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.
Big Idea 7: Earth Provides Resources
View Activity
http://www.earthscienceliteracy.org/videodirectory/ESLP_Ch007_700Kbit_640x360.wmv An accompanying set of short videos has been created for the Earth Science Literacy Principles by the American Geosciences Institute. This video gives an introduction on the many resources humans depend on to survive.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 5 minutes
Standards: ESS TEKS: 11.A, 12.A, 12.E ES Literacy: 1.1, 1.2, 1.3, 1.7, 5.2, 5.5, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.8, 7.9, 7.10, 9.1, 9.6, 9.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
12.A evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems
12.E explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources
Earth Science Literacy Principles
1.1 Earth scientists find solutions to society’s needs.
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.
5.2 Water is essential for life on Earth.
5.5 Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.
7.1 Earth is our home; its resources mold civilizations, drive human exploration, and inspire human endeavors that include art, literature, and science.
7.2 Geology affects the distribution and development of human populations.
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.5 Water resources are essential for agriculture, manufacturing, energy production, and life.
7.6 Soil, rocks, and minerals provide essential metals and other materials for agriculture, manufacturing, and building.
7.8 Oil and natural gas are unique resources that are central to modern life in many different ways.
7.9 Fossil fuels and uranium currently provide most of our energy resources.
7.10 Earth scientists help society move toward greater sustainability.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.6 Human activities accelerate land erosion.
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.
Learning about Fossil Fuels
View Activity
http://www.fossil.energy.gov/education/energylessons/ The Department of Energy produced this series of interactive energy lessons. Students can learn about the history of fossil fuels and their future potential.
Instructional Strategies: Reading
Resource Type: Scholarly article
Time Required: 120 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.
12.B describe the formation of fossil fuels, including petroleum and coal
Earth Science Literacy Principles
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.6 Soil, rocks, and minerals provide essential metals and other materials for agriculture, manufacturing, and building.
7.8 Oil and natural gas are unique resources that are central to modern life in many different ways.
7.9 Fossil fuels and uranium currently provide most of our energy resources.
The Formation of Fossil Fuels - Earth: The Operators' Manual
View Activity
https://www.youtube.com/watch?v=_8VqWKZIPrM This video segment from the Earth Operators Manual summarizes how fossil fuels are made, provides a comparison of how long it takes to store energy in coal, oil and natural gas, and discusses how fast we're using them.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 3 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
12.B describe the formation of fossil fuels, including petroleum and coal
Earth Science Literacy Principles
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
5.4 Water plays an important role in many of Earth’s deep internal processes.
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.8 Oil and natural gas are unique resources that are central to modern life in many different ways.
Texas Wind and Efficiency
View Activity
http://earththeoperatorsmanual.com/segment/10 This engaging video from Earth The Operators Manual focuses on national and global wind energy potential by specifically highlighting Texas' role as wind energy leader and energy efficiency efforts in Houston, Texas.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 9 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
3.C draw inferences based on data related to promotional materials for products and services
3.D evaluate the impact of research on scientific thought, society, and public policy
3.E explore careers and collaboration among scientists in Earth and space sciences
12.C discriminate between renewable and nonrenewable resources based upon rate of formation and use
Earth Science Literacy Principles
7.1 Earth is our home; its resources mold civilizations, drive human exploration, and inspire human endeavors that include art, literature, and science.
7.2 Geology affects the distribution and development of human populations.
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.10 Earth scientists help society move toward greater sustainability.
Big Idea 9: Humans Change Earth
View Activity
http://www.earthscienceliteracy.org/videodirectory/ESLP_Ch009_700Kbit_640x360.wmv An accompanying set of short videos has been created for the Earth Science Literacy Principles by the American Geosciences Institute. This video gives an introduction on the many ways in which humans affect the Earth system, including other living things on Earth.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 5 minutes
Standards: ESS TEKS: 11.A ES Literacy: 1.2, 3.1, 3.4, 3.6, 3.7, 3.8, 6.6, 7.5, 7.6, 7.8, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
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.
3.4 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.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
7.5 Water resources are essential for agriculture, manufacturing, energy production, and life.
7.6 Soil, rocks, and minerals provide essential metals and other materials for agriculture, manufacturing, and building.
7.8 Oil and natural gas are unique resources that are central to modern life in many different ways.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.4 Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater.
9.5 Human activities alter the natural land surface.
9.6 Human activities accelerate land erosion.
9.7 Human activities significantly alter the biosphere.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
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.
Selecting Sites for a Renewable Energy Project
View Activity
https://serc.carleton.edu/NAGTWorkshops/teaching_methods/google_earth/examples/renewable_energy.html In this activity, from the "On The Cutting Edge" site, students use Google Earth to investigate a variety of renewable energy sources and select sites within the United States that would be appropriate for projects based on those sources.
Instructional Strategies: Challenge or problem-solving
Resource Type: Visualization (static visualization, animation, simulation)
Time Required: 150 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;
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;
12.C discriminate between renewable and nonrenewable resources based upon rate of formation and use
12.D analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs
Earth Science Literacy Principles
7. Humans depend on Earth for resources.
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.5 Water resources are essential for agriculture, manufacturing, energy production, and life.
7.10 Earth scientists help society move toward greater sustainability.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.4 Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater.
NASA Computer Model Provides a New Portrait of Carbon Dioxide
View Activity
https://www.nasa.gov/press/goddard/2014/november/nasa-computer-model-provides-a-new-portrait-of-carbon-dioxide/#.VcUSfnFVgSU From NASA, the video "A Year in the Life of Earth's CO2," is an ultra-high resolution computer model giving scientists the ability to see how carbon dioxide found in the atmosphere makes its way around the Earth. Additional information is included in the accompanying article.
Instructional Strategies: Modeling
Resource Type: Visualization (static visualization, animation, simulation)
Time Required: 5 minutes
Standards: ESS TEKS: 1.C, 13.C, 13.D, 15.B, 15.D ES Literacy: 1.3, 1.5, 1.6, 1.7, 3.1, 3.6, 3.7, 3.8, 6.8, 9.1, 9.3, 9.7, 9.8, 9.9
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.
13.C analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years
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
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates
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
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.
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.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.7 Human activities significantly alter the biosphere.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
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.
Documenting Climate Change Through Art
View Activity
http://www.newsworks.org/index.php/thepulse/item/65983-documenting-climate-change-through-art- This is an interview with artist and photographer Diane Burko whose striking paintings of melting glaciers capture one of the impacts of climate change through the language of art. Ms. Burko works closely with scientists who are documenting and measuring climate change.
Instructional Strategies: Lecture , Reading
Resource Type: Interview with an expert
Time Required: 10 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.
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
1.3 Earth science investigations take many different forms.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3.4 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.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.5 Human activities alter the natural land surface.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
James Balog: Time-lapse proof of extreme ice loss
View Activity
http://www.ted.com/talks/james_balog_time_lapse_proof_of_extreme_ice_loss?language=en Photographer James Balog shares his time-lapse photography skills as a way to help scientists and the public see the effects of climate change through receding glaciers.
Instructional Strategies: Lecture
Resource Type: Video
Time Required: 20 minutes
Standards: ESS TEKS: 3.A, 3.D, 11.D, 11.E ES Literacy: 1.2, 1.3, 1.5, 1.7, 2.7, 3.4, 3.6, 3.7, 3.8, 4.1, 9.1, 9.8, 9.9
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
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;
3.D evaluate the impact of research on scientific thought, society, and public policy
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
11.E evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water
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.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
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.
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.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
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.
What We Know: The Reality, Risks and Responses to Climate Change
View Activity
http://whatweknow.aaas.org The overwhelming evidence of human-caused climate change documents both current impacts with significant costs and extraordinary future risks to society and natural systems. The American Association for the Advancement of Science (AAAS) launched the What We Know initiative to ensure that the three "R's" of climate change are communicated to the public: Reality, Risk and Response. The website offers five-minute video interviews with climate experts.
Instructional Strategies: Lecture , Reading
Resource Type: Interview with an expert , Video
Time Required: 20 minutes
Standards: ESS TEKS: 3, 3.A, 3.B, 3.C, 3.D, 3.E, 3.F, 6.A, 11.E, 15, 15.B, 15.C, 15.D, 15.E ES Literacy: 1.1, 3.1, 3.2, 3.6, 3.7, 3.8, 4.1, 7., 7.1, 7.10, 9., 9.1, 9.2, 9.3, 9.4, 9.6, 9.7, 9.8
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to
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;
3.B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials
3.C draw inferences based on data related to promotional materials for products and services
3.D evaluate the impact of research on scientific thought, society, and public policy
3.E explore careers and collaboration among scientists in Earth and space sciences
3.F learn and understand the contributions of scientists to the historical development of Earth and space sciences
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
11.E evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water
15 The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability.
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates
15.C quantify the dynamics of surface and groundwater movement such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability
15.D explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life
15.E analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity
Earth Science Literacy Principles
1.1 Earth scientists find solutions to society’s needs.
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.
3.6 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.
7. Humans depend on Earth for resources.
7.1 Earth is our home; its resources mold civilizations, drive human exploration, and inspire human endeavors that include art, literature, and science.
7.10 Earth scientists help society move toward greater sustainability.
9. Humans significantly alter the Earth.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.4 Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater.
9.6 Human activities accelerate land erosion.
9.7 Human activities significantly alter the biosphere.
9.8 Earth scientists document and seek to understand the impacts of humans on global change over short and long time spans.
Corals
View Activity
https://serc.carleton.edu/earthlabs/corals/index.html A series of six lessons presented in this EarthLabs module on Corals expose students to current scientific research, data, and visualizations in a way that allows them to become active participants in both learning about and conserving coral reefs.
Instructional Strategies: Inquiry
Resource Type: Classroom learning activity , Laboratory investigation, experiment or demonstration
Time Required: 750 minutes for all 6 labs in the module.
Standards: ESS TEKS: 1.C, 2.E, 2.F, 2.G, 2.H, 2.I, 3.A, 3.C, 3.D, 15, 15.E ES Literacy: 1., 3., 5., 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;
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.G organize, analyze, evaluate, make inferences, and predict trends from data;
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;
3.C draw inferences based on data related to promotional materials for products and services
3.D evaluate the impact of research on scientific thought, society, and public policy
15 The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability.
15.E analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity
Earth Science Literacy Principles
1. Earth scientists use repeatable observations and testable ideas to understand and explain our planet.
3. Earth is a complex system of interacting rock, water, air, and life.
5. Earth is the water planet.
6. Life evolves on a dynamic Earth and continuously modifies Earth.
9. Humans significantly alter the Earth.
For this unit, we have selected three labs: Finding Coral's Ideal Environment (Lab 4), Trouble in Paradise: Factors that Impact Coral Health (Lab 5) and Using Data to Identify Hotspots and Predict Bleaching Events (Lab 6).
- Finding Coral's Ideal Environment (Corals Lab 4)
http://serc.carleton.edu/earthlabs/corals/4.html
Student's examine sea surface temperature, depth, salinity, and aragonite saturation data to discover coral reefs' favored environments.
Time Required: 90 minutes
- Trouble in Paradise: Factors that Impact Coral Health (Corals Lab 5)
http://serc.carleton.edu/earthlabs/corals/5.html
Students examine the three main factors that disrupt corals.
Time Required: 90 minutes
- Using Data to Identify Hotspots and Predict Bleaching Events (Corals Lab 6)
http://serc.carleton.edu/eslabs/corals/6.html
Students will explore some of the tools used by scientists to identify areas around the world where corals are at risk for bleaching and they will also learn about what bleaching means for the long-term health of coral reefs and invent a way to model what happens in coral polyps during the process of coral bleaching.
Time Required: 90 minutes
Island Paradise
View Activity
http://www.txessrevolution.org/IslandIntro This case study presents the story of Easter Island and its ecological collapse. It is written as a jigsaw in which students receive part of the story and make predictions about what will later happen.
Instructional Strategies: Inquiry
Resource Type: Classroom learning activity
Time Required: 100 minutes
Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science
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;
3.D evaluate the impact of research on scientific thought, society, and public policy
Earth Science Literacy Principles
7.1 Earth is our home; its resources mold civilizations, drive human exploration, and inspire human endeavors that include art, literature, and science.
7.3 Natural resources are limited.
7.6 Soil, rocks, and minerals provide essential metals and other materials for agriculture, manufacturing, and building.
8.3 Human activities can contribute to the frequency and intensity of some natural hazards.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.5 Human activities alter the natural land surface.
9.7 Human activities significantly alter the biosphere.
What Happened On Easter Island — A New (Even Scarier) Scenario
View Activity
http://www.npr.org/sections/krulwich/2013/12/09/249728994/what-happened-on-easter-island-a-new-even-scarier-scenario This NPR article, written by Robert Krulwich, takes a look at the two different scenarios explaining the collapse of the Easter Island.
Instructional Strategies: Reading
Resource Type: News or popular magazine article
Time Required: 2 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.
Earth Science Literacy Principles
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.5 Human activities alter the natural land surface.
9.7 Human activities significantly alter the biosphere.
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.
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. To this end, we include ideas for virtual and actual field trips. The former recognizes the limitations of the K-12 classroom setting. Field learning provides a chance to encourage the ability to see features that are important to professional practice. Indeed, many geoscientists report that fieldwork was a key factor influencing their choice of geoscience as a career.
Virtual Field Trip
The Carbon Cycle Game
Take a trip through the carbon cycle.
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.
_________________________________________________________
Earth Science Literacy Initiative Big Idea 7: Earth Provides Resources
The Learning About Fossil Fuels activity provides several articles for students to read. Teachers may choose to assign only certain sections to students or they may incorporate all of them into their lesson and create questions that go along with each section.
The Formation of Fossil Fuels
Texas: Wind and Efficiency - Earth: The Operators' Manual
Earth Science Literacy Initiative Big Idea 9: Humans Change Earth
Selecting Sites for Renewable Energy Projects requires computer access for students in addition to teacher access with a projector (preferred) so students can follow along. It is suggested that teachers perform the activity before completing with students. The CLEAN site has detailed teacher tips and notes.
*Teachers may want to use Time-lapse history of human global CO2 Emissions as a way to introduce students to the impact of anthropogenic carbon dioxide emissions. Starting with the Industrial Revolution around 1753, students can see how the CO2emissions began in England and progressed across the world.
NASA Computer Model Provides a New Portrait of Carbon Dioxide
Documenting Climate Change Through Art
James Balog: Time-Lapse Proof of Extreme Ice Loss is included so that the changes that saw through her art can be substantiated by
http://ed.ted.com/lessons/james-balog-time-lapse-proof-of-extreme-ice-loss#watch
What We Know: The Reality, Risks and Responses to Climate Change includes multiple videos that have time ranges from 5-10 minutes. The teacher can select 5-7 (suggested) and share/discuss with students or can jig-saw the videos. There are broad overview videos as well as interviews with experts. The goal of the website is to present the scientific community's stance on climate change.
*For this unit, teachers should provide a brief overview on the importance of coral reefs and the anatomy of reef-building coral polyps.
Finding Coral's Ideal Environment
Trouble in Paradise: Factors that Impact Coral Health requires the use of the online ReefGIS tool in Parts A and B. Teachers should become familiar with this tool before utilizing with students. In Part C, students will be using a bromothymol blue solution, so prior collection of materials is necessary for this lab.
Using Data to Identify Hotspots and Predict Bleaching Eventsrequires computer access to animations and data tools for analysis. Teachers should be familiar with all sites linked and how to interpret the data prior to the lesson(s). Part A requires collection of craft materials for students to use to model coral bleaching.
Island Paradise is a jigsaw activity that requires close attention to instructions. The complete teaching strategy tips are available on the activity website, specifically on the page entitled, "Advanced Teacher Preparation>Island Paradise." Of specific note, the site states, "It is important that the students do not know they are reading about Easter Island before this exercise begins..." "...If they anticipate where they will end up, their answers will be skewed..."
What Happened on Easter Island - A New (Even Scarier) Scenario