Module 5b earth_space_science

Picture
from
http://researchpark.arc.nasa.gov/lecture%20series/archive/Benson_Lecture.html

Objec&ves

—  List
the
main
strands
in
Earth
and
space
science
at

the
elementary
level
as
described
in
the
Texas

Essential
Knowledge
and
Skills.

—  Discuss
basic
principles
in
Earth
and
space
as

identiﬁed
in
the
TEKS
Elementary
Level.

—  Describe
eﬀective
strategies
for
teaching
Earth
and

space
science
at
the
elementary
level.

Important
for
Elementary
Science

—  Earth
and
space
science,
particularly
Earth
science,
is
very

important
at
the
elementary
grades.
Students
are
curious

about
the
physical
world,
and
they
are
beginning
to
form

their
conceptual
understandings
and
attitudes
about
“how

the
world
works.”

—  Earth
and
space
science
can
provide
an
opportunity
to

provide
a
which
students
will
use
to
make
important

decisions
throughout
their
lives
that
may
have
extensive

and
lasting
aﬀects.

—  Please
access
the
handouts
provided
for
this
unit
(Earth/
space
TEKS
by
grade
and
Earth/space
TEKS
by
topic).

Key
Topics
for
Earth/space

Science
at
the
Elementary
Level

—  Ecology

—  Geology

—  Weather

—  Space

Picture
from
http://www.byui.edu/Geology/

Ecology

—  Ecology
–
The
ecology
standards
focus
on
the

following:

—  Resources

—  Soil/Rock
Cycle

—  Water,
carbon,
and
nitrogen
cycles

—  Change
over
time

—  What
must
a
teacher
know/understand
to
be
able
to

teach
these
topics?

—  How
can
a
teacher
teach
this
topics
to
students?

Ecology:
Resources

—  K.7
(C)

give
examples
of
ways
rocks,
soil,
and
water
are
useful.

—  1.7
(B)

identify
and
describe
a
variety
of
natural
sources
of

water,
including
streams,
lakes,
and
oceans

— 
3.7
(D)

explore
the
characteristics
of
natural
resources
that

make
them
useful
in
products
and
materials
such
as
clothing

and
furniture
and
how
resources
may
be
conserved.

—  4.7
(C)

identify
and
classify
Earth's
renewable
resources,

including
air,
plants,
water,
and
animals;
and
nonrenewable

resources,
including
coal,
oil,
and
natural
gas;
and
the

importance
of
conservation.

—  5.7
(C)

identify
alternative
energy
resources
such
as
wind,
solar,

hydroelectric,
geothermal,
and
biofuels;

Ecology:
Resources

—  Note
that
classifying
resources
is
important
in
the

TEKS.
Be
sure
you
clearly
understand
the

classiﬁcation
criteria
for
Renewable,
Nonrenewable,

and
Alternative
and
that
students
have
plenty
of

experience:

—  Classifying

—  Explaining
why
they
classiﬁed
as
they
did.

The
EXPLAINING
is
the
most
important
part.

Ecology:
Soil

—  This
movie
is
excellent
to
help
a
teacher
understand
how

soil
forms.
It
also
demonstrates
excellent
teaching
and

assessment
strategies.
(The
link
to
the
video
is
near
the

bottom
of
the
page).

http://www.learner.org/courses/essential/earthspace/
session1/?pop=yes&pid=2088

—  This
site
examples
student
ideas
about
soil
and
the
rock

cycle.
It
is
important
for
teachers
to
review
these
common

ideas
that
students
hold
so
they
they
can
help
students

“reconceptionalize.”

session1/ideas.html

Could
you
label
this

drawing
and
explain

what
is
happening
at

each
point?

Could
your
students?

Discovery
Learning
(2008).
The
dirt
on
soil.

Available
from
the
Internet
at

http://school.discoveryeducation.com/
schooladventures/soil/down_dirty.html

Soil:
Students
should
be
able
to:

—  3.7
(A)

explore
and
record
how
soils
are
formed
by

weathering
of
rock
and
the
decomposition
of
plant

and
animal
remains;

—  4.7(A)

examine
properties
of
soils,
including
color

and
texture,
capacity
to
retain
water,
and
ability
to

support
the
growth
of
plants;

Soil:
Experiments

—  Schoolyard
Soil
Experiment

—  http://web.stclair.k12.il.us/splashd/soilexp.htm

—  42explore:
Soil

—  http://42explore.com/dirt.htm

—  How
Stuﬀ
Works:
Soil

—  http://home.howstuﬀworks.com/science-‐projects-‐for-‐
kids-‐soil-‐experiments.htm

Rock
Cycle

—  This
movie
includes
important
content
on
rock
cycle

formation.
More
importantly,
you
see
students
as
they

learn
about
the
rock
cycle
so
that
you
can
see
what
works

(when
they
are
learning)
and
what
doesn’t
(when
their

misconceptions
persist).

—  http://www.learner.org/courses/essential/earthspace/
session2/

—  This
review
of
children’s
ideas
is
particularly
helpful

because
as
teachers
we
often
hold
the
same
ideas
that
may

need
changing
or
clarifying.

—  http://www.learner.org/courses/essential/earthspace/
session2/ideas.html

Rock
Cycle:
Models

—  There
are
many
models
of
the
rock
cycle
that
are
instructive

and
fun
for
students.
Some
examples
follow.

—  Using
crayons

http://www.ehow.com/list_5919514_rock-‐cycle-‐activities-‐
elementary-‐students.html

—  Using
“pop
rocks”
and
chewing
gum

http://www.lessonplanspage.com/
ScienceTheRockCycleWithGumAndPopRocks38.htm

—  Animations

http://www.uky.edu/AS/Geology/howell/goodies/elearning/
module05swf.swf

—  Games

http://www.oum.ox.ac.uk/thezone/rocks/games/index.htm

Rock
Cycle:
Models

—  Remember
that
it
is
not
so
much
the
model
you
use,

but
the
thinking
you
encourage
while
you
are
using

the
model.

—  Ask
higher
level
questions
that
require
students
to

think
about
the
process.

—  What
change
is
occurring?
What
is
causing
the
change

(what
is
the
energy
source?)
Is
this
change
reversible?

What
conditions
must
be
present
for
this
change
to

occur?
What
would
happen
if…

Ecology:
Water
,

Carbon
,
and

Nitrogen
Cycles

—  The
water
cycle
is
the
easiest
and
most
important
for

students
to
know
at
the
elementary
level,
followed
by

the
carbon
and
then
the
nitrogen
cycles.

—  Students
MUST
be
taught
these
cycles
as
systems.

They
must
know
not
only
what
changes
follow
in

sequence,
but
what
causes
those
changes.

Click
on
links
to
learn
more
about
any
of
the
cycles.

Ecology:
Water
,

Carbon
,
and

Nitrogen
Cycles

—  Can
you
answer
these
questions?

—  WHY
does
water
evaporate?
What
happens
to
the
water

left
behind
when
water
evaporates?
Why
didn’t
it

evaporate
as
well?

—  WHY
does
the
water
vapor
in
clouds
become
rain?

—  WHY
is
it
often
warmer
after
a
rain
than
before?

—  WHAT
EFFECT
does
eating
more
meat
have
on
the

carbon
cycle?
WHY?

—  Students
DO
NOT
understand
these
cycles
unless

they
can
explain
what
is
happening
at
each
point
and

why.

Click
on
links
to
learn
more
about
any
of
the
cycles.

Ecology:
Change
Over
Time

—  Change
over
time
is
a
key
concept
in
all
the
ecology

topics,
as
well
as
in
the
other
topics
in
these
two

sciences.
Help
students
understand
why
the
change
is

occurring
(what
are
the
conditions
that
cause
the

change;
what
energy
source
is
driving
the
change;

what
would
happen
if…)

Geology:
TEKS

—  Please
see
your
handout
for
a
fuller
description
of
the

TEKS
related
to
geology.
These
can
be
divided
into

—  Earth
Materials
–
Observing,
testing,
and
describing

physical
properties
of
various
natural
materials

—  Change
Over
Time
–
Reading
various
sources
(fossils,

tree
rings,
charts,
graphs)

and
interpreting
change.

—  Earth
Movements
–
identifying
the
causes,
processes,

and
results
of
movement
of
the
Earth’s
crust

Earth
Materials

—  Observe
the
properties
of
soils,
rocks,
and
water.

—  Test
and
describe
the
properties
of
soils,
rocks,
and

water.

—  Gather
information
including
temperature,

magnetism,
hardness,
and
mass
using
appropriate

tools
to
identify
physical
properties
of
matter.

—  Note
how
important
it
is
for
students
to
test
for

themselves
and
to
identify
the
physical
properties
of

Earth
materials.

Earth
Materials

— What
tools
would

students
use
to

determine
the

following?

—  Temperature

—  Magnetism

—  Hardness

—  Mass

—  Can
you
think
of
grade-‐
level
activities
that

would
allow
students
to

test
these
things?

—  Can
you
think
of
ways

for
students
to
record

their
data?

Earth
Materials:
Example
Ac&vi&es

and
Lessons

—  Illinois
State
Museum

http://geologyonline.museum.state.il.us/tools/
lessons/

— 
RocksForKids:
Resources
+
Experiments
http://www.rocksforkids.com/RFK/
TableofContents.html

—  Lesson
Plan
for
younger
students
for
testing
harness

http://www.lessonplanspage.com/
ScienceMathMusicPEArtSSLAMDRocks-‐
MohsHardnessScale12.htm

Earth
Materials:
Proper&es

—  In
this
experiment,
students
dissolve
the
minerals
in

egg
shells
and
let
it
the
mineral
form
new
crystals.

What
questions
would
you
ask
to
focus
on
the

appropriate
knowledge
and
skills?

From
http://
www.rocksforkids.c
om/RFK/
Experiments.htm

Geology:
Change
Over
Time

The
Austin
Children’s

Museum
has
a
fun

activity
“Making
Fossil

Pudding.”
It’s
the
last

recipe
on
this
page.

http://
blog.austinkids.org/
category/cook/

Geology:
Change
Over
Time

—  Remember
to
focus
on
the
Big
Idea
–
that
things

change
over
time
and
that
by
observing
the

PATTERN,
we
can
infer
what
happened
in
the
past.

Picture
from
http://www.msstate.edu/
dept/GeoSciences/CT/TIG/
WEBSITES/LOCAL/Summer2003/
Harman_Pamela/Dynamic
%20Earth.html

Earth
Materials:
Virtual
Resources

—  Virtual
“Rock
Analyzer”

http://www.open2.net/sciencetechnologynature/
worldaroundus/geologytoolkit/
whatrock_embedded.html

—  Many
rock
and
mineral
questions
answered
(g00d

animations)

http://www.childrensmuseum.org/geomysteries/
faqs.html

Geology:
Earth
Movements

Teaching
about
Earth
Movements
(volcanoes,
earthquakes,

etc.)
is
so
much
fun!
Caution!

—  Many
models
do
not
link
closely
to
the
“real
thing.”
For

example,
soda/vinegar
volcanoes.
You
need
to
discuss
all

models
thoroughly
to
help
students
understand
what
is

happening.

—  Stress
“cause
and
eﬀect.”
What
makes
the
crustal
plates

move?
Why
do
volcanoes
erupt
on
the
rim
of
crusts?

Where
would
we
most
expect
to
see
volcanic
eruptions
or

have
earthquakes?
Why
can
they
happen
at
“unexpected”

places?

Geology:
Earth
Movements

—  This
movie
is
very
helpful
if
you
need
to
review
plate

tectonics.
It
is
also
helpful
in
learning
how
kids
think

about
tectonics
and
models
eﬀective
teaching

strategies
session4/

—  This
site
provides
insight
into
students’
ideas
and

helps
clarify
the
science
behind
these
misconceptions.

session4/ideas.html

Geology:
Earth
Movements

—  There
are
many
excellent
animations
and
videos
online
that

show
plate
tectonics,
Pangaea,
and/or
earthquake
and
volcano

activity.
Examples:

—  PBS’s
Mountain
Maker,
Earth
Shaker
at

http://www.pbs.org/wgbh/aso/tryit/tectonics/

—  Various
Youtube
animations
at

http://www.youtube.com/results?search_query=plate
+tectonics&search_type=&aq=f

—  Lesson
plans
at
Geology.com

http://geology.com/teacher/plate-‐tectonics.shtml
)

Geology:
Models
and
Ac&vi&es

—  Be
sure
you
include
lots
of
hands-‐on.
This
is
an
area

that
has
lots
of
fun
activities
to
support
it.

—  Keep
focused
on
KEY
CONCEPTS:

—  What
are
the
processes
that
produce
these
Earth

changes?

—  Ask
lots
of
higher
level
thinking.

—  Remember,
it
is
not
the
activity
that
is
the
goal;
it
is

achieving
the
learning
outcomes.

Weather
TEKS

—  K.
8
(A)

observe
and
describe
weather
changes
from
day
to
day
and
over

seasons;

—  1.8
(A)

record
weather
information,
including
relative
temperature,
such
as

hot
or
cold,
clear
or
cloudy,
calm
or
windy,
and
rainy
or
icy;

—  1.8
(D)

demonstrate
that
air
is
all
around
us
and
observe
that
wind
is
moving

air.

—  2.8
(A)

measure,
record,
and
graph
weather
information,
including

temperature,
wind
conditions,
precipitation,
and
cloud
coverage,
in
order
to

identify
patterns
in
the
data;

—  2.8
(B)

identify
the
importance
of
weather
and
seasonal
information
to
make

choices
in
clothing,
activities,
and
transportation;

—  3.8
(A)

observe,
measure,
record,
and
compare
day-‐to-‐day
weather
changes
in

diﬀerent
locations
at
the
same
time
that
include
air
temperature,
wind

direction,
and
precipitation;

—  4.8
(A)

measure
and
record
changes
in
weather
and
make
predictions
using

weather
maps,
weather
symbols,
and
a
map
key;

—  5.8
(A)

diﬀerentiate
between
weather
and
climate;

Weather

—  Return
to
the
last
slide
and
think
about
how
many
of

these
TEKS
have
to
do
with
observing,
recording,
and

identifying
patterns.

Helping
students
know
what
to

look
for
is
the
main
skill
in
understanding
weather.

Weather

—  Learning
a
few
basic
principles
can
provide
a
broad

and
deep
understanding
of
weather.
For
example,

understanding
the
hot
air
expands
and
cold
air

contracts
helps
explain,
among
other
things:

—  Wind

—  Humidity

—  Condensation
and
rain

—  High
pressure
area
and
low
pressure
areas

In
fact,
most
of
what
happens
in
weather
start
with
this

principle.

Weather

—  By
helping
students
“think
out”
what
is
really
going

on
with
weather,
rather
than
memorizing
a
bunch
of

independent
facts,
you
can
build
the
self-‐conﬁdence

they
need
to:

—  Determine
patterns

—  Make
predictions
based
on
those
patterns.

—  These
are
key
skills
in
weather
science.

Weather

—  If
you
need
to
review
your
own
understanding
of

weather,
this
site
is
a
simple
and
clear
explanation
of

most
key
factors
of
weather
:
Radio
Shack’s
Guide
to

Weather

http://support.radioshack.com/support_tutorials/
weather/weather-‐02.htm

Weather

—  Of
course,
there
are
numerous
sites
for
suggested

ideas
for
lessons:

—  Teachnology:
Weather

http://www.teach-‐nology.com/teachers/lesson_plans/
science/earth_sciences/weather/

—  The
Teacher’s
Guide:
Weather
http://www.theteachersguide.com/Weather.html

—  Lesson
Plan
Library:
Weatherhttp://
school.discoveryeducation.com/lessonplans/
weather.html

Weather

—  Remember,
the
study
of
weather
is:

—  Learning
a
few
basic
principles
about
how
matter
acts

(especially
air)
and
ﬁguring
out
that
that
means
in

speciﬁc
contexts

—  Observing
and
recording
weather
phenomena

—  Identifying
patterns
from
those
records

Picture
from
http://www.norman.k12.ok.us/
092/techscope/science2.htm

Space
TEKS

—  K.8

(B)

identify
events
that
have
repeating
patterns,

including
seasons
of
the
year
and
day
and
night;
and

—  K.8
(C)

observe,
describe,
and
illustrate
objects
in
the
sky

such
as
the
clouds,
Moon,
and
stars,
including
the
Sun.

—  1.8
(B)

observe
and
record
changes
in
the
appearance
of

objects
in
the
sky
such
as
clouds,
the
Moon,
and
stars,

including
the
Sun;

—  1.8
(C)

identify
characteristics
of
the
seasons
of
the
year

and
day
and
night;

—  2.8
(D)

observe,
describe,
and
record
patterns
of
objects

in
the
sky,
including
the
appearance
of
the
Moon.

Space
TEKS
con&nued

—  3.8
(B)

describe
and
illustrate
the
Sun
as
a
star
composed
of

gases
that
provides
light
and
heat
energy
for
the
water
cycle

—  3.8
(C)

construct
models
that
demonstrate
the
relationship
of

the
Sun,
Earth,
and
Moon,
including
orbits
and
positions

—  3.8(D)

identify
the
planets
in
Earth's
solar
system
and
their

position
in
relation
to
the
Sun

—  4.8
(C)

collect
and
analyze
data
to
identify
sequences
and

predict
patterns
of
change
in
shadows,
tides,
seasons,
and
the

observable
appearance
of
the
Moon
over
time

—  5.8
(C)

demonstrate
that
Earth
rotates
on
its
axis
once

approximately
every
24
hours
causing
the
day/night
cycle
and

the
apparent
movement
of
the
Sun
across
the
sky;
and

—  5.8
(D)

identify
and
compare
the
physical
characteristics
of
the

Sun,
Earth,
and
Moon.

Space
TEKS,
Summarized

—  Observe
and
describe
cycles
and
changes
in
the
Sun,

Moon,
and
Earth.

—  Compare
and
contrast
the
characteristics
of
the
Sun,

Moon,
and
Earth.

—  Describe
the
role
of
gravity
in
the
solar
SYSTEM.

Space:
Resources

—  Annenberg
oﬀers
two
movies
to
help
science
teachers

review
the
concepts
and
pedagogical
approaches
to

teaching
about
the
solar
system.
They
are:

—  Order
Out
of
Chaos:
Our
Solar
System
session8/

and

—  Our
Nearest
Neighbor,
the
Moon

session7/

Space:
Keeping
Focused

—  Remember
in
teaching
about
space
what
has
been

identiﬁed
as
the
key
concepts.
For
example,
this

website,

http://www.123child.com/UBB/showthread.php?
t=6337
has
a
thematic
unit
entitled
“Day
and
Night.”

There
are
about
15
activities,
but
none
of
the
15
help

students
understand
what
causes
day
and
night.
In

lessons
about
day
and
night,
the
MOST
IMPORTANT

concept
is
why
day
and
night
happen.
Singing
songs

and
playing
games
can
help
reinforce
important

concepts,
but
they
cannot
take
the
place
of
the

targeted
scientiﬁc
knowledge
and
skills.

Space:
Keeping
Focused

—  The
Sun,
Moon,
and
Planets

—  The
NASA
activities
on
this
site
have
students
actively

engaged
in
making
physical
models
of
cycles
and

changes
in
the
solar
system.
It
provides
teacher

background
information
and
worksheets
for

assessment.
Look
at
this
activity,
and
be
sure
and

review
the
worksheet
provided.

—  A
Playground
Model:
A
playground
model
to
explore
the
movement
of
the

Sun
and
the
Earth

http://www.eyeonthesky.org/lessonplans/08sun_moonplayground.html

Space:
Keeping
Focused

—  Note
that
the
objectives
are
that
students
“know”

—  The
Moon
rotates
or
spins
on
its
axis.

—  The
Moon
revolves
or
orbits
around
the
Earth.

—  The
Moon
and
the
Earth
revolve
around
the
Sun.

—  The
motion
of
the
Sun,
Earth,
and
Moon
are
cyclical.

Could
you
tell
whether
a
student
understood
these

concepts
from
the
activity
sheet?
What
could
you
do

to
assure
yourself
that
a
student
understood?

Space:
Staying
Focused

—  Finally:
Remember
that
the
Solar
System

is
a
SYSTEM.
Help
students
learn
that:

—  The
SYSTEM
of
which
our
Earth
is
a
part
is

held
together
through
two
forces:
gravity
and

the
speed
(velocity)
of
the
planets.

—  Like
all
other
systems,
every
part
aﬀects
every

other
part.

—  Like
the
parts
of
other
systems,
the

characteristics
of
each
part
can
best
be

understood
by
looking
at
the
system
as
a

whole.

Picture
from
http://www.backbenchmedia.com/dark-‐matter-‐vs-‐god/

Points
to
Remember

—  Earth
and
space
science
should
never
be
taught
as
a

bunch
of
independent
facts.
It
is
important
for

students
to:

—  Recognize
patterns
and
use
those
patterns
to
infer
what

has
happened
in
the
past
and
what
will
happen
in
the

future.

—  Understand
cycles
in
nature
and
that
these
cycles
are

systems.

—  Describe
the
characteristics
of
cycles
and
the
solar

system
in
terms
of
system
theory,
understanding
the

interconnectedness
of
each
part.

Module 5b earth_space_science

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