago.
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
4.1 Earth’s geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.4 Earth’s tectonic plates consist of the rocky crust and uppermost mantle, and move slowly with respect to one another.
4.7 Landscapes result from the dynamic interplay between processes that form and uplift new crust and processes that destroy and depress the crust.
5.2 Water is essential for life on Earth.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
8.1 Natural hazards result from natural Earth processes.
8.3 Human activities can contribute to the frequency and intensity of some natural hazards.
9. Humans significantly alter the Earth.
9.7 Human activities significantly alter the biosphere.
The Origins of the Atmosphere
View Activity
http://volcano.oregonstate.edu/origin-atmosphere This short reading from Oregon State's Volcano World site discusses the model of volcanic outgassing and its relationship to the formation of Earth's early atmosphere.
Instructional Strategies: Reading
Resource Type: Scholarly article
Time Required: 10 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
3.B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials
6.B evaluate the role of volcanic outgassing and impact of water-bearing comets in developing Earth's atmosphere and hydrosphere
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
2.1 Earth’s rocks and other materials provide a record of its history
3. Earth is a complex system of interacting rock, water, air, and life.
Clues to Oxygen Formation
View Activity
http://www.learner.org/courses/envsci/visual/animation.php?shortname=anm_ironformations In this narrated animation from the Annenberg Foundation, learners discover how banded iron formations around the world offer important clues to oxygen formation.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 5 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
Earth Science Literacy Principles
1.3 Earth science investigations take many different forms.
2.1 Earth’s rocks and other materials provide a record of its history
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
What do banded iron formation deposits reveal about the evolution of the atmosphere?
View Activity
https://serc.carleton.edu/NAGTWorkshops/earlyearth/questions/bif.html In this activity from the NAGT-managed "On the Cutting Edge" collection, learners create a concept sketch to demonstrate their understanding of banded iron formations and discover the significance of these deposits in early Earth's history.
Instructional Strategies: Inquiry, Concept mapping
Resource Type: Classroom learning activity
Time Required: 30 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
6.C investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere
Earth Science Literacy Principles
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
5.2 Water is essential for life on Earth.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
Life Has A History
View Activity
http://www.ucmp.berkeley.edu/education/explorations/tours/intro/index.html Instructional Strategies: Inquiry
Resource Type: Laboratory investigation, experiment or demonstration
Time Required:
Standards: ESS TEKS: 1.C, 2.E, 3.F, 8.B ES Literacy: 1.5, 2.6, 5.2, 6.1, 6.2, 6.3, 6.4, 6.7, 6.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
3.F learn and understand the contributions of scientists to the historical development of Earth and space sciences
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
Earth Science Literacy Principles
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
2.6 Life on Earth began more than 3.5 billion years ago.
5.2 Water is essential for life on Earth.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
The Methane Circus
View Activity
http://oceanexplorer.noaa.gov/okeanos/edu/lessonplans/media/09methanecircus.pdf In this activity from NOAA's Okeanos Explorer Education Materials Collection, learners investigate how methane hydrates might have been involved with the Cambrian explosion.
Instructional Strategies: Inquiry
Resource Type: Laboratory investigation, experiment or demonstration
Time Required: 90 minutes
Standards: ESS TEKS: 1.A, 1.C, 2.E, 2.F, 3.A, 8.A, 13.D, 14.B ES Literacy: 1.2, 1.3, 1.6, 2.6, 2.7, 3.1, 3.4, 3.6, 3.8, 6.1, 6.2, 6.4, 6.8
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.A demonstrate safe practices during laboratory and field investigations;
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
8.A analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
14.B investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
Mass Extinctions
View Activity
http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct-creatures/mass-extinctions/index.html This web reading from the United Kingdom's Natural History Museum introduces the learner to the big five extinction events that each eliminated over half of all species on the planet, sometimes in less than a million years.
Instructional Strategies: Lecture
Resource Type: Scholarly article
Time Required: 45 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
Earth Science Literacy Principles
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
Mass Extinction
View Activity
http://www.pbs.org/wgbh/nova/earth/mass-extinction.html Neil de Grasse Tyson and a team of scientists explore the Permian mass extinction in this NOVA Science Now video.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 14 minutes
Standards: ESS TEKS: 1.C, 2.E, 3.D, 8.B, 8.C, 10.F, 13.D ES Literacy: 1.3, 2.1, 2.7, 3.1, 3.4, 3.5, 3.7, 3.8, 5.2, 6.1, 6.2, 6.6, 8.5
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
3.D evaluate the impact of research on scientific thought, society, and public policy
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
10.F
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
Earth Science Literacy Principles
1.3 Earth science investigations take many different forms.
2.1 Earth’s rocks and other materials provide a record of its history
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
5.2 Water is essential for life on Earth.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
8.5 Natural hazards can be local or global in origin.
Weighing the Evidence for Mass Extinction--In the Ocean
View Activity
http://www.hhmi.org/biointeractive/weighing-evidence-mass-extinction-ocean In this hands-on activity from the Howard Hughes Medical Institute Biointeractive site students examine images of the types and abundance of foraminifera fossils above and below the K/T boundary in ODP Core 1049C. The change in the sizes of fossil foraminifera and the extinction of a number of species in the core provides evidence in support of a mass extinction event at the K-T boundary.
Instructional Strategies: Inquiry
Resource Type: Laboratory investigation, experiment or demonstration
Time Required: 120 minutes
Standards: ESS TEKS: 2.E, 2.H, 2.I, 3.A, 7.A, 8.A, 8.B, 8.C ES Literacy: 1.2, 1.6, 2.1, 2.6, 2.7, 3.1, 3.4, 3.8, 6.1, 6.2, 6.3, 6.6, 6.7, 6.9, 8.5
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.H use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
7.A evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order
8.A analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
2.1 Earth’s rocks and other materials provide a record of its history
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
8.5 Natural hazards can be local or global in origin.
Weighing the Evidence for a Mass Extinction - On Land
View Activity
http://www.hhmi.org/biointeractive/weighing-evidence-mass-extinction-land In this lesson from the Howard Hughes Medical Institute Biointeractive website students analyze data and graphs, using images of pollen grains and fern spores in order to create an idea of Earth's living landscape before and after the K/T mass Extinction.
Instructional Strategies: Inquiry
Resource Type: Laboratory investigation, experiment or demonstration
Time Required: 50 minutes
Standards: ESS TEKS: 8.C ES Literacy: 1.2, 1.3, 1.5, 1.6, 1.7, 2.6, 2.7, 3.1, 3.6, 3.7, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
The Day the Mesozoic Died
View Activity
http://www.hhmi.org/biointeractive/day-mesozoic-died This video from the Howard Hughes Medical Institute Biointeractive site chronicles the extraordinary scientific detective work concerning the long-standing mystery of the decline of the dinosaurs at the end of the Cretaceous period.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 34 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
3.D evaluate the impact of research on scientific thought, society, and public policy
8.C evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
2.1 Earth’s rocks and other materials provide a record of its history
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
How Mighty Jupiter Could Have Changed Earth's Habitability
View Activity
http://www.astrobio.net/news-exclusive/how-mighty-jupiter-could-have-changed-earths-habitability/ This web article from Astrobiology magazine considers whether Jupiter could have had an influence on the habitability of Earth.
Instructional Strategies: Reading
Resource Type: Scholarly article
Time Required: 30 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.A know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
2.B know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
2.C know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
5.E compare terrestrial planets to gas-giant planets in the solar system, including structure, composition, size, density, orbit, surface features, tectonic activity, temperature, and suitability for life
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
3.3 Earth exchanges mass and energy with the rest of the Solar System.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
4. Earth is continuously changing.
TED Talk David Gallo: Life in the Deep Oceans
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https://www.ted.com/talks/david_gallo_on_life_in_the_deep_oceans?language=en David Gallo, Director of Special Projects at the Woods Hole Oceanographic Institution, explains the resiliency of life in the seemingly uninhabitable recesses of the deep ocean in this TED Talk.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 14 minutes
Standards: ESS TEKS: 11.D, 13.F ES Literacy: 1.2, 1.3, 1.7, 3.1, 3.2, 3.4, 3.5, 3.6, 3.7, 4.1, 4.3, 4.5, 4.7, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 6.5, 6.7, 6.9, 9.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
11.D interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies
13.F discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
4.1 Earth’s geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.3 Earth’s interior is in constant motion through the process of convection, with important consequences for the surface.
4.5 Many active geologic processes occur at plate boundaries.
4.7 Landscapes result from the dynamic interplay between processes that form and uplift new crust and processes that destroy and depress the crust.
5.1 Water is found everywhere on Earth, from the heights of the atmosphere to the depths of the mantle.
5.2 Water is essential for life on Earth.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
5.4 Water plays an important role in many of Earth’s deep internal processes.
5.5 Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
9.9 An Earth-science-literate public, informed by current and accurate scientific understanding of Earth, is critical to the promotion of good stewardship, sound policy, and international cooperation.
Activity 2: How Do You Get Your Energy?
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http://www.ridge2000.org/SEAS/downloads/curriculum/seas_unit4_activity2.pdf In this activity from the Student Experiments at Sea (SEAS) program, learners investigate how hydrothermal vent communities get their energy from chemosysthesis.
Instructional Strategies: Inquiry
Resource Type: Laboratory investigation, experiment or demonstration
Time Required: 90 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.A demonstrate safe practices during laboratory and field investigations;
1.B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
Aterra Explorer 4: Create an Organism
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http://learn.genetics.utah.edu/content/astrobiology/teacher In this activity from the University of Utah's Genetic Science Learning Center, learners identify the conditions that may support life and the conditions that may be challenging to life in the extreme environment of a fictitious planet. Students then design an organism with features (adaptations) that would allow it to live in the conditions described.
Instructional Strategies: Challenge or problem-solving
Resource Type: Classroom learning activity
Time Required: 45 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
5.2 Water is essential for life on Earth.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
Field Trips
Studies that examine how geologists think and learn about the Earth point to the value of field experiences in helping students develop practices that constitute geologic reasoning. We encourage teachers to take students into the field as much as possible. The former recognizes the limitations of the K-12 classroom setting. Some places such as the seafloor are not accessible. To this end, we include ideas for virtual and actual field trips, including oceanic research expeditions. Field campaigns and oceanic expeditions provide a chance to encourage the ability to see features that are important to professional practice. Indeed, many geoscientists report that these experiences are key factors influencing their choice of geoscience as a career.
Virtual Field Trips
Expedition 15: Dark Life at Deep-sea Vents
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http://www.divediscover.whoi.edu/expedition15/index.html Dive and Discover's Expedition 15 examines life that is found in one of the most inhospitable and extreme environments, the East Pacific Rise. There are links to daily updates of the expedition, interviews with the scientists on board, and various videos and slideshows that could potentially be selected by the teacher.
Instructional Strategies: Reading
Resource Type: Visualization (static visualization, animation, simulation)
Time Required: 100 minutes
Standards: ESS TEKS: 1.C, 2.E, 9.B, 13.F ES Literacy: 1.3, 1.7, 3.1, 3.2, 3.4, 3.5, 3.7, 5.2, 5.3, 6.3, 6.4, 6.5, 6.7, 6.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
9.B examine the chemical, physical, and thermal structure of Earth's crust, mantle, and core, including the lithosphere and asthenosphere
13.F discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.
Earth Science Literacy Principles
1.3 Earth science investigations take many different forms.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
5.2 Water is essential for life on Earth.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
Many Planets, One Earth
Students can take a trip through the formation of Earth with this video that identifies the key conditions that make it habitable.
Scaffolding Notes
Teachers must develop their own individual plan for how they will teach the unit. The learning activities and educational resources in this unit are intended to complement other instructional activities led by the teacher. Many of the selected learning experiences provide links to excellent background preparatory materials, additional hands-on resources, teaching tips, and cross-curricular connections.
Teachers will need to create their own multimedia presentations, deliver lectures and assign ancillary work to their students in order to set the stage for effective use of the learning activities contained herein. Therefore, it is imperative to allocate time to review the activities and background material prior to using the learning experiences in this unit and to probe students for their prior knowledge before starting an activity.
In addition, although some activities may incorporate assessments, teachers may need to create their own assessments to ensure that are appropriate for the students they teach.
Asterisks (*) indicate teacher resource and background information recommendations for activity support.
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*Before beginning the activities in this unit, have students download and explore the HHMI Earthviewer app.
*As a way to become familiar with the evolution of Earth's atmosphere and to help with background information the notes and materials found at Evolution of the Atmosphere: Composition, Structure and Energy are recommended for review by teachers.
The Conditions that Support Life interactive is a narrated visualization/video that the teacher may choose to have students view by themselves, in pairs, or as a whole class, discussing different talking points at some or all of the "pauses." The teacher may decide to develop focus questions to guide their students so as to facilitate discussion. The short readings on the page below the visualization are important for clarification of key concepts and should not be overlooked. The culminating activity in this unit is an activity that refers back to the information given in this visualization.
The Shields Up! video is helpful as a review or introduction to the Earth's magnetic field, and more importantly, how the magnetic field sustains life on this planet. The teacher may decide to assign focus questions for whole class discussion or pair-share activities to ensure learner understanding.
The Goldilocks Principle: A Model of Atmospheric Gases B includes a detailed lesson plan for the teacher to implement. The teacher will need to time to prepare and collect materials prior to implementation in the classroom. The lesson includes suggestions for student assessment and modification strategies for alternative learners. The activity targets students in grades 6 - 9. One expert reviewer suggests the addition of a higher level and quantitative treatment of the greenhouse effect to support more advanced high school level learners.
The 25 Biggest Turning Points in Earth's History gives learners the opportunity to explore the biggest events in Earth's history through mini articles and accompanying videos. The teacher may decide to have students work in pairs and share, assign for homework, or create a questions or a scavenger-hunt type activity to guide students in their exploration of this resource.
The Origins of the Atmosphere reading could be assigned as a homework assignment in order to prepare students for in class discussion or as preparatory material for the subsequent learning activity, Clues to Oxygen Formation. This short video expands upon the role of banded iron formations in the formation of oxygen in Earth's early atmosphere.
*For additional detail regarding the "Great Oxygenation Event", this article from the BBC's Earth Timeline can be used by the teacher and/or the students as background information giving insight into stromatolites and the cyanobacteria that formed them.
The next learning activity, What do Banded Iron Formation Deposits Reveal about the Evolution of the Atmosphere?, comes from SERC's On the Cutting Edge collection, a repository of resources developed for undergraduate Earth science instruction. However, with careful instructor review, we recommend its use in the high school classroom. The link is a page that describes instructions for the teacher to guide learners through discussion of banded iron formations, including using magnets to examine BIF samples. The instructor then guides learners through the development of a concept sketch to assess their understanding of how BIFs give insight into the evolution of Earth's atmosphere. The teacher should complete such a sketch prior to implementing in the classroom, in order to anticipate any difficulties learners may have in developing a concept sketch.
The Life Has a History module is part of the University of California at Berkeley's Explorations Through Time series. During this tour students learn about geologic time, fossils, ancestral relationships, cladograms, variation, natural selection, and extinction. Each module includes pre and post-tests, focus questions, and answer keys.
The Methane Circus is an investigative activity developed by researchers on NOAA's Okeanos Explorer, and the link to the activity gives the teacher access to an extensive learning guide with instructions and handouts to accompany the investigation. Also a part of the CLEAN collection, this link will direct the teacher to extensive reviewer notes, teaching tips, extensions, and correlations to various literacy standards. Though the original source indicates a grade level of 5-6 for this activity, the content is rigorous and appropriate for use in the high school classroom, especially when student-driven, as opposed to teacher-led. Prior review by the teacher is suggested for successful implementation of this activity.
Mass Extinctions introduces general ideas about mass extinction and emphasizes specific extinction events in Earth's history. The activity requires that students have Internet access. More than 99% of all species that have ever lived on Earth are now extinct. The vast majority (over 95%) died out either because they could not successfully compete for food or other resources, or they failed to adapt to changes in their local environment over tens or even hundreds of millions of years. Teachers might decide to assign the reading as an in-class or outside of class activity with learners taking notes in preparation for classroom discussion about the five major extinctions and what factors lead to these mass extinctions.
NOVA Science Now: Mass Extinction engages the learner in the story of the complete reset of life evolution on our planet as it happened at the end of the Permian Period. This video could be used to encourage discussion of the effects that changes on our planet incur on life, and the possible repercussions of modern activities.
Both Weighing the Evidence for a Mass Extinction: In the Ocean and Weighing the Evidence for a Mass Extinction: On Land support HHMI's short film, The Day the Mesozoic Died. While HHMI suggests showing the film before these two activities, we recommend the learners investigate the evidence for mass extinction through these lab activities and then confirm their results through the viewing of the film. This supports the learners' use of scientific inquiry, an important pedagogical model in Earth science. Alternatively, the included PowerPoint lecture, The Rock That Changed the World, could be utilized instead of the film, as it presents an expert's discussion of the Cretaceous-Tertiary mass extinction event.
*Additionally, the following links give teachers access to supporting materials for K/T extinction activities: The Making Mass Extinctions, Blast from the Past is available as a digital image and PDF and is helpful at looking at the "big picture." The following links are to the images and explanations of the K/T cores: New Evidence of Meteorite Impact Found Beneath the Seafloor, K/T Full Core, and K/T Core Replica Notes. An additional useful teacher resource on the major discoveries and contributions from the ODP and the Joides Resolution can be found at ODP's Greatest Hits.
How Mighty Jupiter Could Have Changed Earth's Habitability is a web article that could be assigned as a homework activity to prepare for a classroom discussion regarding influences to Earth's habitability.
The TED Talk David Gallo: Life in the Deep Oceans engages the learner in what resides deep beneath the oceans' surface, the challenges for life, and the types of organisms that survive in the abyss. This prepares the learner for the subsequent learning activity, How do You Get Your Energy?. In this investigative activity, students will be collecting bacteria from two locations in the school environment and comparing their growth to create correlations to the chemosynthesis that occurs at hydrothermal vents. This lab has extensive teacher prep, creating cultures and gathering materials, so it is important that the teacher preview and plan before implementation in the classroom. The resource includes extensive teacher "tips" and preparation notes in addition to suggestions for levels of student participation.
Aterra Explorer 4: Create an Organism is intended to be a culminating activity for learners to use their knowledge of habitability to evaluate the likelihood of life on an unknown planet and in turn, create an organism with the adaptations necessary to survive in this environment. Prior preparation includes duplication of planet cards and handouts. The teacher might have learners work in pairs or groups and then share with the class their organism and its adaptations, either through presentation or "gallery walk" style.
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